{"id":7022,"date":"2006-08-27T21:50:13","date_gmt":"2006-08-27T21:50:13","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/08\/27\/selber-multilit\/"},"modified":"2006-08-27T21:50:13","modified_gmt":"2006-08-27T21:50:13","slug":"selber-multilit","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/27\/selber-multilit\/","title":{"rendered":"Selber, Multiliteracies for a Digital Age<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Selber,
\n Stuart A. Multiliteracies for a Digital Age<\/i>. Carbondale, Ill.:
\n Southern Illinois UP, 2004. <\/p>\n

<\/p>\n

Selber develops a three-part framework while extending a "detailed
\ninvestigation into the nature of computer literacy programs in higher education"
\n(3). His motive is remedial, motivated by a problem-solution approach to many of
\nthe striking inadequacies in computer literacy programs, which tend to be either
\nslap-dash or highly instrumental in their approaches. Selber begins by opening
\nup a some of the givens and myths related to computer technologies: computers
\nare all-powerful (panacea<\/b>), access and equality remain issues (hypercritical<\/b>),
\nproduction and efficiency imperatives drive the dehumanizing<\/b>
\nindustrial-mechanistic engine (cautionary distance).<\/p>\n

Selber seeks to keep the three categories open and dynamic–"suggestive
\nrather than constraining," but he is more direct about the implications of this
\nframework elsewhere: "Students who are not adequately exposed to all three
\nliteracy categories will find it difficult to participate fully and meaningfully
\nin technological activities" (24).<\/p>\n

Again, his framework divides into three terms:<\/p>\n

1. Functional<\/b>: not as bad as you might at first think
\nFunctional computer literacies are necessary; they involve educational goals,
\nsocial conventions, specialized discourses, management activities, and
\ntechnological impasses (31). Functional literacy involves a metaphor<\/b> of
\ncomputers as tools<\/b> (35).
\nSkepticism about functional\/instrumental approaches to technology remain, in
\npart, due to the arhetorical<\/b> associations of functionalism.<\/p>\n

2. Critical
\nUnlike functional approaches, which posit technological neutrality, critical
\napproaches blend constructivism<\/b> (75) and critical literacy<\/b>
\n(consensus as "an exercise of power") (83).
\nCritical literacy involves a metaphor of computers as cultural artifacts<\/b>
\n(86).
\nCritical literacies correlate to the following heuristics: design cultures
\n(106), use contexts (111), institutional forces (117), and popular
\nrepresentations (technical and ethical) (125).<\/p>\n

3. Rhetorical: "Overall, this chapter insists that students who are
\nrhetorically literate will recognize the persuasive dimensions of human-computer
\ninterfaces and the deliberative and reflective aspects of interface design, all
\nof which is not a purely technical endeavor but a form of social action" (140).
\nRhetorical literacy involves a metaphor of hypertextual media (166).
\nRhetorically literate students will recognize the following aspects of interface
\ndesign: persuasion, deliberation, reflection, and social action (139).<\/p>\n

Selber ends with a respectful call for change, one that holds in high regard
\nexisting research while also proposing strategies for action toward
\nmultiliteracy programs. He introduces a nested model (Bronfenbrenner-like in its
\nconcentricity) to account for the following orders:
\ninstitutional-departmental-curricular-pedagogical-technical (185). <\/p>\n

Terms: "postcritical stance" (8), computer competency requirements (20),
\n"theory and practice" (26), heuristic (27), instrumentalism (38), declarative
\nand procedural knowledge (43), primary and secondary discourses (97),
\nPfaffenberger’s technological regularization (102), adjustment, and
\nreconstitution (104), captology (the study of computers as persuasive
\ntechnologies) (146), nodes (172), open\/closed systems (190).<\/p>\n

"Although much of the discussion is conceptual<\/b> in nature, it provides
\na framework within which teachers of writing and communication can develop
\ncomprehensive programs that draw together functional<\/b>, critical<\/b>,
\nand rhetorical<\/b> concerns in the service of social<\/b> action<\/b> and
\nchange<\/b>" (xii).<\/p>\n

"In the context of computer literacy, for example, computers will be
\nunderstood primarily in instrumental<\/b> terms–as systems for supporting
\nstatus quo, relatively hierarchical student-teacher relationships, or for
\nautomating repetitive and routine tasks, or for making difficult texts and
\nconcepts ostensibly more interesting to study" (9).<\/p>\n

"In one way of thinking, the tool metaphor is useful for discussions of
\nagency<\/b> because it can still help instill a sense of control in a world
\nincreasingly permeated by technology" (40). <\/p>\n

"In terms of production contexts, the artifact<\/b> metaphor encourages an
\nattention to the political<\/b>, social<\/b>, and even psychological<\/b>
\nassumptions embodied in computers as well as any unintended consequences<\/b>
\nof their designs" (86).<\/p>\n

"Imagined in artifactual terms, computers can be defamiliarized as
\ninherently cultural<\/b> in both origin and consumption. Their
\naffordances<\/b> disclose psychological and social preferences crafted in the
\ninterpretive communities in which competing perspectives eventually decompose to
\nsingularly approved designs" (95).<\/p>\n

"But this [tool] metaphor also restricts teachers because its neutral
\ndimensions insist that teachers do not need to know about the design issues
\nassociated with computing infrastructures, which are considered to be the domain
\nof impartial technologists" (123). ^Is there a corollary in the preference of
\nthe artifact metaphor that, in turn, takes as insignificant the functional
\nknowledge of computing?<\/p>\n

"Reflection strategies for interface design have been classified under the
\nrubric of usability<\/b>, but reflection as a conceptual category shifts the
\nfocus from the product<\/b> (Is the interface usable?) to the process<\/b>
\n(Is the designer reflective?) in useful ways" (160).<\/p>\n

\n
Related sources<\/dt>\n
Nardi, Bonnie, and Vicki O’Day. Information Ecologies: Using Technology
\n with Heart<\/i>. Cambridge, Mass.: MIT Press, 1999.<\/dd>\n
Pfaffenberger, Bryan. "Technological Dramas." Science, Technology, and
\n Human Values<\/i> 17 (1992): 282-312.<\/dd>\n
Zuboff, Shoshana. In the Age of the Smart Machine<\/i>. New York: Basic,
\n 1988.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale, Ill.: Southern Illinois UP, 2004.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[174],"tags":[1127,279,1020,183,424,520,1128,937,255,478,278,185,1129,1130,187,1131,140],"class_list":["post-7022","post","type-post","status-publish","format-standard","hentry","category-writing_technol","tag-artifacts","tag-computer","tag-critical","tag-curriculum","tag-design","tag-digital","tag-functional","tag-hypertext","tag-literacy","tag-media","tag-pedagogy","tag-rhetoric","tag-rhetorical","tag-students","tag-technology","tag-tools","tag-writing"],"yoast_head":"\nSelber, Multiliteracies for a Digital Age - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/27\/selber-multilit\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Selber, Multiliteracies for a Digital Age - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsSelber, Stuart A. 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For Tuesday we're also looking at a complementary tier, network literacy. There's not a lot I want to recount or\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6998,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/new-london-grou-2\/","url_meta":{"origin":7022,"position":1},"title":"New London Group, “A Pedagogy of Multiliteracies”","author":"Derek Mueller","date":"July 8, 2006","format":false,"excerpt":"*New London Group. \"A Pedagogy of Multiliteracies.\" Multiliteracies: Literacy Learning and the Design of Social Future. Bill Cope and Mary Kalantzis, eds. New York: Routledge, 2000. 9-37. \"Designing social futures\" comes not only as this first chapter's subtitle but also as the second phrase in the subtitle of the NLG's\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6395,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/09\/05\/new-london-grou\/","url_meta":{"origin":7022,"position":2},"title":"New London Group, “A Pedagogy of Multiliteracies”","author":"Derek Mueller","date":"September 5, 2005","format":false,"excerpt":"We're on with four articles for Wednesday's meeting of 691: Crafting Researchable Questions.\u00a0 We broke up responsibilities for question-bringing, two or three primary respondents\/discussion-framers to each of the articles, but I have brief notes here on each of the articles (something I can carry to class, search later, etc.).\u00a0 My\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7001,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/costanzo-readin\/","url_meta":{"origin":7022,"position":3},"title":"Costanzo, “Reading, Writing and Thinking in an Age of Electronic Literacy”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Costanzo, William. \"Reading, Writing and Thinking in an Age of Electronic Literacy.\" Literacy and Computers: The Complications of Teaching and Learning with Technology. Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York: MLA, 1994. 11-21. In this overview, Costanzo provides a snapshot of C&W concerns\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7069,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/05\/george-from-ana\/","url_meta":{"origin":7022,"position":4},"title":"George, “From Analysis to Design”","author":"Derek Mueller","date":"November 5, 2006","format":false,"excerpt":"George, Diana. \"From Analysis to Design: Visual Communication in the Teaching of Writing.\" CCC 54.1 (2002): 11-39. In this oft-cited essay, Diana George accounts for the vexed relationship between composition studies and visuality or visual studies. Only in rare cases does one find imaginative curricula that engage with visuality as\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7029,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/02\/selfe-and-hawis\/","url_meta":{"origin":7022,"position":5},"title":"Selfe and Hawisher, Literate Lives in the Information Age","author":"Derek Mueller","date":"September 2, 2006","format":false,"excerpt":"Selfe, Cynthia L., and Gail E. Hawisher. Literate Lives in the Information Age. Mahwah, N.J.: Lawrence Erlbaum, 2004. Selfe and Hawisher incorporate 20 case studies, selected from more than 350 interviews, as the literacy narratives that substantiate their study of the acquisition of technological literacies over the past 25 years.\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7022","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7022"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7022\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7022"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7022"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7022"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}