Delivered at the Northeast Area Media Literacy conference "The New Media Literacies for Today's Plugged-in Generation" in Storrs, Conneticut. April 2008

1. Anna van Someren
Comparative Media Studies
Massachusetts Institute of Technology

3. applied humanities

4. applied humanities

5. applied humanities
C4FCM

7. our research questions:
1. What do young people need to know in
order to become full, active, creative, critical,
and ethically responsible participants in a
media-rich environment?
2. What steps do we need to take to make
sure that these skills are available to all?

10. the new skills:
multitasking collective intelligence
appropriation play
performance networking
negotiation
transmedia navigation
simulation distributed cognition
judgment

11. collective intelligence: the ability to pool
knowledge and compare notes with others
toward a common goal

12. collective intelligence: the ability to pool
knowledge and compare notes with others
toward a common goal

13. appropriation: the ability to meaningfully
sample and remix media content

14. appropriation: the ability to meaningfully
sample and remix media content

15. participatory culture: from individual
expression to community involvement

16. participatory culture: from individual
expression to community involvement

22. www.projectnml.org/exemplars

23. www.newmedialiteracies.org: in development

24. Learning Library: in development
NML
user
blurb blurb blurb blurb
data
what is
live-action pretend
sign up for
learning through
youth portal what do you
remixi
educator
entering
resources multiple
deconstructing
press adaptati
alternative
about us privacy policy

25. Learning Library: in development
NML
user
blurb blurb blurb blurb
data
what is
www.newmedialiteracies.org/blog/learning-library
sign up for
live-action pretend
learning through
youth portal what do you
remixi
educator
entering
resources multiple
deconstructing
press adaptati
alternative
about us privacy policy

26. Learning Library: in development

27. Learning Library: in development
www.newmedialiteracies.org/educators/
onlinefocusgroup.php

28. Teachers’ Strategy Guide: formal learning (ELA)

29. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture

30. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum

31. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity

32. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
encourages dynamic engagement with canonical texts

33. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
encourages dynamic engagement with canonical texts
Moby-Dick is the sample text

34. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
encourages dynamic engagement with canonical texts
Moby-Dick is the sample text
why?

36. Wyn Kelly
Senior Lecturer, MIT Literature
Melville Scholar

37. Ricardo Pitts-Wiley

38. Moby-Dick Then & Now
Mixed Magic Theatre

39. Moby-Dick Then & Now
Mixed Magic Theatre

41. play: the capacity to experiment
with your surroundings
to solve problems

42. play: the capacity to experiment
with your surroundings
to solve problems

43. Session 2: Activity - Finding the Sign Posts
Related Subjects:
English, media studies
Objectives:
By the end of this chapter, students will:
•Be able to recognize and identify literary terms, including plot, dialogue, tone,
diction, and language, and to recognize and identify shifts in these (NCTE
standards
•Be able to identify and distinguish between different types of literary texts by
performing a close reading of tone, language, dialogue, diction and purpose
(NCTE standards 4, 9, 10, 11, & 12);
•Understand the basics of academic annotation of a text, including identifying
key passages, defining unfamiliar terms, and conducting and presenting
research on historical, literary, or biographical elements of a text (NCTE
Standard 24);
•Begin to acquire a vocabulary of literary terms and apply them to literary texts
(NCTE standards 10, 12)

44. from reading to authoring

45. Sessions 3 & 4: Activity II - Creating your own discontinuous text
In today's world of new media, students have to deal with alternate forms of text. Often
information is presented online as hypertext with links to related or explanatory
information. An understanding of how hypertext works sheds new light on older literary
texts like the Bible and Moby Dick that rely on discontinuous narratives. These
discontinuous, or quot;digressivequot; texts, can be thought of as classic 'hypertext' documents
that include digressions such as genealogies, histories, or philosophical musings within
the narrative itself. This activity asks student to imagine traditional texts as
hypertexts, in order to aid the development of the skill of networking - in this case,
not only the ability to searching for information, but to synthesize and disseminate this
information in a new format.

46. Sessions 3 & 4: Activity II - Creating your own discontinuous text
In today's world of new media, students have to deal with alternate forms of text. Often
information is presented online as hypertext with links to related or explanatory
information. An understanding of how hypertext works sheds new light on older literary
texts like the Bible and Moby Dick that rely on discontinuous narratives. These
discontinuous, or quot;digressivequot; texts, can be thought of as classic 'hypertext' documents
that include digressions such as genealogies, histories, or philosophical musings within
the narrative itself. This activity asks student to imagine traditional texts as
hypertexts, in order to aid the development of the skill of networking - in this case,
not only the ability to searching for information, but to synthesize and disseminate this
information in a new format.
Required materials
* Computer to view video and hypertext examples
* Computers for students (high-tech version)
* Paper and Pens (low-tech version)
* Paper copies of a previously-chosen passage (low-tech version)
* Copies of passage from Annotated Moby Dick

47. developing assessment tools & strategies

48. developing assessment tools & strategies
NML working with Jim Gee, Dan Hickey,YMEX

49. developing assessment tools & strategies
NML working with Jim Gee, Dan Hickey,YMEX
embedding assessment into the materials

50. developing assessment tools & strategies
NML working with Jim Gee, Dan Hickey,YMEX
embedding assessment into the materials
harnessing social networking for self-assessment

55. www.newmedialiteracies.org