This week’s pieces inspired my thinking about two literacies for teacher-scholars:
Reconstructive literacy: As described by Tierney (2009) and Coiro and Dobler (2007), the Internet is changing the nature of reading from a linear to a non-linear process. In academia, even traditionally linear media (e.g., journal articles) are embedded in structures that afford non-linear exploration (e.g., databases) and have features that afford non-linear reading (e.g., hyperlinks to cited sources). This makes it critically important for scholars to develop the ability to continually integrate ideas across sources and be open to reconstructing their understandings as the connections afford new perspectives. Similarly, scholar-teachers must take into account the expansive web of information connected to the readings they suggest to their students and be ready to offer mentoring and advice in how to make sense of multiple perspectives. Rich (2008) suggests that the conversational nature of reading on the Internet is part of its appeal to students; teachers should learn to build on that appeal.
Design literacy: Tierney (2009) highlights something missing from current studies of gaming: They focus on how the user applies new literacies, while not examining the same question about designers. He later reiterates that today’s digital natives would likely design digital environments quite differently than the digital “outsiders” (p. 330) who are currently doing most of the designing. This illustrates a need for teacher-scholars to develop a design literacy that allows them to think carefully about how the design of an experience might affect research participants’ use of new media differently than other designs.
Hi Katie,
I agree with what you say and especially identify with the need for design literacy. I especially feel that after taking a UX (user-experience) class during my masters. It talked a lot about empathetic design. Do you think it makes sense to have UX and LX (Learning experience design) courses in traditional research-oriented graduate programs? UX-LX is often considered ‘industrial’ or practitioner-oriented approach. But perhaps as these new literacies develop the lines between research and practice will blur further, especially since the aim is to be aware of ‘current needs’ for the world.
Katie,
Your response in regards to reconstructive literacy was along the same lines of thinking I had. With a large amount of non-linear information available the ability to utilize metacognitive strategies to select, synthesize, and alter schema is a necessary skill for today’s teacher/scholars. Along with this great amount of information comes pressure to skillfully and efficiently sift through the literature and identify relevant articles. However, as Coiro et al. (2009) recognize, it is also necessary to engage in slow and methodical reading once relevant information is identified. What do you think the resolution between fast and efficient search and deep reading looks like? Is there one?
Hi Katie, I like the way you framed non-linear reading as “reconstructive literacies”. It is similar to what I defined as “informational hypermedia literacies” in my post. Would the use of mixed media fall under your definition of “reconstructive literacies”?
It seems to me that “new literacies” differs from traditional literacies in the sense that it may require more active participation/engagement in both the consuming process (reading, listening, watching, etc.) and the production process (crafting one’s message). The line between “consuming” and “producing” processes are becoming blurred as technology improves the speed through which we can access information and disseminate our thoughts (eg. live tweeting during a seminar).
Sukanya,
Especially with increasing numbers of online courses, I think it definitely makes sense for graduate programs to offer courses in design. Generally, I think graduate programs would do well to include more training on the teaching side of academia. Interestingly, I feel like UX courses are more likely to gain footholds in programs than are courses in live teaching, just because they have an element of feeling new and cutting edge.
Matthew,
That’s a million dollar question! The tension between wide searches and deep reading is one I still struggle with all the time. I don’t know if there is a single way of resolving that tension, but I do think one factor is one’s level of knowledge of a particular area. I’ve been a bit resistant to the idea of settling on one area of research interest (it makes me anxious to feel boxed in), but I’m starting to understand how doing so might make the vast amount of literature easier to manage for many of the tasks I do.
Marissa,
Yes, I think I’d consider mixed media part of reconstructive literacy. I hadn’t thought about it until you brought it up, but it makes sense to me. One of the ways I best make sense of multiple sources of information is to try to represent it in different forms, e.g., diagrams, tables, pictures. I also find your notion of blurring lines between consumption and production really helpful in thinking about this. When I make a diagram synthesizing multiple areas of literature, am I consuming or producing? I can only answer that I am doing both.
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