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Conferencia Guy Merchant en la Facultad de Educación

El profesor Guy Merchant, experto en alfabetización, tecnologías y educación de la Sheffield Halam University invitado por la Biblioteca Escolar Futuro,  realizó  una conferencia dirigida especialmente a estudiantes de nuestra Facultad de Educación, titulada Leyendo el Futuro: Lectura, escritura y tecnología dentro y fuera del aula en el Siglo XXI. 

La conferencia desarrolló la temática de cómo en el s.XXI los medios digitales han redefinido la lectura, escritura y comunicación. Para quienes trabajan con estudiantes y gente joven, esto presenta varios desafíos tanto fuera como dentro del aula. En este nuevo contexto los alumnos tendrán que desarrollar habilidades y aptitudes que les permitirán construir su propio futuro de manera activa, colaborativa y crítica, y los docentes serán claves en este proceso. Fue una invitación a explorar los nuevos desafíos y posibilidades que este nuevo escenario plantea a los actuales y futuros profesores.

A continuación te invitamos a ver esta entretenida conversación que la profesora Kristina Cordero, de Biblioteca Escolar Futuro, tiene con el profesor Merchant, donde repasan algunas ideas acerca de los cambios del aula del s. XXI:

 

 

Si estás interesado/a en estos temás, te compartimos una serie de artículos del profesor Merchant asociados a la influencia de la tecnología en los procesos de alfabetización:

The Trashmaster: literacy and new media

Guy Merchant (2013)

Revista: Language and Education, 27:2, 144-160

DOI: 10.1080/09500782.2012.760586 

Link: http://dx.doi.org/10.1080/09500782.2012.760586 

Abstract:

In large parts of the developed world, increased connectivity has led to changes in the communicational landscape. Meaning-making associated with new media disturbs established ways of describing and defining literacy, leading some academics and educators to identify ‘new literacies’ as a distinct break from traditional and predominantly print-based practices. At the same time, neo-liberal education policy is contributing to a narrowing of schooled literacy, focusing on what is easy to assess and measure. This paper looks at key themes in new media discourse and, using the idea of a ‘constellation of literacy practices’, examines the meaning-making practices that surround the popular machinima movie The Trashmaster as a way of testing assumptions about the changing landscape of communication. It concludes by showing how these practices are at odds with current schooled literacy practices and suggests that this leads to inconsistencies in the ways in which we conceive of success and failure in literacy

Writing the future in the digital age

Guy Merchant (2007)

Revista: Literacy, 41:3, 118-128.

DOI: 10.1111/j.1467-9345.2007.00469.x

Link: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-9345.2007.00469.x 

Abstract:

Meaning making in new media presents new opportunities and challenges for those working in formal and informal educational contexts. How this impacts on a literacy curriculum that attempts both to deliver ‘the basics’ and to respond to new technology demands careful exploration. This paper examines what we mean by digital literacy and how it differs from traditional print literacy, identifying some key priorities for literacy educators. Drawing on the work of Gee, Kress and Lankshear and Knobel, it maps the field of digital literacy and locates areas for research and development. A discussion of the significant changes in materiality and textual form is followed by an exploration of the concept of critical digital literacy. The paper concludes with an overview of future trends in digital communication, which suggest that written representation will continue to be important and that digital literacy will continue to develop distinct registers.

Electric Involvement: Identity performance in children’s informal digital writing

Guy Merchant (2005)

Revista: Discourse: studies in the cultural politics of education. 26:3, 301-314

DOI: 10.1080/01596300500199940

Link: https://www.tandfonline.com/doi/abs/10.1080/01596300500199940

Abstract: 

 We inhabit a social world in which identity is complex, no longer closely tied to place or territory, delineated by nationhood, nor simply created, as psychology suggests, through acts of identification. Instead, it is argued, identity is produced through action and performance. Popular digital culture provides a rich context for identity play and performance, but the implications of this for education have only recently been identified. This paper is an exploration of children's identity in computer-mediated communication and draws selectively from texts generated through a series of school-based projects to develop tentative principles for the analysis of identity and impression formation in children's digital writing. I show how children co-construct anchored and transient identities in informal peer-to-peer communication, going on to suggest that this is a valid use of new technology in the classroom and one that can be used to counterbalance a preoccupation with the technical and informational content of ICT.

Mobile practices in everyday life: Popular digital technologies and schooling revisited

Guy Merchant (2012)

Revista: British Journal of Educational Technology, 43:5, 770–782

DOI: 10.1111/j.1467-8535.2012.01352.x

Link: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2012.01352.x

Abstract:

Mobile phones have rapidly been absorbed into the fabric of our day‐to‐day lives. They are now a key consumer item, a symbol of social capital and they connect their users to a mobile web with multiple applications. As ownership and access to smartphones has spread into the teenage years, their place in institutions of formal education has been marked by contention. The dominant view that mobiles have no place in the classroom has recently been contested by educators, such as Parry, who suggest that mobile learning, and the literacies involved, should play an important role in education. This paper argues for a more nuanced view of mobile technology, one that focuses on everyday social practices as a way of understanding the relationship between mobiles and learning. Using practice theory as a starting point, I suggest a way of mapping everyday mobile practices on to educational activity to illustrate potential areas for innovation and evaluation. I conclude by returning to the debate about mobiles in education, noting that familiar arguments about popular digital technology and schooling are once again being rehearsed. If ways of accessing, sharing and building knowledge are changing then a more principled consideration of how educational institutions relate to these changes is needed.

 

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