Live Blog: Dialogic Literacy Practices #LRA14
by Greg McVerry · December 4, 2014
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Troy Hicks asks the panelists, “Are we the biggest challenge?” Lotta says choice is a challenge but it needs to be an effective. How do we get kids to make effective choices.
Talking about how material capital affects social capital. I want to play with SMS as that has almost 100% penetration across all markets.
O’Byrne is up as discussant. “We need to do something with these things” in discussing e-readers and tablets.
Dialogic curriculum needs to be responsive to curriclum. We need to rethink close reading and text analysis and redesign is at the heart of critical analysis.
Final Theme: Redesign/Revisioning. Even though the project had an explicit remix component redesign happened throughout the project. Most of the remixing involved engendered practices.
Fourth Theme: Translations Across Modes.
Students on American Doll, “This is for reach children.”
They talk about bullying in an episode of TV. We need to remember using the word bullying too much weakens the word. There are three elements to bullying:
intentional hurtful action
repeated over time
involving imbalance of power
They talk about the Nerf Rebelle text. Mention how the commercial looks like Hunger Games. I find the connection to Katniss and the pink and purple bow strong….but Katniss would never carry a pretty bow. She wants an accurate and deadly bow. #GirlPower! but can #GirPowerBePrettyTo?
They met eight times for a critical conversations about texts and then allowed students to remix the text with a critical eye
Use a case study approach, an avid gamer, an avid reader, reads an hour a day to get a TV and iPad, and a comic reader and casual gamer.
They used a formative research design with a specific research design. I agree with Reinking that this needs to be the future of literacy research.
“We are having issues with our ppt. I maybe researching this but I don’t know how to do it. I have a kid at hme to help.”——That defines dialogical digital literacies.
Study informed by New Literacies Studies and Critical Social Thought (Gutierrez, 2008) and Multimodal Social Semiotics (Bezmer & Kress, 2008)
83% of children have access to computers of home. Children have 10 hours of media engagement a day. It is really seven hours but with multitasking they see 10 hours of media.
Angela Weisman and Melissa Pendleton up on “I Saw this Story on YouTube…”: Critical Media Literacy for Elementary Students in an Afterschool Program
Social capital, material capital, & cultural capital all were witnessed (Bourdieu, 1987). Kargin points out that social capital is composed of social capital and material capital.
Sitting next to a doctoral student who is completing a homework assignment. Looks like they have to go to “X” number of sessions and plenary events. Connectionas at #LRA14 matter more than sessions.
Watching videos of students using their Ghost Puffle. The social interaction and the dialogic startegy exchange highlights how truly collaborative literacy is in a digital world.
https://pbs.twimg.com/media/B4BHQCmCEAAQbww.jpg Picture of Kargin’s data collection.
Club Penguin leveling up requires both skill and paid membership. This makes think about mobile gaming in general and whether we have monetized cheating.
Kargin looked at a “Nexus of Practice” between literacy practice, social interaction, and consumerism.
Tolga Kargin of Indiana University presenting on Club Penguin. He acted as a participatory observer doing a cyber-ethnography.
You can adopt to 45 puffles in Club Penguin. There is a huge difference in those who have paid access…This creates access issues. This study examined the interaction differences.
Teacher in the study noted how he became more comfortable not knowing it all with technology. Lotta closes reminding us that 1:1 isn’t a perfect solution.
She discussed how different genres that are suited for e-texs.
Lotta Larson presented on e-books