This is a collaborative course – encouraging experimentation, intellectual curiosity, and creative making. We will explore new media literacies and culture through critical engagements with course texts and cultural artefacts — and through ‘hands-on’ creative production and design.
Projects/Productions & Course Evaluation
Participation: Attendance, demonstrated engagement with readings, in-class group work and making with new media. Attendance and participation are essential to this course/grading.
Meta Texts: As you read, create a concept mind-map/annotation system: Identify and look up new terms, collect key quotes and diagram ideas/take-away points (along with your own critical reflections and personal connections). Identify tensions or resonances between texts, and your observations and ideas that emerge.
Student Websites/Production Portfolio (35%)
You will design a digital portfolio/website that will showcase your (semi-weekly) critical reflections on readings and creative artefacts (productions) using new media tools and digital technologies. Some of these productions will ask you to explore, experiment and create with, and then critically reflect upon, new media tools and applications for education and deep learning.
Your website will contain semi-weekly productions – as well as one Wikimedia entry on an Inquiry-Based Learning project of your own design (using our course wiki). Due dates will be assigned for the productions. Tip: The media you may use for your production assignments can also be used for your final new media production project and re/map project).
For all production, please send like (email) when you have posted completed work. I can then provide feedback.
Re/Map Project (20%) Using New Media for Multimodal Research & Digital Stories of ‘Place’
Class 6 [Mon Oct 22] we will exploring using mapping technologies for re/telling stories of place, place names, and engaging readings about maps, culture, and culturally-responsive pedagogies. This project asks: How might we (as educators) explore the multimodal ‘city-texts’ our students live within. Do maps – and official curriculum documents – adequately represent our city-text, our histories, and our identities in the increasingly diverse spaces and places that we, and our students, inhabit?
Class 7 [No Class Meeting / Project work ‘On the Ground’] For part 2 of the project, (re)schedule ‘class time’ – no class meeting – to explore and document the site/community you have selected. Take some kind of media tools (camera, iPhone/tablet, video camera, etc) to document the ‘city-text’ as you experience it ‘on the ground’. You will use one of the media tools in our class (iMovie, ComicLife, iBook, Website, etc) to compose a final multimodal document that tells your own multimodal story of place, language, and culture, as you experienced it.
I will provide clear/defined expectations for this project during Class 6. This may be an individual or group project. No other production work will be assigned during these weeks.
Multiliteracies Production Project: 45% (Group Project / 3-4 People Max)
For this final project, the primary goal is to creatively and critically experiment with multliteracies and new media in a project that is educationally focused and/or based on a group-directed inquiry topic/research question that is significant and that matters to you.
The media project should connect with inquiry/research, or a subject of critical concern today (in or outside of schools) – and result in a media product of some kind (e.g., multimedia iBook, a digital game, digital app, multimodal visual essay, iBook, documentary film, ezine, etc). I will show models and provide ideas early in the course, and if you group finds the the Re/Map project interest, this too can be the extended inquiry ‘subject’ of your final project.
The aim of the multimedia documentary project is not only to promote fluency with new media and new literacies, but to situate you in the roles of creative/critical makers, and to understand how people learn through self-directed inquiry and creative production using new media. By ‘doing‘ these creative challenges and enacting related media competences, you will emerge with a more nuanced grasp of how to theorize, apply and extend new media literacies in your own practice, with and through the new media and tools we are exploring.
This is a self/group-directed media project! You will select the topics/issues of inquiry and the media tools of creation, production, and publication. Do something that has value to you, that is meaningful to you (or to your community), or make something you always wanted to make (e.g. a digital game, documentary film based on inquiry questions that matter to you or your community, etc).
PROPOSAL: The Multiliteracies Project includes – along with the final media document or product – a group proposal. Groups: Project Proposal Due By Class 7 (Ideal Earlier, if Possible)
1) Identify the creative challenge you will engage: what will you make and do? What inquiry questions or issues or creative goals are you addressing through this project (with a brief rationale connecting with course themes).
2) What Media will you will use to produce your project (what are you going to create? how? what media tools will you use or integrate)?
3) Production Plan: Brief sketch or script indicating how you will get this project done (brief group action-plan, next steps, individual contributions to the project, a work schedule/timeline for completion).
Showcasing your Media Project: ‘Work-in-Progress’ Presentation and Pizza Party (Last Class)
In your groups. you will present snapshots or samples of your Multiliteracies Project and tell the story of project. Think of this as a tour of your media project – to show your peers what questions/research topics you engaged, what you learned, and what you designed and created.
You will briefly reflect upon what and how you learned through this process and briefly connect that experience to course themes, theories, and readings.
The purpose of this presentation is to share your work and get constructive feedback from peers to improve/modify the project. You are presenting a ‘work-in-progress’, and feedback from your audience and course director can be used to improve or revise your project. Doing this presentation is mandatory and part (5%) of the final project grade.
Final Project Due Date: One Week after our last class meeting (the Work-in-Progress Presentation)
Final Project Due:
December 7th DECEMBER 10
Note: I understand that group work can sometimes produce inequities between work done by group members and for this reason, a short detailing of hours and tasks completed by each group member will also accompany each project. If severe inequities are present, marks will be adjusted on an individual basis to reflect unequal contributions by group members.