For this production, I am asking you to develop and ‘do’ the concepts and creative M-learning practices discussed in class this week (exploring maps, community, multimodal modes of inquiry, and (re)mapping and/or (re)telling stories of place).
…a pedagogical approach may be to get students to re-design their own community with a new critically informed city-text… students can select different events and actors to commemorate in the city-text and ask questions of historical significance when choosing which sites ought to serve as a commemorative space for particular events or people (i.e., who/what gets to serve as the toponym for more prominent sites in the community?). At a minimum, such a project can help highlight to students how the ‘banal’ is imbued with meaning, making more complicated their understandings of place.- Smith, B, p. 122 (Engaging Geography at Every Street Corner)
Site, Community & City Text
Select a site/community where you are currently teaching (to develop the theme of culturally responsive teaching) or select a site that is personally meaningful for you (culturally, historically, in terms of your own experience or sense of community).
Process and Production Pedagogy: Design your own M-learning ‘production pedagogy’ project that:
1) explores geographic community on-the-grround’ (e.g., where you teach or live, an urban space/place of interest/value to you)
2) that requires on-the-ground modes of multimodal inquiry and data collection (using apps/tools on your mobile device, as well as the Re/Map tool if you wish)
3) and that requires at least some research on toponyms (analysis of official map, place names, street names), landmarks, monuments, the social history of place/community, including online archival research (historical photos etc). Research can include searching web for news articles or historical documentation of any kind.
4) Synthesis and Findings: You get to decide the final (culminating) form this production will take:e.g., how you integrate your ‘data’, field notes, feelings and impressions, images, video-work, photographs, interviews, etc – your own or archival research – and map screenshots, etc, into your final document).
The aim is to present findings and (re)tell your own story of place, community, and ‘city-text’: for example, a visual counter-narrative – or critical re/mix using ‘juxtaposition’ techniques – that enable critical reflection or bring contrasts and tensions into visible relief (tensions between abstract maps/official names and your experience of place/community on the ground, or how a community represents itself).
Final Format Suggestions: Integrate data/documents and images through mini-documentary film/video, a graphic comiclife document, iBook author – or any tool used during your DIY production week – or the creative use of the wikimedia tool or your blog/website to integrate data, documents, findings and conclusions or own narratives (please consider organization and design variables if you use the website or wikimedia option).
Re/Map Tool: If you decide to use the the Re-Map tool, this M-Learning app allows you to mark up your map (you will need to create a key for your mark-ups) and take screen shots so you can integrate the Map into other documents, e.g., post within a webpage, an iBook, a video document, a comiclife graphic narrative).
Note: When you ‘save’ a map, you are not saving the document map, only saving your mark-ups so when you move your map, the mark-up “sticks” to the streets/places you have marked up).
Class 7 [Monday Oct 29] [No Class Meeting]
Read: 1. Young, J. (2011). Pedagogies of Production: Investigating What works for teaching media literacy. Research for Action Foundation. (SHORT ARTICLE – reflect on how video/film making can be integrating into classroom practice and be used for your Re/Map project as one possible research tool)
DUE by Class 8 / [Mon Nov 12]