Topics in Transliteracy

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- Transliteracy (wikipedia.org)

- Electracy (wikipedia.org)

- Multimedia literacy - Psychology Wiki (wikia.com)

Transliteracy

This article is licensed under the Creative Commons Attribution-Share Alike 3.0 license. It uses material retrieved from http://en.wikipedia.org/wiki/Transliteracy on 2011-01-07.

Transliteracy
From Wikipedia, the free encyclopedia Jump to: navigation, search
Transliteracy is The ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. (PART 2007) The modern meaning of the term combines literacy with the prefix trans-, which means "across; through", so a transliterate person is one who is literate across multiple media.

Transliteracy originally was a term derived from the verb 'to transliterate', meaning to write or print a letter or word using the closest corresponding letters of a different alphabet or language. In modern parlance, though, we extend the act of transliteration and apply it to the increasingly wide range of communication platforms and tools at our disposal. From early signing and orality through handwriting, print, TV and film to networked digital media, the concept of transliteracy provides a cohesion of communication modes relevant to reading, writing, interpretation and interaction.

Awareness of transliteracy reminds us that fixed-type print is a very new and possibly short-lived phenomenon within the long and diverse history of communication platforms. According to the Shorter Oxford English Dictionary, the word 'illiterate' dates back only to 1556, around 100 years after Gutenberg invented the printing press. Prior to this period more people could read than could write, but many more could do neither. Since the 16th century an increasing number have become fully literate, but today transliteracy is becoming more desirable than print-based literacy.[citation needed]

The updated meaning of the term, in this case as the plural 'transliteracies', evolved at the Transcriptions Research Project directed by Professor Alan Liu in the Department of English at the University of California Santa Barbara. Liu later developed and formalised the Transliteracies Project, researching technological, social, and cultural practices of online reading, which launched in 2005. Based at UCSB, the Transliteracies Project includes scholars in the humanities, social sciences, and engineering in the University of California system (and in the future other research programs). It will establish working groups to study online reading from different perspectives; bring those groups into conjunction behind a shared technology development initiative; publish research and demonstration software; and train graduate students working at the intersections of the humanistic, social, and technological disciplines.

Professor Sue Thomas, of the Institute of Creative Technologies (IOCT) at De Montfort University, Leicester, UK, attended the First Transliteracies Conference at UCSB in July 2005, and subsequently founded the Production and Research in Transliteracy (PART) group with a focus on writing and production. At DMU, as at UCSB, transliteracy is increasingly seen as an enabling tool to support dialogue between researchers and practitioners from diverse disciplines. The PART group have organised a series of events at the IOCT including a Transliteracy Colloquium (15 May 2007); a Transliteracy Unconference (September 2007), and a Transliteracy Workshop (January 2008).

- Chris Joseph

- Jess Laccetti

- Bruce Mason

- Simon Perril

- Kate Pullinger

- Howard Rheingold

- Sue Thomas

- Postliteracy.org

- Production and Research in Transliteracy (PART)

- Tags Networks Narrative research project (TNN)

- Institute of Creative Technologies (IOCT)

- Fearn, H., 2008. Grappling with the digital divide. Times Higher Education

- Hugill, A. (2008) The Digital Musician. New York: Routledge. pp.122-123

- Mason, B. & Thomas, S., 2007. A Million Penguins, IOCT

- Thomas, S. et al., 2007. Transliteracy: Crossing Divides. First Monday, 12(12)

- Thomas, S., 2005. Del.icio.us way to talk. Times Higher Education

- Thomas, S. 2005 Transliteracy: Reading in the Digital Age, Newsletter 9, December 2005, English Subject Centre

- Transliteracies Project

- Transcriptions Research Project

- Professor Alan Liu

- Conference, UCSB, July 2005

- Not to be confused with Transliterature — term coined and trademarked by Ted Nelson. According to Nelson’s website, '"Transliterature" is our name for a proposed new universal genre intended to unify electronic documents and media, erasing format boundaries and easing the copyright problem.'

- Libraries and Transliteracy Blog: Information on all literacies for all types of libraries and librarians.

v • d • e Literacy

Teaching literacy

Reading education in the USA • Phonics • Whole language • Dick and Jane • National Council of Teachers of English • NCLB • Family literacy • Adolescent literacy

Defining literacy

Functional illiteracy • Critical literacy

Literacy internationally

International Reading Association • List of countries by literacy rate • Literacy in India • International Literacy Day • List of Chinese administrative divisions by illiteracy rate

Major contributors to literacy

Frank Laubach • Paulo Freire • Griffith Jones • Marie Clay

Related concepts

Agricultural literacy • Aliteracy • Asemic writing  • Computer literacy • Cultural literacy • Dyslexia • Diaspora literacy • Ecological literacy • Electracy • Emotional literacy • Financial literacy • Health literacy • Information literacy • Information and media literacy • Literacy test • Media literacy • Mental health literacy • Mental literacy • New literacies • Numeracy • Oracy • Orality • Oral literature • Postliterate society • Racial literacy • Scientific literacy • Statistical literacy • Technological literacy • Transliteracy • Visual literacy • Writing system

Electracy

This article is licensed under the Creative Commons Attribution-Share Alike 3.0 license. It uses material retrieved from http://en.wikipedia.org/wiki/Electracy on 2011-01-07.

CONTENTS

Electracy and pedagogy

See also

References

External links

Electracy
From Wikipedia, the free encyclopedia Jump to: navigation, search
Electracy describes the kind of “literacy” or skill and facility necessary to exploit the full communicative potential of new electronic media such as multimedia, hypermedia, social software, and virtual worlds. According to theorist Gregory Ulmer, electracy “is to digital media what literacy is to print.”[1] It encompasses the broader cultural, institutional, pedagogical, and ideological implications inherent in the transition from a culture of print literacy to a culture saturated with electronic media. “Electracy” is the term he gives to what is resulting from this major transition that our society is undergoing. The term is a portmanteau word, combining "electrical" with "literacy," to allude to one of the fundamental terms used by the French philosopher Jacques Derrida to name the relational spacing that enables and delimits any signification in any medium (which is to say that it operates in orality and literacy as much as in electracy). Usage parallels "literacy": a person may be literate or illiterate, electrate or anelectrate.

Electracy denotes a broad spectrum of research possibilities including the history and invention of writing and mnemonic practices, the epistemological and ontological changes resulting from such practices, the sociological and psychological implications of a networked culture, and the pedagogical implementation of practices derived from such explorations.

Ulmer writes of electracy:

What literacy is to the analytical mind, electracy is to the affective body: a prosthesis that enhances and augments a natural or organic human potential. Alphabetic writing is an artificial memory that supports long complex chains of reasoning impossible to sustain within the organic mind. Digital imaging similarly supports extensive complexes of mood atmospheres beyond organic capacity. Electrate logic proposes to design these atmospheres into affective group intelligence. Literacy and electracy in collaboration produce a civilizational left-brain right-brain integration. If literacy focused on universally valid methodologies of knowledge (sciences), electracy focuses on the individual state of mind within which knowing takes place (arts).[2]

Ulmer’s work benefits from considering other historical moments of radical technological change (such as the profound changes resulting from the inventions of the alphabet, writing, and the printing press), and thus his work is grammatological insofar as it derives and extrapolates a methodology from the history of writing and mnemonic practices. His career can be encapsulated as an attempt to invent a rhetoric for electronic media.

Ulmer introduced electracy in Teletheory (1989), and it began to be noted in the scholarship as early as 1997.[3] It has been regarded as among the "most prominent" contemporary designations[4] for what Walter J. Ong once described as a "secondary orality" that will eventually supplant print literacy[5] As James Inman writes, "It is important to distinguish electracy from other terms, such as computer-based literacy, Internet literacy, digital literacy, electronic literacies, metamedia literacy, and even cyber-punk literacy. None of these other terms have the breadth electracy does as a concept, and none of them draw their ontology from electronic media exclusively".[6] Some scholars have viewed the electracy paradigm, along with other "apparatus theories" such as Ong's, with skepticism, arguing that they are "essentialist" or "determinist."[7]

Electracy and pedagogy

Ulmer’s work has implications for the practice of education as well. Co-author of a textbook for freshman English courses,[8] Ulmer develops undergraduate and graduate level courses which incorporate his theories and invite students into the process of inventing new practices and genres.[9]

Alan Clinton, in a review of Internet Invention, writes that “Ulmer’s pedagogy ultimately levels the playing field between student and teacher”[10] Academic Lisa Gye also recognizes the pedagogical implications of Ulmer’s work:

The transition from a predominantly literate culture to an electronic culture is already engendering changes in the ways in which we think, write and exchange ideas. Ulmer has been concerned with the kinds of changes that take place as a result of this transition and his primary concern has been a pedagogical one – that is, he is interested in how learning is transformed by the shift from the apparatus of literacy to the apparatus of what he comes to term ‘electracy’.[11]

Electracy as an educational aim has been recognized by scholars in several fields, including English composition and rhetoric,[12] literary and media criticism,[13] digital media and art, and architecture[14] Mikesch Muecke explains that "Gregory Ulmer's ideas on electracy provide … a model for a new pedagogy where learning is closer to invention than verification"[15]

Ulmer himself writes:

Electrate pedagogy is based in art/aesthetics as relays for operating new media organized as a prosthesis for learning any subject whatsoever. The near absence of art in contemporary schools is the electrate equivalent of the near absence of science in medieval schools for literacy. The suppression of empirical inquiry by religious dogmatism during the era sometimes called the "dark ages" (reflecting the hostility of the oral apparatus to literacy), is paralleled today by the suppression of aesthetic play by empirical utilitarianism (reflecting the hostility of the literate apparatus to electracy). The ambivalent relation of the institutions of school and entertainment today echoes the ambivalence informing church-science relations throughout the era of literacy.[2]

Ulmer's educational methods fit into a broader paradigm shift in pedagogical theory and practice known as constructivism. He discusses the relationship between pedagogy and electracy at length in an interview with Sung-Do Kim published in 2005.[16]

See also

- Multimedia literacy

- Computer literacy

- Information literacy

- New literacies

- Transliteracy

- Grammatology

- Constructivism

References

1. ^ Ulmer, G. L. (2003). Internet Invention: From Literacy to Electracy. New York: Longman.

2. ^ [a] [b] http://web.nwe.ufl.edu/~gulmer/longman/pedagogy/electracy.html.

3. ^ Porter, David. Internet Culture. New York: Routledge, 1997.

4. ^ Inman, James. A. Computers and Writing: The Cyborg Era. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.

5. ^ Ong, Walter J. Orality and Literacy: The Technologizing of the Word. London: Metheun, 1982.

6. ^ Inman, James A. "Electracy for the Ages: Collaboration with the Past and Future." Electronic Collaboration in the Humanities: Issues and Options. Ed. James A. Inman, Cheryl Reed, and Peter Sands. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. p. 52

7. ^ See, for example, Inman's cautionary statement on page 161 of Computers and Writing: The Cyborg Era and a response essay by Stephen Tchudi in Electronic Collaboration in the Humanities, pp. 79–88.

8. ^ Scholes, R., Comley, N. & Ulmer, G.L. (1994). Text Book: An Introduction to Literary Language 2nd Edition. New York: St. Martin's Press.

9. ^ See, for example, student work posted at http://web.nwe.ufl.edu/~gulmer/s01/sevans2/, http://web.nwe.ufl.edu/~gulmer/course/mystory1.html, and http://www.anabiosispress.org/rsmyth/writings/diss/index.html.

10. ^ http://reconstruction.eserver.org/051/clinton.shtml.

11. ^ http://journal.fibreculture.org/issue2/issue2_gye.html.

12. ^ See Inman and also Leander,Kevin, and Paul Prior, "Speaking and Writing: How Talk and Text Interact in Situated Practices," What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices, ed. Charles Bazerman and Paul Prior, Mahwah, NJ: Lawrence Erlbaum Associates, 2004)

13. ^ O'Gorman, Marcel. E-Crit: Digital Media, Critical Theory, and the Humanities. Toronto: University of Toronto Press, 2006.

14. ^ Mitrasinovic, Miodrag, Total Landscape, Theme Parks, Public Space, Aldershot, England, and Burlington, VT: Ashgate Publishing, 2006; Muecke, Mikesch W. Gottfried Semper in Zurich: An Intersection of Theory and Practice. Ames, IA: Culicidae Architectural Press, 2005.

15. ^ Muecke, p. 4

16. ^ Kim, Sung-Do. "The Grammatology of the Future" (An Interview with Gregory Ulmer). Deconstructing Derrida: Tasks for the New Humanities. Ed. Peter Pericles Trifonas and Michael A. Peters. New York: Palgrave-Macmillan, 2005. 137–64.

External links

- Gregory Ulmer’s homepage

- “Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies”

- Tilson, William and John Craig Freeman. "Place and the Electrate Situation". Rhizomes 13 (Fall 2006).

- Clips from video interviews with Ulmer

- Imaging EmerAgency: A Conversation with Greg Ulmer

v · d · eLiteracy

Teaching literacy

Reading education in the USA • Phonics • Whole language • Dick and Jane • National Council of Teachers of English • NCLB • Family literacy • Adolescent literacy

Defining literacy

Functional illiteracy • Critical literacy

Literacy internationally

International Reading Association • List of countries by literacy rate • Literacy in India • International Literacy Day • List of Chinese administrative divisions by illiteracy rate

Major contributors to literacy

Frank Laubach • Paulo Freire • Griffith Jones • Marie Clay

Related concepts

Agricultural literacy • Aliteracy • Asemic writing  • Computer literacy • Cultural literacy • Dyslexia • Diaspora literacy • Ecological literacy • Electracy • Emotional literacy • Financial literacy • Health literacy • Information literacy • Information and media literacy • Literacy test • Media literacy • Mental health literacy • Mental literacy • New literacies • Numeracy • Oracy • Orality • Oral literature • Postliterate society • Racial literacy • Scientific literacy • Statistical literacy • Technological literacy • Transliteracy • Visual literacy • Writing system

Multimedia literacy - Psychology Wiki

This article is licensed under the Creative Commons Attribution-Share Alike 3.0 license. It uses material retrieved from http://psychology.wikia.com/wiki/Multimedia_literacy on 2011-01-07.

CONTENTS

Definition Wars

Changing Digital Technology

Constructivist learning and multimedia

Multimedia Literacy in Schools

Video

Sound

See also

External links

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Multimedia literacy

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Multimedia literacy is a new aspect of literacy that is being recognised as technology expands the way people communicate. The concept of Literacy emerged as a measure of the ability to read and write. In modern context, the word means reading and writing at a level adequate for written communication. A more fundamental meaning is now needed to cope with the numerous media in use, perhaps meaning a level that enables one to successfully function at certain levels of a society. Multimedia is the use of several different forms of media to convey information. Several are already a part of the canon of global communication and publication: (text, audio, graphics, animation, video, and interactivity). Others, such as virtual reality, computer programming and robotics are possible candidates for future inclusion. With widespread use of computers, the basic literacy of 'reading' and 'writing' are often done via a computer, providing a foundation stone for more advanced levels of multimedia literacy.

Definition Wars

Critics of the concept of multimedia literacy question whether the term literacy can be extended beyond its original definition. Others question whether the 'literacy' skills and concepts in multimedia literacy are new at all, being found in the theatre, film, radio etc. for many years. The expansion of basic literacy through history and across geography provides perspective on those seeking to draw hard lines about what it is and is not.

Thousands of years ago, only a few early cultures invented and used the skills and technologies of reading and writing. Many languages today still have no written form. Of those with the invention of writing, only a small percentage of the citizens of these early cultures needed to have basic literacy. Each culture and time defines its needed technologies of thought and communication. As a consequence, educators must examine the needs and capacities of the culture in setting the elements and levels of literacy. Observing the growing importance of the World Wide Web and delineating the degrees in which its forms of communication are in use may be the best means for determining both current and future definitions of literacy.

An area that needs further research and then discussion here is the tipping point for universal literacy. What were the factors at work over the last centuries when basic literacy went from recommended, but optional, to universally required? Does the tipping point involve a percentage of the population using the technology in general or just a politically powerful part of a population? Are different factors at work today? Can those factors be mapped onto the digital age establishing a tipping point for multimedia literacy or elements of multimedia literacy?

Changing Digital Technology

As personal computers and their software become more powerful they have the capacity to not only record and edit text, sound, still images, motion pictures and manage interactivity individually, but synthesize all of them onto the same page, screen or viewing, creating new plateaus or forms of composition. Personal computer technology has placed multimedia creation in the hands of any computer user. As multimedia becomes a more prevalent form of communication it is argued that the literacy of 'reading' and 'writing' using multimedia be taught in schools and other education institutions.

The related study of mass media has long been part of the school program in many school systems either as a separate subject option in secondary schools or more often as a part of general literacy learning. Film Study has also been a school subject in many schools for some time using relatively expensive and complicated equipment to make film or video. The rapid development of multimedia via personal computing means that it is becoming a routine form for a widening group of people not only for just "reading" but for creating the media. The line between mass media and personally authored media is becoming much more blurred if not obliterated. Non professional authors on the web already have audiences larger than major commercial publications such as major newspapers and TV stations, whether text based blogs or multimedia podcasts.

Constructivist learning and multimedia

Multimedia literacy is a subset of the wider issue of the use of ICT (Information and Communication Technology) in schools. While there is widespread recognition that people need to learn how to use computers effectively in order to function in modern society, there is debate about the nature of that learning. Some see it as a simple but lengthy list of technical skills while others see it as also including recognition of the power of ICT to bring about a major change in learning. Avarim and Talmi [1] identify several groups active in ICT in education, including Technocrats, who see the use of ICT as non-problematic and simply a matter of using the new tools, and Reformists, who see ICT as a major and possibly inexorable agent of change in education.

The reformist group see the rapid growth in the use of ICT in schooling occurring in conjunction with the adoption of the constructivist learning theory.(OECD)[2] This theory supports active, hands-on learning. It is related to Cognitive Apprenticeship and the work of Jerome Bruner.

Some educators see ICT as being a major driver of school reform. This reform is towards a more constructivist approach, using related terms such as: student-centred learning, Problem-based learning and experiential education. Others point to the slow pace of such reform and suggest that ICT may support reform but it is by no means inevitable that it will do so. (eLearning europa) [3]

Supporters of ICT as a powerful tool for constructivist learning point to its capacity to provide:

- active and highly motivating engagement with students

- powerful tools to create text, art, music, sound, models, presentations, movies etc. that produce high quality products and remove much of the tedium normally associated with such creation

- an error-forgiving environment in which editing of a product fosters learning by trial and error

- easy communication in text, voice, video

- quick access to information and resources

Educators are finding, however, that while ICT can provide a technical environment for constructivist learning to occur, there needs to be high quality teaching to develop and sustain an environment that will challenge and inspire students to learn.

Multimedia Literacy in Schools

Teaching literacy has always been the central business of schools. School literacy teaching had tended to focus on written literacy rather than on oral literacy, which is mainly learnt outside school. Literacy has never been a fixed body of skills but has evolved with the development of technology, such as pens and paper, and the needs of society as in the Industrial Revolution. For example, handwriting was a major focus of schooling during the 19th Century as the demand for clerks grew rapidly. Then the invention of the typewriter made neat handwriting a less important business skill. However, important literacy technologies such as the newspaper, the typewriter and the telegraph took decades to spread throughout society, giving schools time to adapt. Schools today are struggling to cope with the teaching of new literacies that are often less than five years old but are widespread in society.

Today the Internet is a major medium of communication and it is increasingly rich in multimedia. Children are regular users of the Internet and educators are recognising the importance of them being 'literate' in its navigation, searching, authentication and other skills. Most school systems in the developed world are including computer literacy or similarly named programs, into the curriculum.

Film director George Lucas would approve. As he succinctly put it to Elizabeth Daley, dean of USC’s School of Cinema and Television: "In the 21st century, can you honestly tell me that it’s not as important for these students to know as much about Hitchcock as they do about Hemingway? Lucas elaborates on this idea in his conversation with Daley:“.Well . . I began to realize that the potential for multimedia to enhance the learning process was just astronomical. . . . I’m a big proponent of a new kind of grammar that goes beyond words. To tell a story now means grasping a new kind of language, which includes understanding how graphics, color, lines, music and words combine to convey meaning” (Brown 20).[4] In this coversation with Elizabeth Daley, Lucas asks: “Don’t you think that, in the coming decade, students need to be taught to read and write cinematic language, the language of the screen, the language of sound and image, just as they are now taught to read and write text? Otherwise, won’t they be as illiterate as you or I would have been if, on leaving college, we were unable to read and write an essay?”(Daley 15) [5]

Children learn much of their mass media literacy, as recipients, quite intuitively from film, television and radio. However, until recently, few have had the opportunity to experience being multimedia authors. Now, with relatively cheap digital cameras, free software and access to powerful multimedia computers, there is both the opportunity and the need, for quite young students to become authors as well as consumers in the new media.

The following sections provides information on skills that students may learn in order to be multimedia literate.

Video

Film making has been a major technology and art form for over a century. Personal video making makes use of many but not all of the techniques of professional film making. Student movie makers need to be familiar with the basic tools and techniques of the art, including familiarity with:

- camera shots: close up, medium, long shot, pan, fade etc in order to achieve different effects

- story-boarding: a pictorial frame view of the story line, showing camera views, times and shot sequence which provides the Director with a simple shooting script for a video.

- editing software replaces tedious and expensive film splicing with digital editing which is quick and forgiving of errors, and allows the insertion of audio tracks in sequence with the video track.

- sound tracks allow music, sound effects and voice tracks to be added to an existing film (see Sound).

- the so called Ken Burns Effect, in which the camera pans across a still image allows still images accompanied by a sound track to create quite powerful presentations.

External Links

Digital Storytelling Cookbook A detailed overview of steps in authoring digital stories.

Making a video Technology School of the Future - teacher development centre

Sound

Three track recording

Added by PhloxBot

Most people are very familiar with the use of sound as a powerful tool in television, radio and film, but have little experience in using it themselves. Digital recording allows the user much greater opportunity to experiment with the effect of sound features such as:

- voice tone, pace, pitch

- music as an influence on mood and atmosphere

- sound effects that provide enrichment and context to a story.

External Links

- Audacity open source audio editing software.

See also

- Literacy

- ICT

- Constructivism (learning theory)

- Technological literacy

- Computer literacy

- Transliteracy

- e-learning

- Digital storytelling

External links

- Aviram, R Talmi, D, 2004 ‘Are you a Technocrat A Reformist Or a Holist?’ eLearning Europa, http://www.elearningeuropa.info/index.php?page=doc&doc_id=4965&doclng=6&menuzone=1

- Houghton, R.S. (2004). Rationale for Multimedia Use

and Instruction in Education. A unimedia composition. http://ceap.wcu.edu/houghton/MM/rationale/rationalemmframes.html

- Learning to Change, 2001 OECD recovered from http://www.oecdbookshop.org/

- The New Media Consortium (2005). The Global Imperative. The Report of the 21st Century Literacy Summit. NMC: The New Media Consortium. http://www.nmc.org/pdf/Global_Imperative.pdf

- A New Paradigm for School Education (2005) elearning europa, http://elearningeuropa.info/index.php?page=doc&doc_id=5947&doclng=6&menuzone=1

- Daley, Elizabeth (2003). Expanding the Concept of Literacy, http://iml.usc.edu/downloads/news_articles/erm0322.pdf

- The Institute for Multimedia Literacy

- Goodman, S. (2003). Teaching Youth Media: A Critical Guide to Literacy, Video Production and Social Change. NY: Teachers College Press., http://www.evc.org/publications/teaching.html

ja:マルチメディア・リテラシー

This page uses content from the English-language version of Wikipedia. The original article was at Multimedia literacy. The list of authors can be seen in the page history. As with Psychology Wiki, the text of Wikipedia is available under the GNU Free Documentation License.

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