主题目录

  • 课程介绍( Course Introduction)

    • University: Massachusetts Institute of Technology

      Instructors: Dr. Alice Robison

      Course Number: CMS.998

      Level: Undergraduate / Graduate

      Course Description

      This course serves as an in-depth look at literacy theory in media contexts, from its origins in ancient Greece to its functions and changes in the current age of digital media, participatory cultures, and technologized learning environments. Students will move quickly through traditional historical accounts of print literacies; the majority of the semester will focus on treating literacy as more than a functional skill (i.e., one's ability to read and write) and instead as a sophisticated set of meaning-making activities situated in specific social spaces. These new media literacies include the practices and concepts of: fan fiction writing, online social networking, videogaming, appropriation and remixing, transmedia navigation, multitasking, performance, distributed cognition, and collective intelligence. Assignments include weekly reading and writing assignments and an original research project. Readings will include Plato, Goody and Watt, Scribner and Cole, Graff, Brandt, Heath, Lemke, Gee, Alvermann, Jenkins, Hobbs, Pratt, Leander, Dyson, Levy, Kress, and Lankshear and Knobel.

  • 教学大纲(Syllabus)

    • Description of Course

      Welcome to Comparative Media Studies 600/998: New Media Literacies. I'm glad you decided to join us for what will be an exciting series of discussions and research about literacy and media in its historical and contemporary contexts. Beginning with the origins of Western literacy studies, we will examine how definitions and attitudes toward literacy have changed throughout history so that we may concentrate heavily on how literacies are produced, synthesized, and consumed in modern media contexts. Then the majority of the semester will examine the "New Literacy Studies" research after the so-called "social turn" in the sciences and humanities, which treat literacy as more than a functional skill (one's ability to read and write) and instead as a sophisticated set of meaning-making activities situated in specific contexts.

      New Media Literacies will be a rich course directed toward upper-division undergraduates and graduate students in a variety of fields and disciplines but with a special focus on media studies and literacy education. In the weeks that readings are assigned (9 out of 15 weeks), students can expect 75-100 pages of reading, some theoretical and some practical. In the weeks where no reading is assigned, we will teach each other about new media production and use (such as blogging, podcasting, video blogging, mashups and remixes, social networking, tagging, file sharing, memes, fan fiction writing, videogaming, etc.). In other words, the readings are meant to provide theoretical frameworks for our study of new media practices so that we might all acquire a better gauge for understanding how these new media act as important sites for literacy practices and how they might be harnessed for implementation in schools.

      Course Objectives and Learning Goals

      The purposes of New Media Literacies are both theoretical and practical. Students will be provided with a scholarly foundation in both traditional academic approaches to literacy and how those approaches have changed with the current research in media, cognition, and schooling. In addition, students will work collaboratively and collectively to build their knowledge in how these media are created, used, interpreted, and re-used by themselves and others. As a result of this course, students will have a firm grasp on not only the treatments and relationships of literacy and new media in learning and communications contexts but also concrete experiences with the production and use of them.