Presented by Ron L. Shamwell, Social Sciences, Chairperson: Kathy Smith

Welcome

Century Literacies

Background

Community colleges are at the forefront of education and the technology transformation, but urban community colleges are at the center of change as well as cultural diversity shifts for the 21st century. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American society for Training and Documentation.

Significant trends:

•Learners will move into a variety of different, possible fields.•Informal learning is a significant aspect of our learning experience (80/20 rule).•Technology is altering (rewiring) our brains.•The organization and the individual are learning organisms.•Know-how and know-what is supplemented with know-where (understanding of where to find knowledge needed).•Learning is about behavior change.

21st century

Literacies

Information

Visual

Media

Culture

LITERACIES REFER TO THE SKILLS NEEDED TO FLOURISH IN TODAY

‘SOCIETY AND IN THE FUTURE AS WELL AS LITERACIES BEING

MULTIMODAL. THAT IS THE INTERPLAY OF MEANING-MAKING

SYSTEMS (ALPHABETIC,ORAL, VISUAL, ETC), SO THERE ARE “MULTIPLE

WAYS OF KNOWING” (SHORT & HARSTE). PARTICIPATORY

SCHOLARSHIP REQUIRES THE DEVELOPMENT OF SOCIAL AND DIGITAL

LITERACIES AND SKILLS ESSENTIAL TO THE PARTICIPATORY WEB

(VELETSIANOS, 2010 IN DRAFT FORM). RHEINGOLD (2009) INDICATE CRITICAL LITERACIES FOR STUDENTS ARE:

Attention

Participation

CollaborationCritical

Constumption

Network Awareness

WITHOUT ACCESS TO THESE CRITICAL LITERACIES, PARTICIPATORY SCHOLARS

WILL NOT BE EFFECTIVE PARTICIPANTS IN ONLINE SPACES

Information Literacies

Information

Standard

#1

The student who is

information literate

accesses

information

efficiently and

effectively, is when

the student knows

when to seek

information

beyond his or her

personal

knowledge, how to

grame questions

that will lead to the

appropriate

information, and

where to seek that

information while

knowing how to

search across a

variety of sources

and formats to

locate the best

information to

meet a particular

need.

Standard

# 2

The student who is

information literate

evaluates

information

critically and

competently. The

student weights

information

carefully and wisely

to determine its

quality as per the

assignment or task

as well as

assessing the

accuracy, validity,

relevance,

completeness,

and impartiality of

information.

Standard

#3

The student who is

information literate

uses information

accurately and

creatively. The

student manages

information

skillfully and

effectively in a

variety of contexts,

he/she organizes

and integrates

information from a

range of sources

and formats to

apply it to decision

making, problem

solving, critical

thinking, and

creative expression

while being

scholarly and

creative; to a range

of audiences, both

in school and

beyond; and in

print, non-print,

and electronic

formats.

Standard

#4

The student who is

an independent

learner is

information literate

and pursues

information related

to personal

interest, such as

being an

independent

learner who applies

the principles of

information literacy

to access, evaluate,

and use

information about

issues and

situations of

personal interest.

The student is

seeking to enrich

his/herself (leisure,

skills, health, etc).

Standard

#5

The student is an

independent

learner is

information literate

and appreciates

literature and other

creative

expressions of

information. While

accessing,

evaluating,

enjoying, valuing,

and creating artistic

products.

Standard

#6

The independent

student is

information literate

and strives for

excellence in

information

seeking and

knwledged

generation, who

applies the

principles of

information literacy

to evaluate and use

his/her own

information

processes and

products as well as

those developed by

others with proper

referencing. The

student recognizes

when these efforts

are successful and

unsuccessful and

develops strategies

for revising an

improving them in

light of changing

information.

Standard

#7

The student

contributes

positively to the

learning

community and to

society is

information literate

and recognizes the

importance of

information to a

democratic society

while being social

responsible with

regard to

information

understands that

access to

information is basic

to the functioning

of a democracy.

Standard

#8

The student who

contributes

positively to the

learning

community and to

society is

information literate

and practices

ethical behavior in

regard to

information and

information

technology. The

applied principles

and practices that

reflect high ethical

standards for

accessing,

evaluation, and

using information

as well as

recognizes the

importance of

equitable access

to information in a

democratic

society an

respects the

principles of

intellectual

freedom and the

right of produces

of intellectual

property.

Standard

#9

The student who

contributes

positively to the

learning

community and to

society is

information literate

and participates

effectively in

groups to pursue

and generate

information. The

student is socially

responsible with

regard to

information works

successfully---both

locally and through

a variety of

technologies that

link the learning

community---to

access, evaluate,

and use

information.

Veletsianos refers

this a participatory

scholarship, which

“requires scholars

to develop Personal

Learning Networks

(PLNs) and Personal

Learning

Environments

(PLES) “are the

tools, artifacts,

From an assortment of information gleaned, visual literacy is “the ability to interpret, negotiate, and make meaning from information presented in the form of an image,” “the ability to communicate and understand through visual means,” and “the ability to understand and produce visual messages.” However, it is generally agreed that visual literacy is learned as well as it is important “to process visual images efficiently and the impact on viewers.”

Visual Literacies

Visual

Media Literacies

Media

Media literacy is defined as “a repertoire of competencies that enable people to analyze, evaluate and create messages s in a wide variety of media modes, genres and forms.” Explain recent 2010 sociology media learning project on using learning devices. From a list of twelve media literacies prepared by USC’s Annenberg School of Communication, several are listed here: Performance, simulation, multitasking, collective intelligence and transmedia navigation, etc. Knowledge Network Explorer (2010) offers lessons in media literacy that covers images as persuasion, evaluating websites, and framing a point of view.

Multicultual Literacies

Mulitcultural

MULTICULTURAL LITERACY IS A PLACE “ENVISIONED AS WHERE PEOPLE OF ALL CULTURES CAN

COME TOGETHER” IN A LEARNING SITUATION. AT&T KNOWLEDGE NETWORK EXPLORER DEFINES

MULTICULTURAL LITERACY AS “KNOWLEDGE OF CULTURES AND LANGUAGES, AS WELL AS THE

WAYS IN WHICH MULTI-SENSORY DATA (TEXT, SOUND, AND GRAPHICS) INFLUENCES PRECEPTION.

EDMUNDSON (2005) IDENTIFIED CROSS-CULTURAL DIMENSIONS—CATEGORIES OF

CHARACTERISTICS ACROSS WHICH CULTURES CAN BE COMPARED AND CONTRASTED, SUCH AS

HOW MEMBERS OF A CULTURE COMMUNICATE, PERCEIVE TIME, OR VIEW THEMSELVES IN

RELATION TO THE ENVIRONMENT (P. 1) AU & RAPHAEL (2000) IN EQUITY AND LITERACY IN THE

NEXT MILLENNIUM INDICATE THAT THERE IS “CONSIDERABLE EVIDENCE DOCUMENTS THE

EXISTENCE OF A GAP BETWEEN THE LITERACY ACHIEVEMENT OF STUDENTS OF DIVERSE

BACKGROUNDS AND THEIR MAINSTREAM PEERS.” THE AUTHORS FURTHER SUGGEST THAT

PRESENT “BARRIERS THAT SUSTAIN CONDITIONS OF INEQUITY IN SCHOOLS WILL NEED TO BE

SURMOUNTED BEFORE PROMISING NEW APPROACHES TO THE TEACHING OF LITERACY CAN BE

MADE AVAILABLE IN MANY CLASSROOMS WITH STUDENTS OF DIVERSE BACKGROUNDS.” BARRERA’S (1992).

THEORETICAL FRAMEWORK

Theoretical Framework

Knowledge Discussion Features

Cultural Making meaning is culturally

mediated, human meaning is

cultural.

Cross-cultural Literacy and literature are cultural

phenomena, practice in literacy and

literature differs across cultures.

Multicultural Cultures involve relations of power,

literacy teaching is culturally

mediated.

HERE, WE SHOULD BE DRAWN TO DESCRIPTION OF WHAT

IS TERMED A “PARTICIPATORY CULTURE” IN WHICH THE

CONSUMER IS NO LONGER A PASSIVE RECIPIENT OF

INFORMATION, MEDIA, AND ARTIFACTS, BUT ALSO A

PRODUCER OF THESE (JENKINS’S ET. AL.2006, P. 7). A

PARTICIPATORY CULTURE IS DESCRIBED AS:

Questioning

(Frame & Focus)

Identifying & Collecting

(Best Resources)

Evaluation

(Comparing)

Sensemaking

(Making sense of info)

Reflecting & Refining

(Comparing critically)

Using

(Recoding or Presenting)

Assessing

(What works and does not work)

Sharing

(Thinking Multiculturally-

Audiences)

Implimentation

(Action Taken)

Summary Statement

Thank You

Presented by Ron L. Shamwell, Social Sciences, Chairperson: Kathy Smith