rEd and bluE present: E's Digital Literacy Narrative: Segregated Literacy
Advisor Information
Maggie Christensen
Location
UNO Criss Library, Room 225
Presentation Type
Performance
Start Date
7-3-2014 10:45 AM
End Date
7-3-2014 11:00 AM
Abstract
In the current academic setting, students are often encouraged to understand the term literacy according to its original meaning – the ability to read and write. While this definition is correct, it does not address the current usages of this term, nor does it allude to the numerous fields of study associated with it. Today, literacy is used to describe a number of semiotic systems (sign systems) that can be used to both consume content (read) as well as produce content (write); popular examples of this are visual literacies – the systems used to relay information in film, comics, etc. – and digital literacy – the ability to produce and consume information within a digital environment. This multimodal presentation utilizes these newer literacies to convey a personal reflection on the modern pedagogical approaches to literacy and their shortcomings – in particular, the lack of opportunity to produce original works that fall outside the average composition framework. By juxtaposing personal experiences with newer literacies, the video is meant to draw the audience’s attention to the current stigma towards unique expression in composition while providing an example of how these expanded literacies can be woven into a university-level composition assignment.
rEd and bluE present: E's Digital Literacy Narrative: Segregated Literacy
UNO Criss Library, Room 225
In the current academic setting, students are often encouraged to understand the term literacy according to its original meaning – the ability to read and write. While this definition is correct, it does not address the current usages of this term, nor does it allude to the numerous fields of study associated with it. Today, literacy is used to describe a number of semiotic systems (sign systems) that can be used to both consume content (read) as well as produce content (write); popular examples of this are visual literacies – the systems used to relay information in film, comics, etc. – and digital literacy – the ability to produce and consume information within a digital environment. This multimodal presentation utilizes these newer literacies to convey a personal reflection on the modern pedagogical approaches to literacy and their shortcomings – in particular, the lack of opportunity to produce original works that fall outside the average composition framework. By juxtaposing personal experiences with newer literacies, the video is meant to draw the audience’s attention to the current stigma towards unique expression in composition while providing an example of how these expanded literacies can be woven into a university-level composition assignment.