Purpose for: PCSS 589-13B

University Of Waikato – PCSS589 – 13B (NET)

New Media & Digitally Literate Graduates

Written by:Maria Persson“New Media & Digitally Literate Graduates”

Lecturer:  Prof. Tina Besley

Students Love TechnologyAbstract

How do students become digitally and new media literate (DL/NML)?  Some have pronounced this as an innate ability (Prensky, 2001) and as others believe that it should be part and parcel of the curriculum. To think that there is a simple answer to this conundrum is to make the matter trivial so it requires expanding and analyzing.  This draft outlines the belief that since the inception of mass media, the affordances of Web 2.0 and the affordability, portability and accessibility of digital tools, artifacts and online social networks there is an educational ‘black hole’ which has been thus far ignored by many still. An urgent plea is being made now for educationalists to address this lack of DL/NML, both for them and our students’ sakes.  There are underpinning theories, understandings and arguments as to how digital and new media literacy(s) should/could be defined and addressed. The WordPress blog “PerssonalityPlusTeacher’” as part of this assessment will explore and deconstruct this perceived ‘hole’ but at its core will also provide ways in which new media and digital literacy can be brought out of the shadows, exposed and brought to life. This will translate into more critical ways of thinking, more practical ways of working and in more exciting ways of co-creating and co-constructing new knowledge so that pre-service teachers/students can develop into graduates who are prepared for the 21st Century classroom and beyond.

Presentation Model – Part 2

The intention is to create an ‘online platform’ with a number of artifacts (static and interactive), some journal type entries, article critiques, a chapter from a book for review perhaps and other online resources that could potentially be used as a resource for educators and/or for training teachers (tertiary students) to interact with, to explore new media literacies and thus become more aware of their ‘digital presence and media literacy understanding(s)’.  It will encourage self-directed, problem based, collaborative, connected learning.

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Kellner, D. & Share, J. (2009). Critical media education and radical democracy.  In M. W. Apple, W. Au & L. A. Gandin (Eds.), The Routledge international handbook of critical education. New York, NY: Routledge (pp. 281-295).

O’Leary, G. & Trifonas, P.P. (2008). Moving beyond the modernist/postmodernist knowledge binary: Toward a cosmopolitical pedagogy and a new academic responsibility. In P. P. Trifonas (Ed.), Worlds of difference: Rethinking the ethics of global education for the 21st century (pp.237-261). Boulder, CO: Paradigm Publishers.

Shackelford, J. L., & Maxwell, M. (2012). Contribution of learner-instructor interaction to sense of community in graduate online education. Journal of Online Learning and Teaching, 8(4), 248-260. Retrieved from: http://www.fractuslearning.com/2013/07/09/online-learning-environments/#sthash.rCsn6ybQ.dpuf

Share, J. (2009). Young children and critical media literacy. In R. Hammer & D. Kellner (Eds.), Media/cultural studies: Critical approaches (pp. 126-151). New York, NY: Peter Lang.


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