Pedagogy, Precarity, and Persuasion: The Case for Re/mix Literacies
In: The International Journal of Critical Media LiteracySearch for other papers by Michael Hoechsmann in
Current site
Google Scholar
In the contemporary cultural conditions of unstable knowledge/truth, precarious economies and 24/7 media saturation, we need to rethink knowing and learning. While there is much general agreement that the means and modes of communication have changed, and, with it, the ways we approach media, education, culture, society, citizenship, commerce, politics, art, science and everyday life, there is a diversity of terms to describe the change, each with an animating spirit and intellectual tradition behind it. There is a disconnect between school pedagogies, situated literacy practices in everyday life, and the types of abilities and knowledges needed for workplace and civic participation. Further, even as school jurisdictions around the world rush to apply solutions to the technological impasse brought upon by the digitalization of communication, too often the answer is seen as adding training in new competencies to the existing curriculum, as though the crisis is one that can be fixed with a few adjustments. If the aspirational horizon of schooling is the preparation of young people for engaged participation in cultural, civic and economic spectrums, a renewed and comprehensive model of literacy is urgently needed.
Purchase
Buy instant access (PDF download and unlimited online access):
Institutional Login
Log in with Open Athens, Shibboleth, or your institutional credentials
Personal login
Log in with your brill.com account
-
Apirici R. & García-Marín D. (2018) “Prosumers and emirecs: Analysis of two confronted theories.” Comunicar , Vol. 26, No. 55: 1–78.
-
Bakhtin M. (1981). “Discourse in the Novel” (C. Emerson & M. Holquist trans.). In M. Holquist (Ed.).The Dialogic Imagination . Austin: University of Texas Press.
-
Benjamin W. (1969). “The Work of Art in the Age of Mechanical Reproduction.” In (Ed. Arendt H. ) Illuminations (Zohn H. , trans.). New York: Schocken Books.
-
Berman M. (1983). All that is Solid Melts in to Air: The Experience of Modernity. London: Verso.
-
Cloutier J. (1973). La communication audio-scripto-visuelle à l’heure des self média. Montreal: Les Presses de l’Université de Montreal.
-
Coupland D. (1991) Generation X: Tales for an Accelerated Culture. New York: St. Martin’s Press.
-
Hoechsmann M. & Low B. (2008). Reading Youth Writing: “New” Literacies, Cultural Studies and Education. New York: Peter Lang.
-
Lankshear C. & Knobel M. (2003). New Literacies: Changing Knowledge and Classroom Learning . Maidenhead UK: Open University Press.
-
Luke C. (2002). “Re-crafting media and ict literacies”. In Alverman D. (Ed,). Adolescents and Literacies in a Digital World . New York: Peter Lang.
-
Lyotard J.F. (1984) The Postmodern Condition: A Report on Knowledge (G. Bennington & B. Massumi, trans.). Minneapolis: University of Minnesota Press.
-
Marx K. (1984) The Eighteenth Brumaire of Louis Bonaparte (C.P. Dutt trans). New York: International Publishers.
-
M. McLuhan & E. McLuhan (1988). Laws of Media: The New Science . Toronto: Univeristy of Toronto Press.
-
Pettitt T. (2007). “Before the Guthenberg Parenthesis: Elizabethan-American Compatibilities .” Media in Transition 5 Conference. Cambridge MA: mit.
-
Prensky M. (2001) “Digital Natives, Digital Immigrants.” On the Horizon 9:5, October.
-
Quintilian (1921). The Institutio Oratorio of Quintilian . New York: W. Heinemann.
-
Toffler A. (1980). The third wave . New York: Bantam Books.
-
Turkle S. (2011). Alone Together: Why we Expect More from Technology and Less from Each Other. New York: Basic Books.
-
Virilio P. (1986) Speed and Politics: An Essay on Dromology . (Polizzotti M. ). New York: Semiotext(e).
-
Williams R. (1977) Marxism and Literature . Oxford: Oxford University Press.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 446 | 0 | 0 |
| Full Text Views | 480 | 291 | 30 |
| PDF Views & Downloads | 550 | 228 | 20 |
Pedagogy, Precarity, and Persuasion: The Case for Re/mix Literacies
In: The International Journal of Critical Media LiteracySearch for other papers by Michael Hoechsmann in
Current site
Google Scholar
PubMed
In the contemporary cultural conditions of unstable knowledge/truth, precarious economies and 24/7 media saturation, we need to rethink knowing and learning. While there is much general agreement that the means and modes of communication have changed, and, with it, the ways we approach media, education, culture, society, citizenship, commerce, politics, art, science and everyday life, there is a diversity of terms to describe the change, each with an animating spirit and intellectual tradition behind it. There is a disconnect between school pedagogies, situated literacy practices in everyday life, and the types of abilities and knowledges needed for workplace and civic participation. Further, even as school jurisdictions around the world rush to apply solutions to the technological impasse brought upon by the digitalization of communication, too often the answer is seen as adding training in new competencies to the existing curriculum, as though the crisis is one that can be fixed with a few adjustments. If the aspirational horizon of schooling is the preparation of young people for engaged participation in cultural, civic and economic spectrums, a renewed and comprehensive model of literacy is urgently needed.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 446 | 0 | 0 |
| Full Text Views | 480 | 291 | 30 |
| PDF Views & Downloads | 550 | 228 | 20 |
