Participatory pedagogy and cultural literacy
Dubbed "the explainer" by Wired magazine, Michael Wesch is a cultural anthropologist exploring the impact of new media on society and culture. After two years studying the impact of writing on a remote indigenous culture in the rain forest of Papua New Guinea, he has turned his attention to the effects of social media and digital technology on global society. His videos on technology, education, and information have been viewed by millions, translated in over ten languages, and are frequently featured at international film festivals and major academic conferences worldwide.
Prof Wesch has a stimulating post on Participatory Media Literacy: Why it matters
, he draws heavily on a fine essay Participative Pedagogy for a Literacy of Literacies
, by Howard Rheingold. With one of the longest running stimulating gurus of digital collaboration (Rheingold) and one of the hottest - recently voted Prof of the Year - US tertiary teachers around (Wesch) there are plenty of stimulating ideas to reflect on.
Howard Rheingold is a critic and writer; his specialties are on the cultural, social and political implications of modern communication media such as the Internet, mobile telephony and virtual communities (a term he is credited with inventing). He is the author of The Virtual Community and Smart Mobs. website: rheingold.com vlog: vlog.rheingold.com
Reading the two underlines WHY teaching about digital literacy (beyond the standard "how to use the library catalogue, online databases and Zotero to research and write an essay in a Wordprocessor") is vital whether one is teaching Chemistry, Anthropology or Old Testament.
Just as it was not merely the technology of moveable type that changed the economics of literature in early modern Europe, but even more the ways that technology was adopted and used that revolutionised the culture and the thought that changed "everything". If Luther and others had not adopted the technology and used it to undermine the old power structures in politics, theology and the academy the technology alone might have enabled a very different world, where Rome and the aristocratic families of Europe licenced print and censored its contents...
In 2009 the failure of banks and auto manufacturers demonstrates that the notion of a "free market" that can adjust itself successfully is evidently false. Yet if the new(ish) communications technologies are to have a liberating effect (like that of print) we have a greater need of an open market than ever. To achieve this we need literate users using the technologies, so that those who would harness them for their own benefit alone can be hampered as Luther's rude and crude cartoons scandalised those in power in late medieval Europe.
Digital literacy - as the ability to make use of the developing digital communications technologies - must be as widespread as possible. Yet the capacity to use the media alone is not enough, most students already Twitter and Facebook each other. They need also to think critically (surely a fundamental educational goal) about these media and the social and economic structures they inhabit and create.
As Rheingold tries to demonstrate only a participative pedagogy is up to this task. So, the deep questions are:
- Can teachers learn fast enough? or
- Will the volunteerism of "Web 2.0" be enough to open the doors?
Labels: culture, digital, teaching, technology, thinking