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New York: Peter Lang.= ISBN 978-0-8204-9523-1</p> <p> </p> <p> </p> </div> </div> </div> <div class=3D"field field-type-link field-field-authornames"> <div class=3D"field-label">Author Name(s) </div> <div class=3D"field-items"> <div class=3D"field-item odd"> <a target=3D"_blank" href=3D"http://ineducation.ca/user= s/val-mulholland">Val Mulholland</a> </div> </div> </div> <h1 class=3D"apa">A Review of <em>A New Literacies Sampler</em></h1> <p class=3D"apa_indent">On virtually every visit I have made to high=20 schools of late, I have been reminded of how permeable technology has=20 made classroom walls. I=E2=80=99ll be specific. Recently, I was= =20 seated in a Grade 11 classroom waiting for an intern to begin=20 teaching the class when a student announced that her pet rat had=20 escaped. Amid the ensuing uproar, two other students seated near=20 me had time to discuss their friend=E2=80=99s recent piercing. =E2=80= =9CShe got=20 her tragus done for her 16<sup>th</sup> birthday,=E2=80=9D said one casuall= y to=20 the other. =E2=80=9CWhat=E2=80=99s that?=E2=80=9D =E2=80=9CI=E2=80=99ll sho= w you.=E2=80=9D In a matter of seconds the=20 first student had an illustrated image of the human ear displayed on one of the new Mac computers installed along the periphery of the=20 classroom. The two students investigated the site, read with interest=20 all of the available information about the ear, and then they surfed to a Youtube site to watch a girl, roughly the age of their friend, having=20 her tragus pierced. In the meantime, the rat was discovered=20 cowering behind a backpack, the intern and the classroom teacher=20 reiterated that pets were not welcomed in class, and order was=20 restored. I resumed my job of taking notes, equipped with fresh=20 knowledge about the parts of the human ear. The two students I had overheard remained intent on their own digital discoveries until their=20 teacher noticed and they were asked to shut it down.</p> <p class=3D"apa_indent">The opening vignette provides the real life=20 context for my reading of Michele Knobel's and Colin Lankshear=E2=80= =99s newest=20 edited book, <em>A New Literacies Sampler </em> which continues=20 their work in digital literacies, new technologies and social practices, and particularly research of these emerging, swiftly evolving=20 literacies. As general editors of the Peter Lang series <em>New Liter= acies and Digital Epistemologies</em>, they are particularly well-qualified to fulfill their stated dual=20 purposes of sampling both typical forms of new literacies of interest to scholars, and methodologies useful to researchers in these=20 fields. The collection opens and closes with chapters by the=20 editors, which serve to frame the survey of studies that comprise the=20 intervening seven chapters. The authors include James Gee, Angela=20 Thomas, Julia Davies and Guy Merchant, Jennifer Stone, Kevin Leader, and Jessica Hammer=E2=80=94all well-known authors in the field. It is wo= rth a few hours to google each one to read their individual websites. The=20 topics covered include fanfiction, academic blogging, memes, English=20 language learning, and student use of technology inside and outside of a girls' school. As a long-time reader of James Paul Gee, I was=20 particularly interested in his chapter on pleasure, gaming, and the=20 projective stance. A coda by Cynthia Lewis provides a second=20 reading of the contents, useful for any reader who may harbor misgivings about the field of new literacies, or who may persist in believing new=20 tools are only that, new tools, not new ways of knowing, doing, and=20 being.</p> <p class=3D"apa_indent">For the visually or technologically literate, the=20 cover serves as a summary of what is to follow. Within the framed=20 picture on the cover are nine separate images ranging from the anime=20 figure at the centre, to an iPod, a webpage, and a young man sitting=20 cross-legged, completely absorbed by his laptop=E2=80=99s screen. A= single green die stands for all the forms of gaming prevalent in the digital=20 world. Each image represents the contents of each chapter in the=20 book. As a reader with knowledge of needlework knows, the scale of the specific images is of little consequence just as scale was askew in traditional samplers. The use of a sampler as an image on the=20 cover and as a word in the title works to cleverly create a bridge=20 between past and present interests in literacy research.</p> <p class=3D"apa_indent">The font used in the title references the stitched samplers that were created historically by refined young women eager to display their needlework skills. At one time, acquisition of such skill was a marker of social class, modesty, and virtue. The use=20 of samplers as a trope raises questions that are pertinent to the ethos=20 issues raised by the editors in Chapter 1. Are samplers a symbol of the=20 leisure time of the privileged or a symbol of gendered domestic=20 drudgery? Are samplers an art form or a humble craft? Is the cover art of<em> The New Literacies Sampler</em> a bricolage or a random=20 pastiche? Depending on the reader=E2=80=99s perspective, a variety of= =20 responses to these questions make sense. For some, new literacies=20 are evidence of a social hierarchy that privileges the affluent classes=20 who can afford technology. For some, new literacies are perceived as a=20 White, male preoccupation. The women authors dispel and respond to some of these questions.</p> <p class=3D"apa_indent">Sampler also references the contemporary use of=20 the word. Sampling alludes to the practice of hip-hop artists who=20 borrow riffs from other artists to create new music, which speaks to the democratic, open-access to intellectual property ethos that the new=20 literacies represent. Are the new literacies the domain of the=20 privileged who are early adopters of new technology? Or does=20 hiphop culture more accurately represent new literacies? Are=20 students expected to be consumers or producers of media or both? =20 Is this a commercial enterprise, part of new capitalism, or an=20 inherently democratic process? All the questions are raised on the cover and are addressed to various degrees within the studies included=20 in the text. A recent New Yorker cartoon featured a teacher=20 admonishing a student for =E2=80=9Csampling=E2=80=9D on a homework assignme= nt,=20 suggesting to me that new literacies are main stream.</p> <p class=3D"apa_indent">Cherland and Harper (2007) use the term <em>multili= teracies</em> to describe the content of <em>A New Literacies Sampler</em>; they write that it =E2=80=9Ccalls for the teaching of a variety of text fo= rms=20 associated with a range of technologies, so that all students gain=20 competent control of many representational forms=E2=80=9D (p.131). They str= ess=20 that literacies are connected to the secondary discourses of students=E2=80= =99=20 lives, implying that a critical stance is inherent in the move toward=20 new literacies. Knobel and Lankshear use a sociocultural approach to=20 define new literacies, which they suggest possess both new =E2=80=9Ctechnic= al=20 stuff=E2=80=9D and new =E2=80=9Cethos stuff.=E2=80=9D They make a distincti= on between a first=20 mindset that considers digital technology as simply a way to do what we=20 have previously done (look up information; compose a traditional essay;=20 give an oral report to class), as opposed to the second mindset that=20 employs technology for =E2=80=9Cdifferent kinds of values, emphases, priori= ties, perspectives, orientations, and sensibilities=E2=80=A6 from those establis= hed=20 during the era of print and analogue forms of representation=E2=80=9D (p.=20 9). In their view,</p> <blockquote><p>[The more a teacher=E2=80=99s literacy practice] privileges= =20 participation over publishing, distributed expertise over centralized=20 expertise, collective intelligence over individual possessive=20 intelligence, collaboration over individuated authorship, dispersion=20 over scarcity, sharing over ownership, experimentation over=20 =E2=80=9Cnormalization,=E2=80=9D innovation and evolution over stability an= d fixity,=20 creative-innovative rule breaking over generic purity and policing,=20 relationship over information broadcast, and so on, the more we regard=20 it as a new =E2=80=9Cliteracy.=E2=80=9D (p.21)</p> </blockquote> <p class=3D"apa_indent">The ways of doing and having literacy reported in=20 this collection represent an elemental shift from the ways schools have=20 traditionally organized and conceived literacy instruction. The editors=20 and authors support the idea that if we accept that we use tools best=20 suited to a student=E2=80=99s need and right to learn, we must resist=20 privileging pens, paper and familiar texts in instructional practice.</p> <p class=3D"apa_indent">To return to the students concerned with tragus=20 piercing at the beginning, I neglected to mention that these students=20 were enrolled in a program designed to keep them in school. Some=20 educators might label the students =E2=80=9Cat-risk.=E2=80=9D What wa= s clear to me on the day that I had cause to observe them at work in new literacies=20 is that they had easy access to information that was not restricted to=20 printed-text or authorized curriculum. They were confident and=20 competent in their use of technology and language. Their competencies=20 may not have been valued regularly in school, but outside of school,=20 they were connected.</p> <p class=3D"apa_indent">At the time of conventional publication, <em>The Ne= w Literacies Sampler</em> was made available online. Consequently, my copy is riddled with=20 scribbling, highlighting, and sticky notes. I knew that if I wore out=20 the pages, I could print a new copy or search it as I pleased. Check it=20 out for yourself, at the library or online.</p> <h1 class=3D"apa">Reference</h1> <p class=3D"apa_outdent">Cherland, M. R., & Harper, H. (2007). <em>Advo= cacy research in literacy education: Seeking higher ground</em>. 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file:///D:/Digital%20Collections%202/in%20education/17(1)%20html/7review-new-literacies-sampler_files/style.css /* style.css, v2.2 2009/1/22=20 * * ZERO POINT theme (grey), for Drupal 6 * Dr. Florian Radut, florian[at]radut.net */ #topex z-index: 1; } #top_bg { background: transparent url(images/fill_top.png) 0 100% repeat-x; } #top_left { background: transparent url(images/fill_top_left.png) 0 100% no-repeat; } #top_right { background: transparent url(images/fill_top_right.png) 100% 100% no-repeat; padding: 0 25px; } #body_bg { border-bottom: 1px solid #ddd; } #body_left { background: transparent url(images/all/fill_left.png) 0 0 repeat-y; } #body_right { background: transparent url(images/all/fill_right.png) 100% 0 repeat-y; padding: 0 25px; } body { color: #000000; font-size: 100%; } a, a:link, .title, .title a, .node .terms, #aggregator .news-item .categories, #aggregator .source, #aggregator .age, #forum td .name, div.admin-panel .description { color: #777; } #section1 { 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8l 8k 2s 8j 47 5d 6j 5E 8i L 8h 8g 4K 2y 5a 59 8e 8b 58 6f 8a 88 4k= 87 86 84 6d 2J 4C 6c O 82 81 35".1R(" ");R(J i=3Dc.K;i;i--)b[c[i]]=3Dd[c[i= ]];b[E]=3DM;b.32=3DH(){G(d.32)d.32();d.80=3DQ};b.3J=3DH(){G(d.3J)d.3J();d.7= Z=3DM};b.4C=3Db.4C||1z();G(!b.2J)b.2J=3Db.6d||S;G(b.2J.16=3D=3D3)b.2J=3Db.2= J.1d;G(!b.4k&&b.4K)b.4k=3Db.4K=3D=3Db.2J?b.6c:b.4K;G(b.58=3D=3DU&&b.5d!=3DU= ){J a=3DS.1C,1c=3DS.1c;b.58=3Db.5d+(a&&a.2e||1c&&1c.2e||0)-(a.6b||0);b.6f= =3Db.6j+(a&&a.2c||1c&&1c.2c||0)-(a.6a||0)}G(!b.35&&((b.47||b.47=3D=3D=3D0)?= b.47:b.5a))b.35=3Db.47||b.5a;G(!b.59&&b.5E)b.59=3Db.5E;G(!b.35&&b.2s)b.35= =3D(b.2s&1?1:(b.2s&2?3:(b.2s&4?2:0)));I b},3M:H(a,b){b.24=3Da.24=3Da.24||b.= 24||7.24++;I b},2t:{27:{4p:H(){55();I},4A:H(){I}},3D:{4p:H(){G(D.14.1f)I Q;= D(7).2O("53",D.W.2t.3D.2y);I M},4A:H(){G(D.14.1f)I Q;D(7).4e("53",D.W.2t.3D= .2y);I M},2y:H(a){G(F(a,7))I M;a.O=3D"3D";I D.W.1H.1w(7,19)}},3N:{4p:H(){G(= D.14.1f)I Q;D(7).2O("51",D.W.2t.3N.2y);I M},4A:H(){G(D.14.1f)I Q;D(7).4e("5= 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Behaviors are registered in the Drupal.behav= iors * object as follows: * @code * Drupal.behaviors.behaviorName =3D function () { * ... * }; * @endcode * * Drupal.attachBehaviors is added below to the jQuery ready event and so * runs on initial page load. Developers implementing AHAH/AJAX in their * solutions should also call this function after new page content has been * loaded, feeding in an element to be processed, in order to attach all * behaviors to the new content. * * Behaviors should use a class in the form behaviorName-processed to ensure * the behavior is attached only once to a given element. (Doing so enables * the reprocessing of given elements, which may be needed on occasion desp= ite * the ability to limit behavior attachment to a particular element.) * * @param context * An element to attach behaviors to. If none is given, the document elem= ent * is used. */ Drupal.attachBehaviors =3D function(context) { context =3D context || document; if (Drupal.jsEnabled) { // Execute all of them. jQuery.each(Drupal.behaviors, function() { this(context); }); } }; /** * Encode special characters in a plain-text string for display as HTML. */ Drupal.checkPlain =3D function(str) { str =3D String(str); var replace =3D { '&': '&', '"': '"', '<': '<', '>': '>' }; for (var character in replace) { var regex =3D new RegExp(character, 'g'); str =3D str.replace(regex, replace[character]); } return str; }; /** * Translate strings to the page language or a given language. * * See the documentation of the server-side t() function for further detail= s. * * @param str * A string containing the English string to translate. * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * @return * The translated string. */ Drupal.t =3D function(str, args) { // Fetch the localized version of the string. if (Drupal.locale.strings && Drupal.locale.strings[str]) { str =3D Drupal.locale.strings[str]; } if (args) { // Transform arguments before inserting them for (var key in args) { switch (key.charAt(0)) { // Escaped only case '@': args[key] =3D Drupal.checkPlain(args[key]); break; // Pass-through case '!': break; // Escaped and placeholder case '%': default: args[key] =3D Drupal.theme('placeholder', args[key]); break; } str =3D str.replace(key, args[key]); } } return str; }; /** * Format a string containing a count of items. * * This function ensures that the string is pluralized correctly. Since Dru= pal.t() is * called by this function, make sure not to pass already-localized strings= to it. * * See the documentation of the server-side format_plural() function for fu= rther details. * * @param count * The item count to display. * @param singular * The string for the singular case. Please make sure it is clear this is * singular, to ease translation (e.g. use "1 new comment" instead of "1= new"). * Do not use @count in the singular string. * @param plural * The string for the plural case. Please make sure it is clear this is= plural, * to ease translation. Use @count in place of the item count, as in "@co= unt * new comments". * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * Note that you do not need to include @count in this array. * This replacement is done automatically for the plural case. * @return * A translated string. */ Drupal.formatPlural =3D function(count, singular, plural, args) { var args =3D args || {}; args['@count'] =3D count; // Determine the index of the plural form. var index =3D Drupal.locale.pluralFormula ? Drupal.locale.pluralFormula(a= rgs['@count']) : ((args['@count'] =3D=3D 1) ? 0 : 1); if (index =3D=3D 0) { return Drupal.t(singular, args); } else if (index =3D=3D 1) { return Drupal.t(plural, args); } else { args['@count['+ index +']'] =3D args['@count']; delete args['@count']; return Drupal.t(plural.replace('@count', '@count['+ index +']')); } }; /** * Generate the themed representation of a Drupal object. * * All requests for themed output must go through this function. It examines * the request and routes it to the appropriate theme function. If the curr= ent * theme does not provide an override function, the generic theme function= is * called. * * For example, to retrieve the HTML that is output by theme_placeholder(te= xt), * call Drupal.theme('placeholder', text). * * @param func * The name of the theme function to call. * @param ... * Additional arguments to pass along to the theme function. * @return * Any data the theme function returns. 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