Digital Literacies Seminar 数码读写能力研讨会


This page is a supplement to the Digital Literacies Seminar run by Mark Pegrum for the China Foreign Language Teaching and Research Press/Beijing Foreign Studies University as part of the Chinese Ministry of Education’s National Teacher Training Programme in Beijing on 17th October, 2012.



DigiLit7.png

--Overview-- 概观

In the current era of web 2.0 and mobile apps, we need to teach students far more than print literacy skills. Nowadays, students need a whole range of digital literacy skills to enable them to interpret language when it is embedded in other media, distributed across networks, and shared on electronic platforms. Similarly, students need the digital literacy skills to express themselves in this new environment and ensure they communicate their messages effectively to their intended audiences and interlocutors. As Gavin Dudeney, Nicky Hockly and Mark Pegrum have written in their forthcoming book on Digital Literacies:

DigiLit5.png

Today's seminar will focus on the technological and pedagogical changes that have brought us to this point, the kinds of web 2.0 and mobile tools employed by language teachers, and the suite of digital literacies that we - and our students - need to acquire to operate effectively in the digital era.



--Part 1: Pedagogy Leading Technology-- 教学法主导科技 (around 1 hour)

The first part of the seminar focuses on recent technological developments and how they relate to contemporary pedagogical approaches. Following an overview of changes in technology and pedagogy, two key theories will be introduced. We will discuss Stephen Bax's theory of normalisation and its implications for the integration of e-learning technologies into day-to-day teaching, and Punya Mishra & Matt Koehler's TPACK (Technological, Pedagogical and Content Knowledge) model and its role in teacher development.

This part of the seminar, for which copies of the text-based slides are available, consists of the following sections:

  1. The Changing Network 转变中的网络

  2. Changing Hardware 转变中的硬件

  3. Changing Software 转变中的软件

  4. Changing Pedagogy 转变中的教学法

  5. A Key Problem 关键的问题



--Part 2: Digital Technologies-- 数码科技 (around 1.5 hours)

The second part of the seminar will begin by introducing Ruben Puentedura's SAMR model, which is often used in conjunction with Punya Mishra & Matt Koehler's TPACK model to frame the use of digital technologies in education. We will then briefly consider examples of how teachers are using a variety of common web 2.0 tools and techniques, such as discussion boards, blogs, wikis, microblogs, folksonomies, social sharing, vodcasting and m-learning.

This part of the seminar, for which copies of the text-based slides are available, consists of the following sections and subsections:

  1. Digital Technologies Framework 数码科技的框架

  2. Key Digital Tools and Techniques 主要的数码工具与技巧

    2.1 discussion boards 讨论区
    2.2 blogs 博客
    2.3 wikis 维基
    2.4 microblogging 微博
    2.5 folksonomies 大众分类法
    2.6 social sharing 社群知识分享
    2.7 vodcasting 视频广播
    2.8 m-learning 流动教学



--Part 3: Digital Literacies-- 数码读写能力 (around 2.5 hours)

The third part of the seminar will introduce the Framework of Digital Literacies developed by Gavin Dudeney, Nicky Hockly and Mark Pegrum, as shown below.

DigiLit6.png

We will then go on to look at examples of key literacies from each of the four main focus areas, exploring how language teachers might incorporate each of them into their lessons.

This part of the seminar, for which copies of the text-based slides are available, consists of the following sections and subsections:

  • Digital Literacies 数码读写能力

  1. First Focus: Language 关注点之一:语言

    1.1 print literacy 印刷读写能力
    1.2 texting literacy 简讯读写能力
    1.3 hypertext literacy 超文本读写能力
    1.4 multimedia literacy 多媒体读写能力
    1.5 gaming literacy 游戏读写能力
    1.6 mobile literacy 流动读写能力
    1.7 code literacy 编码读写能力

  2. Second Focus: Information 关注点之二:信息

    2.1 tagging literacy 标记读写能力
    2.2 search literacy 信息搜索读写能力
    2.3 information literacy 信息读写能力
    2.4 filtering literacy 筛选读写能力

  3. Third Focus: Connections 关注点之三:相容性

    3.1 personal literacy 自身读写能力
    3.2 network literacy 网络读写能力
    3.3 participatory literacy 参与读写能力
    3.4 intercultural literacy 跨文化读写能力

  4. Fourth Focus: (Re-)design 关注点之四:再创

    4.1 remix literacy 重组读写能力



Credits: The word cloud at the top of the page was created by Mark Pegrum using Wordle software. Many thanks to Gilbert Ng for his help with translations of titles into Putonghua, and thanks to Linda Chin, Second Liau, Christine Lim, Sock Pio and Sharon Tham for comments and suggestions regarding the Chinese text.

Contact: Please do not hesitate to contact Mark Pegrum with any questions or comments, either before or after the seminar itself. You should also feel free to explore the rest of this E-language resource wiki.