Assignment for Monday February 12

1. Read Selber, Multiliteracies for a Digital Age, chapters 1-3.
2. Compose a print response paper to bring to class and plan well how you’ll launch your response successfully before your classmates.
3. Keep going to myspace and checking blog entries. Use this space for informal, short commentaries and thoughts about these new literacies as theorized in Datacloud and in Selber. Do this only if you feel like it. I’ll probably be posting some catch-up thoughts.
4. If you have not yet added your entry/comment to the Autoethnography brainstorming session, please do so now. This is an important planning document.
5. If you were prevented from adding your entry/comment to the Datacloud discussion, do so now.
6. Look below at Holly’s/Tammy’s notes. This is a datacloud we tried to filter in various ways (as Holly or Tammy pointed out). Play with these fragments and come up with a different scheme/juxtapositioning. Our filtering was along the lines of dichotomizing. Might there be another way of working with this data? Should we keep it flat? Or filter out selected pieces of noise? I’ll ask for your new schemes in class on Monday. You can and should add Selber stuff to the cloud.

OUR DATACLOUD AND ITS MORPHS

Literacy Definitions

Play

Visual

Private – public

Connectivity

Technical know how – trouble shooting

Programs – different software

Iconography

Replacing and reviving self

Navigation

Economics of attention

Cognitive

Allure of imagery and color

Excitement of mastery

Networking

Monopoly on media

Globalization

Corporatization

Personalization – TiVo

Immediacy

Gaming

Another Scheme

1. Students do: IM, network via MySpace- filtering/comments, text messaging, multi-task, speed, play, digital photography

2. Students cannot do: Sustained work, words/paragraphs/punctuation, translation from on genre to another, depth and summarizing, slow, looking through information, filtering

3. Students should learn work with masses of information:

Doing

Disarticulate – Articulate

Reading – consumption

Space/Time

Writing – production

Interactivity

Dynamic Literacies

Emphmeral - public

At/Through (students can look at but not always through)

Symbolic analytic vs. clerical (privileges symbolic analytic)

Surface v. depth/mass

Flattening

Filtering

Class Filtering the Black Board: Designing a Literacy Class

Surface/Depth

Consumption/Production

Reading/Writing

At/Through

Disarticulate/Articulate

Interactive Writing/Static (fixed or stable print document)

Interactive is to Web as Stable is to Print

Flattening/Deepening?

Skimming/Digging deeply

Juxtapositioning/Linear Arrangement

Public/Private

Speedy/Slow

Visual/Verbal