Is it “primarily concerned with

technical skills”?

Or is it “focused on the cognitive

and socio-emotional aspects of
working in a digital environment.”
Eshet-Alkalai’s (2004)
 Oris it “the ability to understand
information however presented.” ?

 Or
does it involve“mastering ideas, not
keystrokes.”? Paul Gilster (1997)
 Whatever literacy is, it [has] something to do with
reading… So reading is always reading something
with understanding.
 This something that one reads with understanding
is always a text of a certain type which is read in a
certain way. The text might be a comic book, a
novel, a poem, a legal brief, a technical manual, a
textbook in physics, a newspaper article, an essay
in the social sciences or philosophy, a “self-help”
book, a recipe, and so forth through many different
types of text.
 Each of these different types of text requires
somewhat different background knowledge and
somewhat different skills. (Gee, Hull, & Lankshear,
1996, pp. 1–2).
a shorthand for the myriad social practices
and conceptions of engaging in meaning
making mediated by texts that are
produced, received, distributed,
exchanged, etc., via digital codification.
 Hence, to the list contained in the above
quotation we may add blogs, video games,
text messages, online social network pages,
discussion forums, internet memes, FAQs,
online search results, and so on. (Lankshear
& Knobel, 2008).
 A SUCCESFUL EXPERIENCE
IN FOSTERING DIGITAL AND
MULTIMEDIA LITERACY
 Pre-service AT
English French & UNIVERSIDAD IN IX
Spanish and
literature PEDAGÓGICA SEMESTER
teachers NACIONAL

Learning Outcomes:
* Become somehow digitally literate
* Design A blended learning
environment with theoretical
support
 “being skilled at deciphering complex images
and sounds as well as the syntactical
subtleties of words.” (Lanham, 1995, p. 200)
 Digital literate people are “quick on [their]
feet in moving from one kind of medium to
another...
 know what kinds of expression fit what kinds
of knowledge and
 become skilled at presenting [their]
information in the medium that [their]
audience will find easiest to understand.”
((Lanham, 1995)
Pedagogical knowledge: approaches,
techniques, learning strategies
K. Constructivist principles

K.Blended learning

K. National Standards

Multimedia Literacy &

graphic design knowledge
 Thebest of F2F and online education.
(Thompson, 2002, Driscoll, 2002, Reiser and
Dempsey, 2007)
 Tyner(1998) accounts for six different
multiliteracies. 3 tool literacies

basic knowledge
about computers =
computer literacy
basic knowledge
about networks =
network literacy

basic knowledge
about technology =
technology literacy
 They
deal with the analysis of messages and
how meaning is produced, and focus on

Analysis of Information =
information literacy

Analysis of visual images

=visual literacy

media = media literacy

 Multimedia education that which, making use of prevailing
technologies of the day, allows students to achieve those
skills, knowledge and attitudes needed to:

Build a fair and

Communicate
Develop multicultural
(interpret and
personal society in
produce
autonomy and which to live
messages)
a critical spirit, side by side
utilizing
which gives with the
different
them the technological
languages and
ability to… innovations of
media;
the day.
To provide knowledge of the languages
that shape interactive multimedia
documents and the way they are
constructed.
To provide knowledge and facilitate
the assessment of the social and
cultural implications of new
multimedia technologies.

To foster an attitude of critical media

reception and responsible behavior in
the public sphere.
 Effective literacy places the subject at the
gates of power, symbol of the possession of
knowledge attained through a command of
the language.
 Enlightened literacy (Paulo Freire’s critical
literacy) is above all the ability to
participate in the reconstruction of society
and culture. Gimeno Sacristán (1999)
 11. Learning to use web 2.0 tools

12. Designing activities for the

environment

13. T. & Self-assessment of the

Key aspects proposal’s coherence
in the
course 14. Learning principles of graphic
design design

15. Designing the blended

environment

16.Peer assessing the draft

environments and making final
changes
 1. Determing SS’ previous
ICT knowledge & teaching
interests for grouping

2. Readings on inclusive, critical

and meaningful use of ICTs,
blended learning (Gutierrez
Key Martín, Stojanovic, Lal)
aspects
in the 3. Analysis & evaluation of similar
course web pages created at UPN by
former Ss using a format
design

4. Creative initial general planning

to solve specific learners’ needs
according to their contexts

5.T feedback & St. Reflection

 6. Remembering and choosing
an appropriate approach

7. Learning to use web 2.0 tools

Key aspects 8. Careful planning:The

in the semantic map as a guide that
course helps manage and organize
design content

9. Revising activities in the

light of constructivist principles

10. T. feedback & St. reflection

 Approach to teaching
Cognitive and contextual languages: communicative,
authenticity, feedback, task /project/ problem
autonomy, collaborative based, situated learning,
work, critical thinking, gramática de la fantasia,
research skills and critical pedagogy, etc.
metacognition
Tool literacies
 computer literacy: basic knowledge of
hardware
 network literacy: how to use social networks.
 technology literacy: most Ss only knew how to
work with 3 programs from Office, to use
webpages to practice language learning and
blogs.
 Even there was some resistance to using ICTs
and disbelief about their possible impact.
Other literacies
 information literacy: good knowledge
 visual literacy: not enough knowledge in some
Ss
 media literacy: good knowledge in reception
skills
 critical literacy: good knowledge to analyze
digital content but not to produce it.
 Using Tool literacies
 Network literacy: Ss learned how to use web
2.0 tools for educational purposes and to
build virtual communities of practice
 Technology literacy: Ss learned how to use
web 2.0 tools to enrich their pedagogical
innovations:collaboration, research, etc.
Found it Difficult to design activities for
blended learning.
 GLOGSTER

BLOGGER
 Using Representation & critical literacies
 information literacy: Pre-service Ts. included
activities to help their Ss select, process info
and transform it into knowledge and to
create (Bloom’s higher order thinking skills,)
 media literacy: It was easier to be included
in L1 teaching, more difficult in L2 learning.
 critical literacy: Pre-service Ts changed their
perceptions about the potentialities of ICTs
and learned to have Ss’ analyze their own
contexts, and cultures critically but not all of
them included that.
La fundamentación
teórica a través de
lecturas fue
oportuna y acertada
 Proporcionan diversidad
de opciones para diseñar
nuestros propios espacios
académicos de una
manera creativa, original,
dinámica e interactiva

No desplazan al
docente; todo el
diseño y el uso de
las TIC en
educación depende
en gran medida del
docente

Soy más consciente

de la relación con
el contexto y de la
importancia de la
metacognición
Kathleen Tyner (1998). Literacy in a Digital World: Teaching
and Learning in the Age of Information (Routledge
Communication Series)

Digital Literacies: Concepts, Policies and Practices

edited by Colin Lankshear, Michele Knobel 2008