10 octobre 2012VUB/SMIT Divina Frau-Meigs Transliteracies:an emerging concept for MIL in the cyberist era Divina FRAU-MEIGS Professor, Sorbonne Nouvelle

10 octobre 2012 VUB/SMIT Divina Frau-Meigs

Transliteracies:an emerging concept for MIL in the cyberist era

Divina FRAU-MEIGSProfessor, Sorbonne Nouvelle UniversityHead, section “Media Education Research” International Association for Media and Communication Research (IAMCR/AIERI)Director, Master AIGEME “Ingénierie de l’éducation aux médias et du e-learning”

the connected youth and the shuttle screen situation

computer

ICT journals

broadcast screen

Video/DVD

CD and DVD

Mobile phone

Joystick

broadband screen

Sticks

K7 and video games

+ MP3, digital camera,... Source: Verniers, Graz, 2007…


Summary

1. Media research trends informing media literacy

2. Media education practices and processes informing research

3. Moving towards “Transliteracies” 4. Modelling Transliteracies 5. Implications for curricula and policies


1. Media research trends informing media literacy I.1 Learning shifts in the cyberist moment

Not modernist or postmodernist, but transformative

Visual culture: image and action-oriented

+ Alphabetical culture: text and reflection-oriented

+ shuttle screen: broadcast broadband

Online activities first and then offline extensions

Media as spectacles + services

Media as content aggregators

Media as « participatory » (but from a few to a few, not many to many)


1. Media research trends informing media literacy I.2 Moving Research Beyond “Cultural Studies”

A certain use in its time: a relatively coherent and encompassing frameworkBut : Obsolete and recuperated within pop commercial culture

To be upgraded New paradigms : networks, flux, services, creative industries,… cosmo-political perspectives : non linear, non

causal, reticular, multi-causal, multi-polar y processual

Neuro-sciences and social cognition (memory, identity,…)

2. Media education practices and processes informing research

MIL (as presented by UNESCO and European Expert Group)

Media and Information Literacy convergence

Knowledge, Competencies and Attitudes

Communication skills constellationSource: J. Lau, 2009


Information Skills

Mass Media Skills

Scientists,Scholars, decision-makers

Scientific publications,

academic information

Research,decision-making

Citizens’ news needs, general

information needs

Mass media

Form opinions, make general

decisions, leisure

Citizens, professionals,

students

Validated information, publications

Learning, studying

User Medium Use

Media and Information Literacy Convergence

Access Identify need / Express /Search / Locate

Core skills Subsidiary skills

Analyze / Induction / Deduction

(Understand) / Process

Apply / Learn / Ethics / Communicate / Reproduce /

Produce

Evaluation/Understanding

Use

Lau, Jesus (2010) Conceptual Relationship of Information Literacy and Media Literacy

Knowledge, competencies, and attitudes

INFORMATION LITERACY

ICT SKILLS – MEDIA LITERACY

LITERACY

ORAL COMMUNICATION

REASONING

Other information

Skills

Digital technology

Use

Use of Communicatio

nTools

Use of Networks

Sift media messages

Analyze media

messages

Other ICT / Media Skills

Reading Writing NumeracyOther Basic Skills

Speaking Listening

Thinking Skills

Definition and

articulation of

information need

Location and access

of information

Assessment of

information

Organization of

information

Use of information

Communication and

ethical use of

information

Communication Skills Constellation


3. Moving towards Transliteracies

3.1 The socialisation process in a global media environment * Engagement (motivation to use media, participation) * Anticipation (memory and felt experience of media, feeling of

agency and self-control over the situation) * Interpretation (process of appraisal, building skills for evaluation)* Reflexivity (practices accumulated through time, self-

awareness) * Performance (understanding of social roles and expectations

about attitudes and values)* Co-construction (social accountability and collective responsibility) * Revision (cognitive feedback loop, options for social change)


3.2 The repertoire of e-strategies * Play (problem solving)

* Simulation (dynamic modelling) * Content-aggregation (alternative identities for self-discovery)* Sampling (remixing of media outputs) * Multitasking (interaction with a variety of media tools) * Pooling (distributed intelligence by aggregating information) * Transmedia navigation (control over knowledge in public

domain)* Networking (search and distribution of information)* Peer-to-Peer coordination (negotiation across communities), (adapted from Jenkins 2009= New Media Literacies, 2011).

3. Moving towards “Transliteracies”



3.3 Designing competences within the socialisation process* Comprehension * Criticism * Creativity * Consumption * Cross-cultural communication * Citizenship * Conflict Management and resolution (Frau-Meigs 2011).



4. Modelling “Transliteracies”

4.1 Considering “Information” from 3 fieldsinfoliteracy: the economics of data production and the referencing of documents with a strong stress on their verifiability : information = documentmedialiteracy: the mastery over a series of semiotic resources (text, image, sound,…), with a strong focus on news and their relation to the training of users in developing a critical mind to assess truth and trust : information = newscomputerliteracy: a set of uses and practices in relation to computers and digital tools and platforms, with a focus on their design, their functioning and their finalities : information = code

information cultures+ digital cultures


4. Modelling “Transliteracies”

4.2 Transliteracies as an emerging field

Double meaning of today’s convergence:

1)the multi-media dimensions of current literacy —being able to read, write, count (3R’s) and compute with print and digital tools and via all sorts of formats from book to blog;

2) the trans-domain requirements for full literacy —being able to search, test, validate, modify information as understood in computation (code), in communication (news) and in library science (document).

Interdisciplinary research restructuration of the three

separate fields (overlapping concepts, methodologies and finalities)


3. Modelling Transliteracies

4.3 from transliteracy to e-learning analyse the definitions and territories of “information”

in the various literacies that cover it (media, information, computation);

articulate the theoretical stakes of transliteracies, in particular in relation to the socialisation process and e-strategies;

evaluate the existing indicators for media and information literacy and produce transliteracy indicators;

position the question of information in the skills and competences for lifelong learning

Connect transliteracies with the fuzzy field of e-learning


5. Implications for curricula and policies

Criticise today’s use of media and information literacy in neo-liberal societies: the sweet candy around the bitter pill

Articulate the 7Cs and e-strategies to transliteracies curricula

Articulate to attitudes and values online and offline: pedadogy of participation and co-construction

Develop implications for templates for national policies in transliteracy


The example of AIGEME : Media biographies eportfolio design Competences and group dynamics Cyberpresence:

social presence cognitive presence designed presence

5. Implications for curricula and policies : around the learner project

Teacher/tutorLearner

Project

help(software)

Tools (harware)

monitoring MediationMediation HelpHelp ToolsTools Monitoring Monitoring MediatizationMediatization Follow-upFollow-up FeedbackFeedback ScaffoldingScaffolding Source: JP Source: JP

Narcy-Combes, Narcy-Combes, 20042004

(software)

follow-up feedback

scaffolding

Retroaction on project and mediation

mediation



Elements for national policy template: shared, consensual vision; public policies for education and for public media; teacher and librarian training; awareness raising of all stakeholders; dissemination of research; international cooperation

Production of standard setting tools, such as recommendations, directives, observatories, declarations, in co-regulation and governance framework

Dissemination of documents and sense-making practices via digital tools and via school curricula, master’s programmes for new professions (tutors on line, coaches, moderators,…)


To read more:-Frau-Meigs Divina. Media Matters in the Cultural

Contradictions of the Information Society. Towards a human rights based Governance. Council of Europe, 2011

-Frau-Meigs Divina.Penser la société de l’écran. Sorbonne nouvelle, 2011

-Frau-Meigs Divina. Socialisation des jeunes et éducation aux médias. Eres, 2011

- (ed.) Media Education Kit (UNESCO), 2007- (ed.) Mapping Media Education Policies (AoC), 2009

For further contact

[email protected] www.medias-matrices.net

THANK YOU !


Documents

10 octobre 2012VUB/SMIT Divina Frau-Meigs Transliteracies:an emerging concept for MIL in the cyberist era Divina FRAU-MEIGS Professor, Sorbonne Nouvelle