TY - CONF
T1 - Designing an expressive and creative digital culture by coding in language one
AU - Slot, Marie Falkesgaard
AU - Lorentzen, Rasmus Fink
PY - 2024/8/29
Y1 - 2024/8/29
N2 - In a project related to the Danish Knowledge Center for Technology comprehension, we develop intervention-based designs in language one (Danish) related to social semiotic theoretical approaches combined with a focus on “computational literacy”. The purpose is to develop learning designs that challenges how an expressive and creative digital culture can enable participation and empowerment for students in secondary school and high school.
Our point of departure is an integrated approach among practicians to facilitate multimodal production, remediation and creative production (Kress, 2010, Selander & Kress, 2012).
Inspired by the American physicist Andrea DiSessa, we define computational literacy (CL) as a social and intellectual importances of a culture or civilization characterized and mediated by material, cognitive and social matters. These dimensions of CL are not new, but it is new to combine computational approaches with the ‘social semiotic’ approach to first language teaching and research, which traditionally have a strong focus on reading and writing (Mills, 2015). In our project we combine basis concepts (digital creativity, multimodality) with material intelligence and coding (Disessa, 2001, Chongtay, 2018). We thus create a new framework for designing principles for interventions on computational literacy in Language one. The presentation is guided by the following research question:
Which design principles on coding can guide multimodal interventions as a foundation for digital creativity in language one in a K12 perspective?
Grounded on a review that investigated connections between computational literacy and language one in the Nordic countries and international, we came up with two results: 1) a strong STEM-landscape focused on how to facilitate computational literacy in STEM-subjects 2) a complete lack of knowledge on computational literacy in humanities, which does not contribute to student’s expressive digital culture. Thus, the task must be to bridge the gap in designing interventions between language one, focusing on communication, media and multimodality, and the digital creativity, focusing on e.g. coding.
In our presentation, we discuss the background for our scoping review and the decisions to work design based I K12. This includes examples of designs, which merges social semiotics and computation literacy in language one as a subject matter.
References
Chongtay R. (2018). Computational Literacy skill set - an incremental approach in Designing for learning in a networked world. Ed. Nina Bonderup Dohn. Routledge
DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Mit Press.
Kress, G.R. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge.
Mills, K. A. (2015). Literacy Theories for the Digital Age: Social, Critical, Multimodal, Spatial, Material and Sensory Lenses. Multilingual Matters.
Sharin R. Jacob & Mark Warschauer (2018) Computational Thinking and Literacy.
Journal of Computer Science Integration. https://doi.org/10.21832/9781783094639
Selander, S., & Kress, G. (2012). Læringsdesign—I et multimodalt perspektiv. Frydenlund.
AB - In a project related to the Danish Knowledge Center for Technology comprehension, we develop intervention-based designs in language one (Danish) related to social semiotic theoretical approaches combined with a focus on “computational literacy”. The purpose is to develop learning designs that challenges how an expressive and creative digital culture can enable participation and empowerment for students in secondary school and high school.
Our point of departure is an integrated approach among practicians to facilitate multimodal production, remediation and creative production (Kress, 2010, Selander & Kress, 2012).
Inspired by the American physicist Andrea DiSessa, we define computational literacy (CL) as a social and intellectual importances of a culture or civilization characterized and mediated by material, cognitive and social matters. These dimensions of CL are not new, but it is new to combine computational approaches with the ‘social semiotic’ approach to first language teaching and research, which traditionally have a strong focus on reading and writing (Mills, 2015). In our project we combine basis concepts (digital creativity, multimodality) with material intelligence and coding (Disessa, 2001, Chongtay, 2018). We thus create a new framework for designing principles for interventions on computational literacy in Language one. The presentation is guided by the following research question:
Which design principles on coding can guide multimodal interventions as a foundation for digital creativity in language one in a K12 perspective?
Grounded on a review that investigated connections between computational literacy and language one in the Nordic countries and international, we came up with two results: 1) a strong STEM-landscape focused on how to facilitate computational literacy in STEM-subjects 2) a complete lack of knowledge on computational literacy in humanities, which does not contribute to student’s expressive digital culture. Thus, the task must be to bridge the gap in designing interventions between language one, focusing on communication, media and multimodality, and the digital creativity, focusing on e.g. coding.
In our presentation, we discuss the background for our scoping review and the decisions to work design based I K12. This includes examples of designs, which merges social semiotics and computation literacy in language one as a subject matter.
References
Chongtay R. (2018). Computational Literacy skill set - an incremental approach in Designing for learning in a networked world. Ed. Nina Bonderup Dohn. Routledge
DiSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Mit Press.
Kress, G.R. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge.
Mills, K. A. (2015). Literacy Theories for the Digital Age: Social, Critical, Multimodal, Spatial, Material and Sensory Lenses. Multilingual Matters.
Sharin R. Jacob & Mark Warschauer (2018) Computational Thinking and Literacy.
Journal of Computer Science Integration. https://doi.org/10.21832/9781783094639
Selander, S., & Kress, G. (2012). Læringsdesign—I et multimodalt perspektiv. Frydenlund.
KW - learning, educational science and teaching
KW - Computationel literacy
KW - Teknologiforståelse
M3 - Paper
T2 - Designs for Learning 2024
Y2 - 28 August 2024 through 30 August 2024
ER -