Studying New Literacies

Knobel, Michele; Lankshear, Colín

doi:10.1002/jaal.314

Cited by 133 publications

(80 citation statements)

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“…This is not to argue for remix practices to be imported lock, stock and barrel into classrooms, either. Rather, it may well be the principles of digital remix and creativity that find useful leverage for learning (for more on this, see Knobel & Lankshear, 2014). For example, in my own teaching, I approach academic writing as a remix practice and take seriously fan fiction writing practices that value constructive feedback from multiple people.…”

Section: Possible Pedagogical Responses To These Outcomesmentioning

confidence: 99%

Remix, literacy and creativity: An analytic review of the research literature

Knobel¹

2017

EHA

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Creativity is often identified as a key factor contributing to national economic growth and as an important life skill for personal and group wellbeing. Therefore, it is worth taking a close look at "creativity" as a concept and a practice, and to examine what might be at stake when grouping them together, especially in relation to schooling. The situation at schools is in marked contrast to a sizeable body of out-of-school research which shows how people are being creative and imaginative in their meaning making practices, especially within remix practices. The purpose of the paper is to survey existing English language research on digital remix and literacy with a view to identifying patterns across these studies that speak of the ways in which ordinary, everyday people have been practicing creativity. In the course of conducting this analytic review empirical publications published in English over the past two decades were examined and an overview of scientific literature on remix and literacy in out-of-school spaces was drawn up, identifying interesting patterns regarding creative endeavor and meaning making that might usefully inform classroom pedagogy. A related aim was to identify patterns concerning how digital remix and literacy have been studied to date. All of the 36 reviewed studies emphasise how approaching creativity as a thoroughly social phenomenon helps to confront instrumental approaches. The remix work documented in these studies show how committed people are to deliberately work at "being creative" and how that may help people to creatively engage with, or respond to, the rapid pace of change, with existing and emerging social, governmental and environmental problems, as well as to establish and maintain relationships across distance and differences.

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Section: Possible Pedagogical Responses To These Outcomesmentioning

confidence: 99%

Remix, literacy and creativity: An analytic review of the research literature

Knobel¹

2017

EHA

Self Cite

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“…novým gramotnostem, které reflektují rozšíření digitálních technologií do života lidí (New literacies -viz např. Coiro et al, 2008;Knobel & Lankshear, 2014;Lankshear & Knobel, 2006Larson & Marsh, 2005). Je totiž zřejmé, že s tradičním pojetím gramotnosti nebudeme schopni pochopit a vysvětlit mnohé nové podoby různých sociálních aktivit včetně učení v éře digitálních technologií.…”

Section: B) Icilsunclassified

“…HANS CHRISTIAN ARNSETH, OLA ERSTAD, LIBOR JUHAŇÁK, JIŘÍ ZOUNEK Lankshear, 2014), čímž se liší od tradičně pojímaných gramotností v době před nástupem těchto nových technologií. Zjednodušeně řečeno vedle tradiční (nikoliv zastaralé) dovednosti číst a psát na papír vstupuje do hry schopnost číst a psát texty v digitální podobě, včetně multimodality takových sdělení (tj.…”

Section: B) Icilsunclassified

“…nových gramotností (New literacies studies - Coiro et al, 2008;Knobel & Lankshear, 2014;Lankshear & Knobel, 2006Larson & Marsh, 2005), což je téma v naší zemi prakticky neznámé. Tradiční sociokulturní pojetí vnímá gramotnosti (schopnost číst, psát, počítat a kriticky myslet 20 ) jako "sociální praktiky, jež člověk získává pouze v určitém sociálním kontextu" (Rabušicová, 2002, s. 39).…”

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“…nových gramotností vychází ze sociokulturního pojetí a vnímá gramotnosti jako něco, co se proměňuje v čase následkem proměn kulturních nástrojů (Street, 2003). Co tedy jednoznačně odlišuje "nové" gramotnosti od těch tradičních, je to, že sociální praktiky jsou nyní mediované digitál-ními technologiemi ( Jewitt & Kress, 2003;Knobel & Lankshear, 2014).…”

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