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Media and Education in the Digital Age

Concepts, Assessments, Subversions

Edited By Matteo Stocchetti

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.
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Digital Introductions as Critical Practice


Julie Faulkner


The possibilities for new kinds of writing afforded by digital technologies and social media now permeate digital worlds. Conceptualisations of literacy in relation to how we learn and practise multimodal forms of communication have undergone significant evolution over the past few decades. In education, research suggests that while young people are deeply engaged with a proliferating range of digital technologies, many classrooms continue with print-based textual approaches. Multiliterate understandings engage complex relationships among visuals, space and text as well as interpreting a range of symbols in critically and culturally appropriate ways. I explore in this chapter the reshaping of semiotic form and disruption of author (and reader) expectations, expanding to wider debates around technology, representation and communication. In this project, I created a digital introduction task to replace a traditional written student introduction which began a 12 month class in an English teaching method. The task required students to construct aspects of themselves digitally, present this representation and then critically reflect on the practices and technologies involved. The task was structured as an open-ended ‘problem’, grounded in a literacy concept. The framework we chose as the best fit for the task was Bill Green’s (1988) 3D literacy model, which describes three interrelated dimensions of literacy: operational, cultural and critical. Operationally, students had to understand and use digital technologies, employing a repertoire of (multi)literate practices strategically and appropriately for their audience (the cultural dimension). Introducing themselves to a new cohort of peers called...

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