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A situated view on Information Literacy :

A situated view on Information Literacy :. Epistemological issues and practical solutions through analysis of participatory media in learning environments. Fredrik Hanell PhD student Library and Information Studies Lund University. A socio-cultural perspective. Säljö (2010):

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A situated view on Information Literacy :

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  1. A situatedview onInformation Literacy: Epistemologicalissues and practical solutions throughanalysis of participatory media in learningenvironments Fredrik Hanell PhD student Library and Information Studies Lund University

  2. A socio-culturalperspective Säljö (2010): • people'sactivities are alwayssituated and mediated by tools Activity as an empiricalfocusencourages the study of people'spractices (repeatedhistorical, social, cultural and material activities). Learning and information literacy (IL) as embedded in contexts. cf. Lloyd (2006); Sundin & Francke (2009); Wertsch (1991)

  3. Information Literacy & Literacy IL as an integral part of everyliteracy: as information (literacy) practicesintegrated with different literacypractices. IL, as well as learning, is situated Lankshear & Knobel (2006, p. 64): - “sociallyrecognizedways of generating, communicating and negotiatingmeaningfulcontentthrough the medium of encoded texts withincontexts of participation in Discourses” Gee (2007): - to understand (read) and produce (write) meaning

  4. A genericview on Information Literacy Information Literacy

  5. A situatedview on Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Information Literacy Whatis Information Literacy?

  6. A situatedview on Information Literacy To solve this issue, weneed: • A continuingepistemologicaldiscussion • A multitude of empiricalexamples

  7. The use of participatory media withinlearningenvironments 2 cases (from highereducation): • Twitter • PING PONG

  8. PING PONG

  9. Twitter

  10. The use of participatory media withinlearningenvironments Analyticaltools: • A socio-culturalperspective • New literacy (NL)

  11. New Literacy Lankshear & Knobel (eg. 2003, 2007): • New technology • New ethos

  12. Tworeasons to talk about New Literacy • NL is useful in connecting the ”new” participatory media with the world of education and schooling (“literacies”) • The concept is alsouseful in connectinguse of participatory media with socio-culturaltheory, and placing this use in the context of literacy and IL

  13. Three general criteria for analysis of NL • Collectiveparticipation • Collaboration • Distributedintelligence and expertise

  14. PING PONG • Collectiveparticipation • Through discussion forum, a chat-tool and a service called “Instant Messaging”. • Collaboration • To a certaindegree (no collaborativeediting, no real-timecollaboration) • Distributedintelligence and expertise • ”Ask a question”, forum, chat-tool, IM.

  15. Twitter • Collectiveparticipation • Includes a social networking feature (Followers). • Collaboration • Facilitatescommunication (Retweets, hashtags). • Distributedintelligence and expertise • Barack Obama is followed by almost 6 million users.

  16. Findings • Both services provide bothold and new technology, butonlyTwitter express the new ethos of NL. • The criteria for analysis of NL are used to link central socio-culturalconcepts to the use of participatory media in learningenvironments: • Sociallydistributedcognition (cf. distributedintelligence and expertise) • Zone of Proximal Development (cf. collaboration) • Unintentionalmediation

  17. Conclusions • In connecting the classic work of L.S. Vygotsky to new, participatory media through the concept of NL a deeperunderstanding of the interaction betweenlearner, participatory media and context is gained. • The theoreticalconstruct of NL serves as a bridge between ”new” participatory media and the world of education and schooling (“literacies”). • Contributes to a continuingtheoreticaldiscussion of IL in a socio-culturalperspective.

  18. Thank you! Fredrik Hanell PhD student in Library and Information Studies Division of ALM and Book History Department of Arts and Cultural Science Lund University, Sweden E-mail: fredrik.hanell@kultur.lu.se Twitter: www.twitter.com/FredrikHanell Paper, presentation and references: www.fredrikhanell.se/I3

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