Create to Learn
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The document discusses the concept of digital authorship as a collaborative and creative process that empowers students to take on authority through engaging with an audience and purpose. It addresses various types of literacy, the role of educators, and the importance of managing creative control, while also emphasizing the evolving relationship between authors and their mediums in the digital age. The text highlights instructional practices that support students in becoming active creators and contributors in their learning journey.
Create to Learn
- 1. Renee Hobbs University of Rhode Island Media Education Lab The Center for Innovation Scarsdale Public Schools October 18, 2016
- 2. Literacy is the sharing of meaning through symbols
- 3. Literacy is the sharing of meaning through symbols
- 4. Rhetoric Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy Critical Literacy News Literacy Digital Literacy Putting Literacy into Historical Context
- 5. 12 Flavors of Digital Literacy SKILLS & ABILITIES ➢ Computer Use and Knowledge ➢ ICT Skills & Digital Skills LITERACY ➢ Online Reading & New Literacies ➢ Media Production & Composition ➢ Coding TEACHING WITH ➢ Technology Integration ➢ Digital Learning ➢ Blended Learning ➢ Connected Learning TEACHING ABOUT ➢ Information Literacy ➢ Media Literacy ➢ Digital Citizenship
- 7. Learning to Write & Writing to Learn How do students learn to take on the responsibility of authorship?
- 8. Digital authorship is a creative and collaborative process that involves experimentation and risk taking. Students take on authority when they have a real audience and strategic purpose. When they create, students build upon what they have previously learned through comprehending other media texts. Digital authors enter into cultural conversation when they use, share and build upon the ideas of others. Classroom instructional practices reflect their complex & personal love-hate relationship that educators have with print, visual, sound and digital media. Digital authorship is a form of social power and so students and teachers need to negotiate the exercise of creative control. PREVIEW
- 9. Who is an Author? Lone Wolf Collaborator
- 10. Authors are the guardians of collective memory Who is an Author?
- 11. Authors are autonomous individuals with vivid sensations and a powerful overflow of spontaneous feelings that get articulated through creative expression. Who is an Author?
- 12. Authors express their personal subjective understandings, feelings and drives, exposing the irrationality at the roots of a supposedly rational world. MODERNISM Who is an Author?
- 13. Developing from the French New Wave cinema of the 1950s, the idea is that film directors have a distinctive visual style, technical competence and consistent themes or interior meanings. Authorship is Multimodal
- 14. Authorship is about control, power and the management of meaning and of people as much as it is about creativity and innovation. Authorship is a Form of Social Power POSTMODERNISM
- 15. As you watch, consider: Is becoming an author a transformative experience? Why or why not?
- 16. A Old Saying in Cambodia: “Before you die, you have to write a book, plant a tree, and have a baby.”
- 18. Authors are Unknowable It is impossible to truly understand an author’s motives, goals and intentions….
- 19. POSTMODERNISM BARTHES Death of the Author FOUCAULT What is an Author? The text does not release a single meaning, the “message” of the author, but instead a text is rather a “tissue of citations” born of a multitude of sources in culture. Authors, Sources and Meanings Circulate in Culture
- 20. We are All Readers and Writers
- 21. As you watch, consider: How does this video depict the the way people learn by creating media?
- 23. Digital authorship is a creative and collaborative process that involves experimentation and risk taking. Students take on authority when they have a real audience and strategic purpose.
- 24. At any moment, the reader is ready to turn into a writer. -Walter Benjamin
- 27. In the late age of print, tensions between the authority of the author and the empowerment of the reader have become part and parcel of the writing space. --Bolter, 2001
- 28. too much information too little time
- 29. We know from Project Information Literacy that students actively try to reduce the number of choices they have to make in order to get their assignments done. We know from the Citation Project that first year college students who use sources in their writing rarely write about them with much understanding. They don’t summarize sources, they harvest quotes. Nearly half the time, the quotes they use are from the first page of the source. We
- 30. Kami PDF & Document Markup http://chrome.google.com A Student PDF Annotation
- 31. A Student Annotates a Video ANT Video Annotation https://ant.umn.edu/
- 32. Finding, organizing & comprehending information are all practices of digital authorship comprehension meaning interpretation filtering storage & retrieval curation
- 33. What is Evernote? Knowledge management tools are online platforms that help people find, organize and use digital resources
- 35. As you watch, consider: What competencies are engaged by making a screencast?
- 36. Screencasting for Reading Comprehension Screencast-o-Matic http://screencast-o-matic.com
- 37. As you watch, consider: What competencies are engaged by making a screencast?
- 38. Screencasting as Literary Analysis & Prewriting
- 39. As you watch, consider: What competencies are engaged by making a screencast?
- 40. Screencasting to Demonstrate Problem-Solving Strategies
- 41. Video Commenting Tools Create Space for Online Dialogue Flipgrid http://flipgrid.com
- 42. When they create, students build upon what they have previously learned through comprehending other media texts. Digital authors enter into cultural conversation when they use, share and build upon the ideas of others.
- 43. Creativity is rooted in wonder & exuberance Creativity, Collaboration & Digital Authorship
- 46. SLEEP How Students Improve their Creative Competencies as a Digital Author
- 47. Cloud-Based Digital Tools Support Digital Authorship Writing KidBlog Google Docs Titanpad Wikispaces Storybird Animation Animoto Powtoons Osnap Moovly Screencasting Screencastify Screencast-o-Matic Screenr Video Production YouTube WeVideo Videolicious Shadow Puppet Multimedia Kizoa Storify Coding Scratch Ready Infographics Infogr.am Easel.ly
- 48. LOVE HATE PRINT VISUAL SOUND DIGITAL Attitudes about media, technology and popular culture shape how educators use these resources for learning
- 49. As you watch, consider: How do differing love-hate attitudes towards mass media, popular culture and technology influence you and your students?
- 50. …I started 8th grade with an absurd aversion to most technology
- 51. Sharing is a Practice of Digital Authorship
- 52. “How do I get started?” Managing Student Creativity “What is our topic?” “When is it due?” “How long should it be?” “Do have to work with a partner?” “How do I get an A?”
- 53. Creating with digital tools involves a process of messy engagement
- 54. As you watch, consider: What inferences can you make about how the teacher structured the learning experience?
- 55. How to Take Care of Your Pet by Grade 1 Students at Russell Byers Charter School
- 56. TEACHERSTUDENT FORMAT CONTENT DISTRIBUTION PROCESS Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control
- 57. Transgression is Inevitable when Student Creative Competencies are Unleashed
- 59. Classroom instructional practices reflect their complex & personal love-hate relationship that educators have with print, visual, sound and digital media. Digital authorship is a form of social power and so students and teachers need to negotiate the exercise of creative control.
- 60. Create an illustrated book about Cambodia Create a PSA for a target audience of adults to inform & persuade on the topic of climate change Use of digital annotation & knowledge management tools to find, filter, curate and comprehend informational online texts Create and share a YouTube video on the immune system Collaborate on a how-to video on taking care of pets Use of screencasts to advance reading comprehension, as a form of literary analysis & prewriting, and to demonstrate math problem-solving Use of video commenting tools for online dialogue Examples of Instructional Practices of Digital Authorship
- 61. Digital authorship is a creative and collaborative process that involves experimentation and risk taking. Students take on authority when they have a real audience and strategic purpose. When they create, students build upon what they have previously learned through comprehending other media texts. Digital authors enter into cultural conversation when they use, share and build upon the ideas of others. Classroom instructional practices reflect their complex & personal love-hate relationship that educators have with print, visual, sound and digital media. Digital authorship is a form of social power and so students and teachers need to negotiate the exercise of creative control. REVIEW
- 62. How are students “creating to learn” in your classroom? How are you supporting the development of student autonomy and authority as authors? How could your students use, analyze and create with digital texts and tools to experience the power of authorship?
- 63. Renee Hobbs Professor of Communication Studies Director, Media Education Lab Co-Director, Graduate Certificate Program in Digital Literacy Harrington School of Communication & Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: @reneehobbs LEARN MORE Web: www.mediaeducationlab.com
Editor's Notes
- #6: Rhys tries to move people from one level to another. I talk about what parts are most common, and where we try to go. Renee talks about distinctions, and she speaks to them as interdisciplinary. Renee is pretty Frierian (spiral)...