Literacy, Technology, and Education |
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| WEEK 1 | What is literacy? How does literacy shape the ways we think? |
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Preparation:
1.)
Ong, "Writing is a Technology that Restructures Thought" (p.
19-32 Literacy: A Critical Sourcebook); 2.) Goody, "What's
in a List?" (p. 33-51, Literacy: A Critical Sourcebook) |
| WEEK 2 | What are the relationships between literacy and success? Literacy and ideology? What is the focus of new literacy studies? |
Tuesday |
Preparation: 1.) Graff, "The Nineteenth-Century Origins of Our Times" (p. 211-233), 2.) Literacy: A Critical Sourcebook), 3.) Street, "The New Literacy Studies" (p. 430-442, Literacy: A Critical Sourcebook), In class: Discussion of readings. |
| WEEK 3 | How does literacy shape identity? How is literacy related to technology? |
Tuesday 27 January |
Preparation: 1.) Akinnaso, "Literacy and Individual Consciousness" (p. 138-155, Literacy: A Critical Sourcebook); 2.) Brandt "Accumulating Literacies" (College English, 6(57), p. 648-668), 3.) Selfe's "Technology and Literacy: A Story about the Perils of Not Paying Attention" (1999). CCC, 50(3), (p. 411-436). 4.) Selfe's "The Role of Ideology," excerpt from Literacy and Technology in the 21st Century (p. 114-130); 5.) methodology excerpt ("Parameters of the Study" and "The Setting of the Study") from Brandt's Literacy in America (p. 9-17) In class: Discussion of readings. |
| WEEK 4 | What is the cultural ecology of literacy? |
Tuesday |
Preparation: 1.) Selfe & Hawisher, "Introduction" (Literate Lives in the Information Age); 2.) Selfe, Walikainen, Woodbeck, and "Complicating Access" (Literate Lives in the Information Age); 3.) DeVoss, Hawisher, Jackson, Johansen, Moraski, Selfe, "The Future of Literacy" (Literate Lives in the Information Age); 4.) Brown, Hawisher, Selfe, "Those Who Share: Three Generations of Black Women" (Literate Lives in the Information Age) In class: Discussion of readings. Discussion of Literacy Autobiography/Sound assignment |
| WEEK 5 | How have your literacies shaped your identity? How has technology shaped your literacies? Reading/listening to audio texts. |
Tuesday |
Preparation: 1.) Read excerpt from Schaffer's The SoundScape (p. 9-12). 2.) Read excerpt from Abel and Glass' An Illustrated Guide to Radio. 3.) Read Selfe's <Sound.doc>.4.) Brainstorm 3 possible concepts for a literacy autobiography/sound project—compose brief treatments, 1 paragraph each.. In class: Listen to examples of sound projects. Draw diagram of Literacy Autobiography/Sound project; develop schedule (recording signal sound, recording landmark sounds, recording/downloading music, recording narration/commentary, mixing and editing) |
| WEEK 6 | Composing sound texts. |
Tuesday |
Preparation: 1.) Bring recorded/digital sound files for literacy autobiography/sound project on CD. 2.) Read and print out Downloading Sound and Image files. BRING THIS FILE TO CLASS TODAY. 3.) Read Editing Sound with Audacity <http://audacity.sourceforge.net/docs1.1/contents.html>. In class: Meet in the computer lab to go over downloading and editing sound using Audacity. |
| WEEK 7 | Literacy and identity; literacy and technology |
Tuesday |
Preparation: Complete and hand in Literacy Autobiography/Sound Projects on CD. In class: Individual presentations of Literacy Autobiography/Sound Projects |
| WEEK 8 | How are computer technologies—specifically computer games—shaping the literacies of young people? |
Tuesday |
Preparation: Read Gee's What Video Games Can Teach Us In class: Discussion of reading (Gee), and discussion of Literacy and Gaming paper, methodology and plan (subject date for interview, due date for transcript, analysis). |
| WEEK 9 | What is multimodal literacy? Should we be teaching multiple modes of composing in our classes? If so, how? What can different modalities contribute to our understanding of literacy? Reading visual and video texts. |
Tuesday |
Preparation: Read 1.) Kress "English at the Crossroads" (p. 66-88), and 2. The New London Group's "A Pedagogy of Multiliteracies" (p. 60-92). In class: Discuss reading. Discuss. Literacy Video Project. View sample movies. |
| WEEK 10 | What can different modalities contribute to our understanding of literacy? |
Tuesday |
Preparation: 1.) Brainstorm 1-paragraph treatments for 3 possible Literacy Video projects. Here are some possibilities, but don't limit your imagination: • How do you read/write the text of _______? (some kind of interesting literacy text or event—teachers as a text in the classroom, Grunge as a text about fashion, a rock and roll song as a musical text, a concert or a parade or a football game as social texts, a graduate program as a social text, a car as a cultural text, a school/playground as a social text, a janitor's cart as a personal text, a room as a spatial text). • Literacy in/at ______ (some place where interesting literacy practices happen/literacy values are exhibited—writing center, computer lab, graduate program, a classroom, a grade, an office, a home, a course, a baseball game, ). •The literacy of ______ (someone with interesting lioteracy practices or values—a student, a secretary, a mother, a young child, a carpenter, a grafitti artist, a musical artist). In class: Draw a diagram of one Literacy Video project (concept, narration, music, images, A roll, B roll); make a schedule for Literacy movie project. See sample diagram. |
| WEEK 11 | Composing visual and video texts. |
Tuesday |
Preparation: Turn in copy of completed transcript for Literacy and Gaming paper; schedule individual conferences with teacher this week and bring along notes about themes you find in transcript. In class: Meet in the computer lab, practice downloading images and making videos. |
| WEEK 12 | Composing visual and video texts. |
Tuesday |
Preparation: TBA In class: Meet in the computer lab, practice downloading images and making videos. |
| WEEK 13 | What have you learned as a literacy scholar? |
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Preparation: Final Literacy and Gaming papers In class: Presentations of of Literacy and Gaming findings.. |
| WEEK 14 | If
time allows: Is there a literacy of comics? |
Tuesday |
Due: 1.) Scott McCloud's Understanding Comics excerpt. 2.) Choose one term/concept that you consider particularly salient and powerful for your study and understanding of literacy (e.g., ideological literacy, multimodal literacy, affordances, autonomous literacy, soundscape, signal sound, soundmark, sound portrait, digital literacy, accumulating literacy, new literacy studies, gaming as literacy, text, composing, reading, etc.). 3.) Come to class prepared to draw or create a comic strip that explains and illustrates this term. If you do not want to draw the comic, bring pictures you can cut and paste into your comic. In class: Course Evaluations, literacy through comics |
| WEEK 15 | What have we accomplished as a class? |
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Preparation: In class: Sharing Literacy Videos |