NL,+ch.+2

New Literacies, ch. 2 notes
Central concept: the challenge of mindset as a dialectic.

Not really a "versus" situation since the future will draw on knowing both approaches from the inside.
 * Western industrial values of culture, property, expertise, and worth ||  || "post-industrial" developments as a result of mass uptake of digital e-technologies ||

How to define **value**? In atoms (a laptop's price tag) or in bits (the information and potential stored within)?


 * = //Mindset 1// ||=  ||= //Mindset 2// ||
 * "Things now are basically the same, just with more/better/faster technology."

Specific assumptions about
 * bodies, materials, property, ownership, industrial techniques, power relationships, physical texts, interactions, etc.
 * i.e., schools using "blocks" or "walls" as metaphors for content-restriction

Value is based on
 * Scarcity (i.e., luxury items, diamonds, trends/fads, traditional uses of grades, "my teaching ideas," copyright, etc.)

Web 1.0 (industrial production/expertise, producer separate from customer, pre-made artifacts and commodities, taxonomic) ||  || "New digital technologies have fundamentally shifted basic assumptions about value, learning, participation, etc."

Value is based on
 * Familiarity (knowing about things)
 * Dispersion (extent of range/scope)
 * Relationships (information as a catalyst for creative/productive relationships, networking, etc.)

Web 2.0 (distribute/hybrid forms of participation and production, collective intelligence, blurring of producer/customer line, folksonomic) ||


 * Notions of Educational Space in Mindset 1**
 * emphasis on borders (enclosures) and time constraints (i.e, traditional classroom arrangements and times)
 * affirmation of traditional power hierarchy (classrooms centered on teacher)
 * tasks singular, defined, and the same for all learners (the "one-to-many" distribution)
 * primacy of the book as a form of textual control; elevation of the author of the reader; credibility anchored in approved routes to expertise


 * Mindset 1 in Schools**
 * technology integration is "old wine in new bottles" (i.e., an add-on; conventional methods are not altered)
 * "efficiency" as a selling-point for using technology
 * teacher as ultimate authority (topics must fall within a teacher's competence boundaries)
 * learning is curricular (curriculum is sanctioned/sequenced for all students; print-based reading as central)
 * emphasis on management of physical space; centralized expertise; conventional relationships


 * Fallout**
 * School learning is learning for school (i.e., part of a school Discourse often unconnected from other Discourses)
 * New literacies--particularly "new ethos stuff"--creates pedagogical, curricular, and administrative tension

centralized expertise individual, proprietary intelligence scarcity ownership individual authorship normalization of processes stability/fixity generic policy/purity/rule-following Phase 1 selling (walmart.com) information broadcast homogeneity instrumental value ||= participation distributed expertise collective intelligence dispersion sharing collaboration experimentation evolution/innovation creative rule-breaking Phase 2 selling (amazon.com) relationship-building hybridity intrinsic satisfactions ||
 * = //Mindset 1// ||= //Mindset 2// ||
 * = publishing