Educ 506: New Media Literacies in High Need Schools

University of Southern California Rossier School of Education Course Syllabus

EDUC 506: NEW MEDIA LITERACIES IN HIGH NEED SCHOOLS

Summer 2017eptember 2016

INSTRUCTOR: Dr. Kidogo A. Kennedy Phone: (323) 523-4922 Course TimeOffice: Thursday, 6:00 – 8:00 PM Online Email:[email protected] and [email protected] Office Hours: Following class & by appointment ______

INTRODUCTION AND PURPOSE New Media Literacies in High Needs Schools is designed to provide candidates with the opportunities to explore an emerging body of literature where media and communication studies converge with educators, researchers, and public policy makers. This course attempts to facilitate the convergence of students’ interests in communications, cultural studies, media production, and literacy education. Candidates will examine curricular materials, as well as apply learning theories, content knowledge, and the pedagogical repertoire of skills acquired in concurrent courses and threaded throughout the program as the basis for decision-making to positively affect student participation, learning, and outcomes.

COURSE OBJECTIVES By the end of this course, teacher candidates will be able to:  Evaluate, develop, and cultivate new media literacy (NML) skills, experiences, and assessments for and among digital, print, and brick and mortar contexts  Implement a wide range of teaching and learning strategies in digital and online settings after assessing student needs  Apply expert knowledge of the disciplines they will teach and be willing and able to do this with the skills, concepts, and beliefs constructed during successful completion of the certification program  Model digital work and learning in order to expand the concept of literacy (i.e., reading and writing) to include all forms of media  Facilitate and inspire student learning and creativity in multimodal settings  Recognize that media are a part of culture and function as active agents of socialization  Affirm that people use their individual skills, beliefs, and experiences to construct their own meanings from media messages  Promote and model digital citizenship and responsibility by conducting active inquiry and critical thinking about the messages we receive and create, and by developing informed, reflective, and engaged participants essential for democratic society

Why is this course in the MAT and ME Programs? The purpose of this course is to provide a sequence of readings and learning experiences that will enable forms of pedagogy that are designed to stimulate collaborative learning experiences in online environments in order to successfully eradicate teacher-centered, didactic/outmoded pedagogies irrelevant to current K-12 classrooms and learners. According to the National Association for Media Literacy Education, “the purpose of media literacy education is to develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators, and active citizens in today’s world.” New definitions of literacy or “meaning-making” may challenge prior notions of traditional literacy inherent to traditional/rote forms of pedagogy.

Preparing the whole learner requires teachers to learn themselves and participate in forms of new media that are intrinsic to students’ lives. Due to their immersion in digital and online practices, many K-12 students participate in what Jenkins (2006) describes as “Participatory Culture.” In the consideration of what tools to integrate, how, and why, New Media Literacies in High Needs Schools introduces the enduring skill sets that are observed in online participatory cultures and are outlined in Jenkins’ seminal white paper, “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.” How effectively and intentionally teacher candidates plan and EDUC 506: New Media Literacies in High Need Schools 1 implement the use of NMLs in her/his content-specific/grade level curriculum will benefit the secondary learners s/he teaches if incorporated along with the research-informed coursework (studies, theories, pedagogies, etc.) encountered in this course and others.

The assignments and learning experiences for this course are intended to provide a developmental sequence grounded in a social cognitive and sociocultural pedagogy that will enable candidates to progress from academic knowledge of theoretical perspectives on learning, to recognition and application and, finally, to problem solving in and beyond the classroom.

This course addresses particular “problems of practice” by:  Emphasizing the application of theory to practice, including how new media literacies can be consistently applied in instructional planning, assessment, and the development of the classroom community;  Providing the theoretical knowledge necessary to engage in meaningful application in pedagogy courses.

This course addresses particular “questions of participation,” such as:  In what ways have youth/students displayed expertise in conceptualizing their own participation, agency, and literacy in their digital practices?  In what ways have students developed and demonstrated high self-efficacy in digital environs that are transferred to brick and mortar academic contexts?  How are youth/students shaping the ecology of digital networks through forms of affiliations, expressions, circulations, and collaborative problem solving operations?  How can teachers/educators tap into their students’ expertise of NMLs to promote social cognitive and sociocultural learning in and beyond her/his brick and mortar classroom?

2 ALIGNMENT WITH ACADEMIC STANDARDS AND EXPECTATIONS

California’s Commission on Teacher Credentialing Credential Program Standards California’s Commission on Teacher Credentialing (CCTC) SB 2042 Multiple Subject and Single Subject Preliminary Credential Program Standards outlines general program standards which guide the purposeful, interrelated, developmentally-designed sequence of coursework and field experiences, as well as a planned process for comprehensive assessment of candidates that effectively prepare candidates to teach all K-12 students and to understand the contemporary conditions of schooling, including attention to California public education. This course incorporates the following CTC program standards:

CTC Standard Unit I or R Description Assessment Standards 3.1, 3.2: 1-10 Introduced As part of EDUC 506, Resource and Reflection Forum: Foundational candidates demonstrate Candidate posts in forum and responds to Educational Ideas and knowledge of major concepts, instructor and peer feedback on initial post. Research theories, and research related to Graded on depth of understanding (measured learning, as well as social, by warranted analysis & evaluation) and cultural, philosophical, and appropriateness of strategy chosen historical foundations of (measured by warranted purpose). education through experiencing Summative Learning Plan Assessment: class discussions, posting to Candidate presents a literacy strategy based reflective forums, and learning plan to class that includes modes of completing a differentiated classroom assessments, modeling its learning plan. purpose, affordances and constraints. This assessment is graded with a rubric. Standards 4.1, 4.2: 5-10 Introduced As part of EDUC 506, Resource and Reflection Forum: Relationships candidates encounter Candidate posts in forum and responds to between Theory and opportunities to analyze, instructor and peer feedback on initial post. Practice implement, and reflect on the Graded on depth of understanding (measured relationships between by warranted analysis & evaluation) and foundational issues, theories, and appropriateness of strategy chosen professional practices related to (measured by warranted purpose). teaching in learning by Formative Analysis Paper Assessment: synthesizing readings on Applying their understanding of the assessment, reports key ideas literature on youth, identity, and and links to a strategy to scaffold participation in participatory culture with the aspects of assessment for literacy uses of New Media Literacies, students write development. a five page response to Confronting the challenges of participatory culture: Media Education for the 21st century, with consideration of what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. Summative Learning Plan Assessment: Candidate presents a literacy strategy-based learning plan to class that includes modes of classroom assessments, modeling its purpose, affordances and constraints. This assessment is graded with a rubric. Standards 5.4, 5.5: 1-10 Introduced As part of EDUC 506, Resource and Reflection Forum: Professional candidates examine a variety of Candidate posts in forum and responds to Perspectives Toward perspectives to develop a instructor and peer feedback on initial post. Student Learning and professional perspective on Graded on depth of understanding (measured the Teaching teaching that includes an ethical by warranted analysis & evaluation) and Profession commitment to teach every appropriateness of strategy chosen student effectively and to (measured by warranted purpose). develop as a professional Formative Analysis Paper Assessment: educator. Applying their understanding of the literature on youth, identity, and participation in participatory culture with the 3 EDUC 506: New Media Literacies in High Need Schools uses of New Media Literacies, students write a five page response to Confronting the challenges of participatory culture: Media Education for the 21st century, with consideration of what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. Summative Learning Plan Assessment: Candidate presents a literacy strategy-based learning plan to class that includes modes of classroom assessments, modeling its purpose, affordances and constraints. This assessment is graded with a rubric. Standard 6.2, 6.3: 1-10 Introduced As part of EDUC 506, Summative Learning Plan Assessment: Pedagogy and candidates evaluate instructional Candidate presents a literacy strategy-based Reflective Practice alternatives, articulate the learning plan to class that includes modes of pedagogical reasons for classroom assessments, modeling its instructional decisions, and purpose, affordances and constraints. reflect on teaching practices. Candidates will discuss and evaluate each Candidates also read, analyze, learning plan draft by using sources of discuss, and evaluate scholarly literature related to making professional literature pertaining decisions about teaching and learning. This to important contemporary assessment is graded with a rubric. issues in California schools and classrooms, and use sources of professional information in making decisions about teaching and learning. Standard 9.1, 9.3: 1-10 Introduced As part of EDUC 506, Resource and Reflection Forum: Equity, Diversity, and candidates examine principles of Candidate posts in forum and responds to Access to the educational equity and diversity instructor and peer feedback on initial post. Curriculum and their implementation in Graded on depth of understanding (measured curriculum content and school by warranted analysis & evaluation) and practices for all students. appropriateness of strategy chosen Candidates are also prepared to (measured by warranted purpose). effectively teach diverse students Summative Learning Plan Assessment: by increasing candidates’ Candidate presents a literacy strategy-based knowledge and understanding of learning plan to class that includes modes of the background experiences, classroom assessments, modeling its languages, skills and abilities of purpose, affordances and constraints. The student populations; and apply learning plan must incorporate “low tech,” appropriate pedagogical “mid tech,” and “high tech” resources for practices that provide access to each delivery method; must meet the grade the core curriculum and lead to level and content area standards of her/his high achievement for all state; and must provide accommodations for students. student with special learning needs and English Language learners. This assessment is graded with a rubric. Standards 11.1-11.4: 1-10 Introduced As part of EDUC 506, Resource and Reflection Forum: Using Technology in candidates are familiarized with Candidate posts in forum and responds to the Classroom basic principles of operation of instructor and peer feedback on initial post. computer hardware and Graded on depth of understanding (measured software, and implements basic by warranted analysis & evaluation) and troubleshooting techniques for appropriateness of strategy chosen computer systems and related (measured by warranted purpose). peripheral devices before Formative Analysis Paper Assessment: accessing the appropriate avenue Applying their understanding of the of technical support. Candidates literature on youth, identity, and are also able to evaluate and participation in participatory culture with the select a wide array of uses of New Media Literacies, students write

4 technologies for relevance, a five page response to Confronting the effectiveness, and alignment challenges of participatory culture: Media with state-adopted academic Education for the 21st century, with content standards, and the value consideration of what counts as literacy, how they add to student learning. literacy changes in response to the new Candidates demonstrate media landscape, and what value teachers knowledge and understanding of should ascribe to the new forms of the legal and ethical issues communication that are emerging online. related to the use of technology, Summative Learning Plan Assessment: including copyright issues and Candidate presents a literacy strategy-based issues of privacy, security, learning plan to class that includes modes of safety, and acceptable use. classroom assessments, modeling its Candidates demonstrate purpose, affordances and constraints. The knowledge and understanding of learning plan must incorporate “low tech,” the appropriate use of computer- “mid tech,” and “high tech” resources for based technology for each delivery method; must meet the grade information collection, analysis, level and content area standards of her/his and management in the state; and must provide accommodations for instructional setting. Candidates student with special learning needs and demonstrate competence in the English Language learners. This assessment use of electronic research tools is graded with a rubric. and the ability to assess the authenticity, reliability, and bias of the data gathered. Candidates analyze best practices and research on the use of technology to deliver lessons that enhance student learning. Candidates integrate technology- related tools into the educational experience and provide equitable access to available resources to all students. Candidates encourage the use of technology with students in their research, learning activities, and presentations

5 EDUC 506: New Media Literacies in High Need Schools Teaching Performance Expectations The Teaching Performance Expectations (TPEs) describe the set of knowledge, skills, and abilities that candidates for a Multiple or Single Subject Teaching Credential are expected to demonstrate. While linked to a core set of California State Standards for the Teaching Profession, all students seeking a credential will be required to show evidence of meeting these expectations. This course incorporates the following standards and Teaching Performance Expectations:

TPE Unit I or R Description Assessment TPE 1: 5 - 10 Introduced Candidate practices integrating Summative Assessment: Candidate presents Specific Pedagogical strategies for engagement, a literacy strategy based learning plan to class, Skills for Subject comprehension, and construction of modeling its purpose, affordances and Matter Instruction knowledge for content instruction constraints is graded with a rubric. to engage all learners and facilitate content understanding. TPE 3A: 8 - 10 Reinforced Candidate synthesizes readings on Formative Assessment: Candidate posts in Interpretation and Use (EDUC518) assessment, reports key ideas and forum and responds to instructor and peer of Assessments: links to a strategy to scaffold feedback on initial post. Graded on depth of Classroom aspects of assessment for literacy understanding (measured by warranted development. analysis & evaluation) and appropriateness of strategy chosen (measured by warranted purpose). Summative Assessment: Candidate presents a literacy strategy based learning plan to class that includes modes of classroom assessments, modeling its purpose, affordances and constraints. This assessment is graded with a rubric. TPE 4: 1 - 10 Introduced Candidate examines & analyzes Formative Assessment: Candidate posts in Making Content empirical and methods-based forum and responds to instructor and peer Accessible literature in order to propose a plan feedback on initial post. Graded on depth of for access and mastery for all understanding (measured by warranted learners. analysis & evaluation) and appropriateness of strategy chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. Summative Assessment: Candidates compose an analytical essay examining what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. TPE 5: 3 Introduced Candidate aligns core content Summative Assessment: Candidate presents Student Engagement & standards with a content area a differentiated, literacy strategy based Reinforced curriculum and proposes strategies learning plan to class by modeling its purpose, (EDUC518) with rationale and learning theory affordances and constraints is graded with a driving choice. rubric. TPE 6: 1-5 Introduced Candidate applies learning theory Summative Assessment: Candidate presents Developmentally & to appropriate selection of literacy a differentiated, literacy strategy based Appropriate Teaching Reinforced development strategies based on learning plan to class by modeling its purpose, Practices (EDUC518) knowledge of students. affordances and constraints is graded with a rubric. TPE 7: 9 Introduced Candidate distinguishes between Summative Assessment: Candidate presents Teaching English concepts, vocabulary, and applies a differentiated, literacy strategy based Learners varied instructional strategies to learning plan to class by modeling its purpose, promote academic language for all affordances and constraints is graded with a learners. rubric.

6 TPE 9: 5 - 10 Introduced Candidate evaluates, develops, and Summative Assessment: Candidate presents Instructional Planning cultivates literacy skills, a differentiated, literacy strategy based experiences, and assessments for learning plan to class by modeling its purpose, and among digital, print, and brick affordances and constraints is graded with a and mortar contexts. rubric.

TPE 11: 1 Reinforced Candidate participates in learning Formative Assessment: Candidate posts in Social Environment (EDUC 516 material beyond scope of social forum and responds to instructor and peer & 518) understanding and de-briefs feedback on initial post. Graded on depth of implications for creating social understanding (measured by warranted environment conducive for all analysis & evaluation) and appropriateness of learners. strategy chosen (measured by warranted purpose). Summative Assessment: Candidates compose an analytical essay examining what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online.

Future courses will focus on these standards and Teaching Performance Expectations.

7 EDUC 506: New Media Literacies in High Need Schools California CTC General Standards for Special Education California’s Commission on Teacher Credentialing (CCTC) Handbook for Postsecondary Institutions and Accreditation Reviewers outlines general program standards for special education and six mild to moderate special education standards in “Standards of Quality and Effectiveness for Education Specialist Credential Programs.” In the CCTC’s foreword, the commission writes: “The quality of public education depends substantially on the performance of professional educators. Like all other states, California requires educators to earn credentials granted by the state to serve in the public schools. […] These certification standards and requirements are among the ways in which states exercise their constitutional responsibility for governing public education.” This course integrates components of the following CCTC General Standards for Special Education:

CTC SE Standard Unit I or R Description Assessment CTC SE Standard 3: 1 - 4, 9 Introduced Candidate examines & Formative Assessment: Candidate posts in Education of diverse analyzes empirical and forum and responds to instructor and peer learners methods-based literature feedback on initial post. Graded on depth of in order to propose a plan understanding (measured by warranted analysis for access and mastery & evaluation) and appropriateness of strategy for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. Summative Assessment: Candidates compose an analytical essay examining what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. CTC SE Standard 4: 1 - 9 Introduced Candidate examines & Formative Assessment: Candidate posts in Effective analyzes empirical and forum and responds to instructor and peer communication and methods-based literature feedback on initial post. Graded on depth of collaboration in order to propose a plan understanding (measured by warranted analysis partnerships for access and mastery & evaluation) and appropriateness of strategy for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. Summative Assessment: Candidates compose an analytical essay examining what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. CTC SE Standard 6: 9 Introduced Candidate examines & Formative Assessment: Candidate posts in Using educational and analyzes empirical and forum and responds to instructor and peer assistive technology methods-based literature feedback on initial post. Graded on depth of in order to propose a plan understanding (measured by warranted analysis for access and mastery & evaluation) and appropriateness of strategy for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. CTC SE Standard 10: 9 Introduced Candidate examines & Formative Assessment: Candidate posts in Preparation to teach analyzes empirical and forum and responds to instructor and peer English Language methods-based literature feedback on initial post. Graded on depth of Learners in order to propose a plan understanding (measured by warranted analysis for access and mastery & evaluation) and appropriateness of strategy

8 for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. CTC SE Standard 12: 1 - 9 Introduced Candidate examines & Formative Assessment: Candidate posts in Behavioral, social, and analyzes empirical and forum and responds to instructor and peer environmental methods-based literature feedback on initial post. Graded on depth of supports for learning in order to propose a plan understanding (measured by warranted analysis for access and mastery & evaluation) and appropriateness of strategy for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. Summative Assessment: Candidates compose an analytical essay examining what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. CTC SE Standard 13: 9 Introduced Candidate examines & Formative Assessment: Candidate posts in Curriculum and analyzes empirical and forum and responds to instructor and peer instruction of students methods-based literature feedback on initial post. Graded on depth of with disabilities in order to propose a plan understanding (measured by warranted analysis for access and mastery & evaluation) and appropriateness of strategy for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. CTC SE Standard 14: 1-9 Introduced Candidate examines & Formative Assessment: Candidate posts in Creating healthy analyzes empirical and forum and responds to instructor and peer learning environments methods-based literature feedback on initial post. Graded on depth of in order to propose a plan understanding (measured by warranted analysis for access and mastery & evaluation) and appropriateness of strategy for all learners. chosen (measured by warranted purpose). Summative Assessment: Candidate presents a differentiated, literacy strategy based learning plan to class by modeling its purpose, affordances and constraints is graded with a rubric. Summative Assessment: Candidates compose an analytical essay examining what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online.

Future courses will incorporate these and other CCTC General Standards for Special Education.

9 EDUC 506: New Media Literacies in High Need Schools NAMLE Core Principles of Media Literacy Education The National Association for Media Literacy Education (NAMLE) has established the Core Principles of Media Literacy Education in the United States, which are linked to the California State Standards for the Teaching Profession, the National Council for the Accreditation of Teacher Education, and state core content curriculum standards throughout the country.

This course integrates components of the following NAMLE Core Principles of Media Literacy Education:

1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create. 2. Media Literacy Education expands the concept of literacy (e.g., reading and writing) to include all forms of literacy. 3. Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice. 4. Media Literacy Education develops informed, reflective, and engaged participants essential for a democratic society. 5. Media Literacy Education recognizes that media are part of culture and function as agents of socialization. 6. Media Literacy Education affirms that people use their individual skills, beliefs, and experiences to construct their own meanings from media messages.

Future courses will also focus on these Core Principles of Media Literacy Education.

ISTE Standards for Global Learning in the Digital Age The International Society for Technology in Education (ISTE) has established educational technology standards for students, teachers, and school administrators with the understanding that technology is dramatically changing society, learning, and schooling. The ISTE National Educational Technology Standards and Performance Indicators for Teachers (NETS-T) are explicitly addressed in this course and are linked to the California State Standards for the Teaching Profession, the National Council for the Accreditation of Teacher Education, and state core content curriculum standards throughout the country.

This course integrates components of the following ISTE NETS-T:

1. Teacher candidates will use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face- to-face and virtual environments. 2. Teacher candidates will design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the National Educational Technology Standards and Performance Indicators for Students (NETS-S). 3. Teacher candidates will exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 4. Teacher candidates will understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Teacher candidates will continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

Future courses will also incorporate these ISTE standards.

10 COURSE REQUIREMENTS AND GRADE DISTRIBUTION TABLE

Assignment 1: Seminar Participation Class attendance and platform discussion forum participation are mandatory in the weekly 2-hour Seminars during Weeks 1-10. Small and whole group discussions will occur at every class meeting and students are expected to fully participate. Students are also encouraged to ask questions and actively participate in both planned and impromptu class discussions, so long as the discussion forwards the purpose of the class. Students will not be awarded full credit for Seminar unless they are in front of a fully functioning computer/monitor with a working video camera and microphone or telephone. (Each week) (10 percent)

Assignment 2: Weekly NML Convergence Forum The weekly New Media Literacies Resource Forum is intended to be an opportunity for you to share resources and personal connections to the readings with your classmates prior to participating in the live class discussion. Prior to each class, you will:

1. Complete the reading assignments for the week. 2. Locate a resource online (video, image, music file, article, blog, vlog, glog, etc.) that demonstrates how youth are participating in forms of Participatory Culture or demonstrating the uses of New Media Literacy skills based on the reading. o You may not select a resource that someone else has already posted. o Post the link to the resource along with your review of the resource. Consider the following questions as you review resources: . Does the resource provide accurate information based on what you’ve read for the unit’s required readings? If so, what parallels or connections to the readings does this resource reflect? . How can this resource help you and your peers’ learning processes? . Does this resource relate to your own experiences as a learner or teacher? How? . What would you change about, add, or say to respond to this resource? 3. Each participant is required to submit one original resource review. You are encouraged to respond to your classmates’ resource reviews. a. Your written review of the resource must include explicit connections to the readings. Citations are not required.

Further instructions are explicated on the LMS coursework modules each week. Forum postings must be uploaded to the Forum the day before Class Time. (Each week) (15 percent)

Assignment 3: Analysis Paper Linked to Literature on Youth and Digital Media Deploying their understanding of the literature on youth, identity, and participation in participatory culture with the uses of New Media Literacies, students write a five-to-seven page response to Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. The response should consider what counts as literacy, how literacy changes in response to the new media landscape, and what value teachers should ascribe to the new forms of communication that are emerging online. The response should also incorporate two other readings from Units 2 – 4. (Due the day before Class Time Week 5) (25 percent)

Assignment 4: NML Convergence Learning Plan Technological convergence refers to the process by which a user or media participant combines multiple features and functions into one digital or “universal” tool in which content may flow across multiple digital and static mediums (Maloy et al, 2014 p. 254; Jenkins et al, 2006). A central goal of this course is to dissipate the digital divide by meeting the challenges of technological access and providing students with opportunities to fully participate and develop new media literacy skills in and beyond the classroom that reflect a foundation of traditional literacy, research skills, technical skills, and critical analytical skills taught in the classroom (Jenkins et al, 2006, p. 4). To accomplish this goal, candidates will design, revise, refine, and present a learning plan based on her/his content area that applies the concept of technological convergence and the uses of new media literacy skills enumerated by Jenkins et al (2006). 11 EDUC 506: New Media Literacies in High Need Schools The candidate will locate and select a grade level and content specific curriculum available online (e.g., “Grade 9 English Language Arts curriculum, University High School, Newark, NJ”). The candidate will choose a specific unit of study (e.g., “Drama unit on Shakespeare’s A Midsummer’s Night Dream”). The candidate will choose a specific lesson to construct using the lesson template provided. The candidate will provide a summary overview that illustrates the context (e.g., unit background, goals, and purposes) as well as the time/place in the unit in which the lesson will occur (e.g., Week 4, Day 3, of 6 week unit). In order to create a learning plan for one high school period of instruction (45-50 minutes), the candidate will incorporate the following elements:  The learning plan must include all of the following delivery methods: o Teacher demonstrates; student manipulates hands-on materials; student works independently; students work in groups with a teacher; students teach each other in peer teaching activities.  The learning plan must incorporate “low tech,” “mid tech,” and “high tech” resources for each delivery method (See Maloy et al, pp. 254-255).  The learning plan must introduce and assess new media literacy skills (e.g. play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, and/or negotiating – See Jenkins et al, 2006, p. 4) and traditional content area skills (Review appropriate grade level and content specific state standards).  The learning plan must meet the grade level and content area standards of her/his state (e.g. California English Language Arts Standards, Grade 9).  The learning plan must also incorporate one or more learning theories learned in EDUC 518 (e.g., behaviorism, constructivist, social cognitive, etc.).  The learning plan must provide accommodations (alternative versions or modifications to original) for students with special learning needs (those special needs should be defined/explained) and English Language Learners.  The scale of the learning plan (e.g., some students may plan for more than one period or day) should be negotiated with the professor.  The learning plan must be of his or her own design, which makes a significant pedagogical contribution to learners’ (grades 6-12) understandings of the new media literacies within the auspices of her or his intended content area of teaching and grade level of learners.  The learning plan must be constructed using the learning plan template provided.  The learning plan must incorporate reflection and feedback from peers and the instructor to formulate and prioritize goals for increasing subject matter knowledge, teaching effectiveness, and digital tools and resources to promote student learning and creativity.  The student will make a brief 6-minute 40-second Pecha Kucha style (20 slides/20 seconds each) presentation of their learning plan design to their classmates, which will be followed by a 3-minute Q&A session during the final class session. (Five Due Dates) (50 Percent Total)

NML Convergence Learning Plan Due Dates:  Convergence Learning Plan Proposal (1-2 pages, Due the day before Class Time Week 6, up to 20 points, 5%)  Convergence Learning Plan Design Draft (Pages 1-8 of the Learning Plan Template, Due the day before Class Time Week 7, up to 30 points, 15%)  Peer Review of Classmate’s Draft (Due the day before Class Time Week 8, up to 20 points, 5%)  Convergence Learning Plan Final Draft and All Related Materials (Due the day before Class Time Week 9, up to 100 points, 20%)  Convergence Learning Plan Pecha Kucha Presentation (Due Class Time Week 10, up to 20 points, 5%)

Required Texts 1. Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: MacArthur Foundation. Available for free download from: http://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF

12 2. boyd, d. (2008). Why youth [heart] social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media, pp. 119-142. Cambridge, MA: MIT Press. Available for free download from: http://www.danah.org/papers/WhyYouthHeart.pdf 3. Stald, G. (2008). Mobile identity: Youth, identity, and mobile communication media. In D. Buckingham (Ed.), Youth, identity, and digital media, pp. 143-164. Cambridge, MA: MIT Press. Available for free download from: http://digimed-jhi.pbworks.com/f/Stald+Mobile+Identity.pdf 4. Voithofer, R. and Winterwood, F. (2010). Articulating and contextualizing multiple literacies in an urban setting. Urban education, 45 (5), pp. 687-707. Available for free download by accessing the journals and articles available at the USC Online Journal Database, search the “Education Full-Text” database using authors names and keywords from article title. Start here: http://www.usc.edu/libraries/databases/index.php or http://late-dpedago.urv.cat/site_media/papers/Articulating_and_Contextualizing_Multiple_Literacies_in_an_Urban_Setting.pdf 5. Yardi, S. (2008). Whispers in the classroom. In T. McPherson (Ed.), Digital youth, innovation, and the unexpected, pp. 143-164. Cambridge, MA: MIT Press. Available for free download from: http://psmov.bgsu.wikispaces.net/file/view/Yardi08whisperintheClassroom.pdf 6. Daniels, J. (2008). Race, civil rights, and hate speech in the digital era. In A. Everett (Ed.), Learning race and ethnicity, pp. 129-154. Cambridge, MA: MIT Press. Available for free download from: http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262550673_Learning_Race_and_Ethnic ity.pdf 7. Sandoval, C. and Latorre, G. (2008). Chicana/o artivism: Judy Baca’s digital work with youth of color. In A. Everett (Ed.), Learning race and ethnicity, pp. 81-108. Cambridge, MA: MIT Press. Available for free download from: http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262550673_Learning_Race_and_Ethnic ity.pdf 8. Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2014). Transforming learning with new technologies. Second Edition. Boston: Pearson/Allyn & Bacon. *Not free/you must purchase this text from the USC bookstore or other bookseller. (Note: Pearson has provided e-Text versions of the below textbooks for the corresponding classes. This is the SAME exact material as the hard copy version, so you only need to purchase one of the two versions.)

COURSE LOAD The MAT and ME programs adhere to the Carnegie standard for course workload. The expected weekly “class time” or contact hours for a course of this length and credit value is 2 hours (for a total of 20 hours). The expected weekly “out of class” workload for this course is approximately 5 hours (for a total of 50 hours). The following provides a description of the Class Time activities and Out-of-Class assignments that fulfill these requirements for this course.

Class Time This class meets once a week for 2 hours.

Out-of-Class Assignments The out of class workload for this course is approximately 5 hours per week. Out of class assignments include: • WEEKLY READINGS (approximately 3 hours weekly / 30 hours total) • VIDEO REVIEW AND ANALYSES (approximately 20 minutes weekly / 3 hours 20 minutes total) • WRITTEN ASSIGNMENTS (approximately 1 hour 40 minutes weekly / 16 hours 40 minutes total)

GRADE DISTRIBUTION TABLES Assignments will be weighted as follows: Assignment 1 10% Assignment 2 15% Assignment 3 25% Assignment 4 50%

Final course grades are based on the following ranges:

13 EDUC 506: New Media Literacies in High Need Schools A 100-95% B+ 89-86% C+ 79-76 % D+ 69-66% F 59-0% A- 94-90% B 85-83% C 75-73% D 65-63% B- 82-80% C- 72-70% D- 62-60%

DISTANCE LEARNING This course is offered both on-line and on campus; the activities, expectations and requirements are identical between the two versions. The on-line course is conducted through a combination of real time and asynchronous modules, just as the on-campus version is conducted with some in-class and out-of-class sessions. About 70% of the course will occur asynchronously. All candidates will be required to complete assignments on-line, in the field and independently along with completing related reading assignments. The time needed to complete all assignments fulfills course unit time requirements.

By this point in the program, candidates' level of technical competence should include basic knowledge of the Internet. They should have an account on, at least, one site that allows people to interact with one another (e.g. Facebook, MySpace, Skype, etc.). Basic tasks will include posting attachments, opening and posting discussion forums and uploading assignments including video clips (the mechanics of this will be taught). As in past courses, candidates will need to be able to video record their interactions with candidates (which may be accomplished through the use of a portable micro video camera) and upload edited versions (time limited) of their work. In addition, to complete assignments and access course documents, candidates should have some familiarity with Microsoft Word, Power Point, Excel, and basic Internet surfing.

Candidates will have ongoing access to the instructor and fellow classmates throughout the course. Through the Course Wall, e-mails, course calendars, and Forums, the instructor will maintain ongoing communication with candidates. These tools also provide candidates with a variety of ways to contact the instructor, share their ideas, comments and questions through private and public means. In addition, candidates will be made aware of real-time opportunities to engage in discussions with the instructor and their fellow classmates. The Course Wall provides a place for the instructor to share new information and new postings. Due dates will automatically appear both on a student’s homepage and in their calendar.

E-mail and chat will be the primary forms of immediate communication with the instructor. E-mail will be checked on a daily basis during the weekdays and will be responded to within 48 hours. The course calendar provides candidates with assignment due dates and notification of scheduled office hours for all faculty members teaching this course. Candidates may attend office hours with any instructor; however, if a student has a specific question about assignments or coursework, it is preferable to attend office hours with your instructor of record.

The Forum provides candidates a place to post questions, comments, or concerns regarding readings and assignments at any time during the duration of the course. In addition to weekly Class Time sessions, the Forum is the primary location for candidates to communicate their learning with one another. It will be open at all times for postings and reactions.

All required materials will be prepared and posted prior to the start of the course, but an instructor may add additional optional material at any point. All links and attachments will be checked weekly for updates.

In the Event of Technical Breakdowns Candidates may submit assignments to the instructor via e-mail by the posted due date. Remember to back up your work frequently, post papers on the LMS (Learning Management System) or in Blackboard (on campus cohorts) once completed, load files onto a power drive, and keep a hard copy of papers/projects.

Standards of Appropriate Online Behavior: The protocols defined by the USC Student Conduct Code must be upheld in all online classes. Candidates are not allowed to post inappropriate material, SPAM to the class, use offensive language or online flaming. For more information, please visit: http://www.usc.edu/student-affairs/SJACS/

ACADEMIC ACCOMMODATIONS The University of Southern California is committed to full compliance with the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA). As part of the implementation of this law, the university will continue

14 to provide reasonable accommodation for academically qualified candidates with disabilities so that they can participate fully in the university’s educational programs and activities. Although USC is not required by law to change the “fundamental nature or essential curricular components of its programs in order to accommodate the needs of disabled candidates,” the university will provide reasonable academic accommodation. It is the specific responsibility of the university administration and all faculty members serving in a teaching capacity to ensure the university’s compliance with this policy.

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-7766.

ACADEMIC INTEGRITY The University’s Student Conduct Code articulates violations that are most common and readily identifiable. Conduct violating university community standards that is not specifically mentioned still may be subject to disciplinary action. General principles of academic honesty include and incorporate the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All candidates are expected to understand and abide by these principles.

Sanctions for violations of the university Student Conduct Code are assessed appropriately for the cited violation. Sanctions will be considered in light of candidates’ entire conduct records at the university and will be designed to hold candidates accountable for their actions and the resulting or potential consequences of such actions, to promote the educational well-being of candidates and to protect the educational environment of the university and the safety of its community.

All academic integrity violations will result in an academic consequence. Failure to comply with the terms of any imposed sanctions may be considered an additional violation.

Scampus, the USC student guidebook contains the Student Conduct Code and information on Academic Integrity. It is the student’s responsibility to be familiar with and abide by these guidelines, which are found at: http://web-app.usc.edu/scampus/

A summary of behaviors violating University standards can be also found at: http://web-app.usc.edu/scampus/1100-behavior-violating-university-standards-and-appropriate-sanctions

INCOMPLETES IN – incomplete (work not completed because of documented illness or some other emergency occurring after the twelfth week of the semester; arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed incomplete.

Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time.

Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark

15 EDUC 506: New Media Literacies in High Need Schools of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.

16 COURSE AND ASSIGNMENT OVERVIEW

Unit Assignments Due Dates Max Points 1: Participatory  Unit readings  The day before Class Time  N/A Culture  Convergence Forum  The day before Class Time  5  Seminar Participation  Class Time  5  Convergence Forum  On or before the day before class (Wednesday) Week 2 2: Digital Youth  Unit readings  The day before Class Time  N/A Identity  Convergence Forum  The day before Class Time  5  Seminar Participation  Class Time  5 3: Rethinking  Unit readings  The day before Class Time  N/A Teacher Power  Convergence Forum  The day before Class Time  5  Seminar Participation  Class Time  5 4: Race and  Unit readings  The day before Class Time  N/A Ethnicity Online  Convergence Forum  The day before Class Time  5  Seminar Participation  Class Time  5 5: Participatory  Unit readings  The day before Class Time  N/A Learning  Convergence Forum  The day before Class Time  5  Seminar Participation  Class Time  5  Analysis Paper  The day before Class Time  100 6: Powerful  Unit readings  The day before Class Time  N/A Technology and  Convergence Forum  The day before Class Time  5 Change  Seminar Participation  Class Time  5  Learning Plan Proposal  The day before Class Time  20 7: Researching,  Unit readings  The day before Class Time  N/A Evaluating, and  Convergence Forum  The day before Class Time  5 Teaching with  Seminar Participation  Class Time  5 Online Resources  Learning Plan Design Draft  The day before Class Time  30 8: Problem-  Unit readings  The day before Class Time  N/A solving,  Convergence Forum  The day before Class Time  5 Networking, and  Seminar Participation  Class Time  5 Communicating  Peer Review of  The day before Class Time  20 Classmate’s Draft 9: Assistive  Unit readings  The day before Class Time  N/A Technologies,  Convergence Forum  The day before Class Time  5 Differentiating,  Seminar Participation  Class Time  5 and Engaging  Learning Plan Final Draft  The day before Class Time  100 Learners in Self- Reflection 10: Learning Plan  Seminar Participation  Class Time  5 Pecha Kucha  Learning Plan Pecha  Class Time  20 Presentations Kucha Presentation

17 EDUC 506: New Media Literacies in High Need Schools PART I: CONFRONTING THE CHALLENGES OF NEW MEDIA LITERACIES

UNIT 1, Week 1 Understanding and Exploring Participatory Culture and the New Media Literacies

INTRODUCTION The purpose of this unit is to engage candidates in dialogue reflection, and critical analysis of the interplay among traditional forms of content area literacy and the new media literacies, which incorporates forms of participatory culture. Second, teacher candidates will explore the transformative effects on the curriculum and school practices initiated by teachers in underserved and underrepresented communities. Thirdly, candidates will demonstrate interdisciplinary connections with the purpose, goals, readings, and activities of the EDUC516 Social Contexts and EDUC518 Learning Theories courses taken simultaneously. Finally, candidates will examine the gradual movement away from routine didactic pedagogy and other traditional school practices to those that are more responsive to particular participatory learning communities.

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Define participation in a “participatory culture” and illustrate its application in educational practices, creative processes, community life, and democratic citizenship. 2. Expand the concept of literacy to include the diverse and complex set of meaning making abilities and skills that incorporate multimodal texts and mediums. 3. Evaluate the core problems of teaching new media literacies for underserved students in order to promote, support, and model creative and innovative thinking and inventiveness.

KEY QUESTIONS 1. In what ways have youth/students displayed expertise in conceptualizing their own participation, agency, and literacy in their digital practices? 2. In what ways have students developed and demonstrated high self-efficacy in digital environs that are transferred to brick and mortar academic contexts? 3. How are youth/students shaping the ecology of digital networks through forms of affiliations, expressions, circulations, and collaborative problem solving operations? 4. How can teachers/educators tap into their students’ expertise of NMLs to promote social cognitive and sociocultural learning in and beyond her/his brick and mortar classroom?

ACTIVITIES Due the day before Class Time:  Unit readings  Convergence Forum  Seminar Participation

REQUIRED READINGS To be completed prior to class time: Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: MacArthur Foundation. Available for free download from: http://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF

KEYWORDS Participatory culture, Henry Jenkins, new media literacies, core media literacy skills, social skills, cultural competencies, affiliations, expressions, collaborative problem-solving, circulations, participation gap, transparency problem, ethics challenge, play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, negotiation, affinity spaces, multiple modalities

18 UNIT 2, Week 2 Digital Youth Identity and the New Media Literacies

INTRODUCTION The purpose of this unit is to engage candidates in dialogue reflection, and critical analysis of identity, identification, and adolescent identity formation; adult discourses, constructions, and appropriations of online youth identity, practices, and participation. Secondly, students will evaluate the ways in which young people have learned to read the subtle nuances that quickly emerge while navigating the rules and etiquette of online communities as a result of the collaboration, interaction, and participation. Thirdly, students will determine the various aspects of how young people are learning how to learn through their orientations toward digital information, methods of acquiring new skills and knowledge, and the construction of their identities within and beyond the digital online environs of their internet ready personal computer, mobile communication device, or brick and mortar classroom.

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to:

1. Determine the various ways technological mediums have intensified forms of social connectedness that characterize adolescents’ interactions with friends, family, and other social actors. 2. Evaluate the ways in which under-privileged youth actively utilize technology for social, educational, and creative purposes in contrast with those who are already privileged and use technology as a result of their access to other forms of social and cultural capital.

KEY QUESTIONS 1. How have technological mediums intensified forms of social connectedness? 2. In what ways have social connections in digital mediums characterized youth interactions with friends, family, and other social actors? 3. What are some ways under-privileged youth actively utilize technology for social, educational, and creative purposes in contrast with those who are “privileged” and use technology as a result of their access to other forms of social and cultural capital?

REQUIRED READINGS To be completed prior to class time:  boyd, d. (2008). Why youth [heart] social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media, pp. 119-142. Cambridge, MA: MIT Press. Available for free download from: http://www.danah.org/papers/WhyYouthHeart.pdf  Stald, G. (2008). Mobile identity: Youth, identity, and mobile communication media. In D. Buckingham (Ed.), Youth, identity, and digital media, pp. 143-164. Cambridge, MA: MIT Press. Available for free download from: http://digimed-jhi.pbworks.com/f/Stald+Mobile+Identity.pdf

KEYWORDS Social network sites, networked spaces, networked publics, (sub)cultural capital, social voyeurism, mediating technologies, persistence, searchability, replicability, invisible audiences, mediated public, mediated environments, self-reflexivity, “Top Friends,” lurking parents, status negotiation, generational divide, participation divide, highly publicized dramas, surveillance and misinterpretation, hyperpublic, hyperpublic consumption, mobile identity, constant updating, coordination, information access, documentation, availability, presence, personal log, learning social norms, peer to peer, citizen to institution, mobile to PC/Internet, employer to workplace, mobility, pervasive communication device, technological literacy, cultural factors, social aspects, practical constraints, face-to-face 19 EDUC 506: New Media Literacies in High Need Schools social exchange, phatic communication, pilaris, relational calls, prenegotiated calls, perceptual illusion of nonmediation, absent presence, slack, moblogging, data doubling, cyborg, social learning, fragmentation and uncertainty, mobile identity UNIT 3, Week 3 What Counts as Literacy? Rethinking the Balance of Power

INTRODUCTION The purpose of this unit is to engage candidates in dialogue reflection, and critical analysis of theories of literacy and articulation that shed light on how social actors and institutions in one urban community in Columbus, OH, formed linkages and understandings about computer and information literacies. Findings from this first reading of study will incorporate an explicit outlook on the attitudes and perceptions fostering a “discourse of deficit” vs. a “discourse of possibility” by educators who were challenged with limited access to technology resources in and beyond the school’s campus. Secondly, students will explore the findings of an empirical examination of online chat rooms as a “novel communication medium” that may offer a unique opportunity to transform classroom learning.

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Conceptualize theories of literacy and articulation in order to frame how social actors and institutions in an urban community form linkages and understandings about computer and information literacies. 2. Characterize how youth may function as “early adopters” of new media technologies in order to determine how and why the skills sets endemic to their early adoption of such technologies have implications for their learning abilities and efficacies in the brick and mortar classroom setting. 3. Differentiate forms of affordances, empowerments, and/or limitations new media technologies have for school policy, curriculum, and pedagogy.

KEY QUESTIONS 1. How might the perceptions of educators on youths’ multi-literacy skills impact the academic achievement of their students in an under-resourced urban school? 2. What can chat data say about classroom interactions? What types of interactions occur in this backchannel and how do they contribute to the academic learning space? How does this communication medium change techniques for information and knowledge sharing? 3. What are the implications for the affordances, empowerments, and limitations of new media technologies on school policy, curriculum, and pedagogy?

REQUIRED READINGS To be completed prior to class time:  Voithofer, R. and Winterwood, F. (2010). Articulating and contextualizing multiple literacies in an urban setting. Urban education, 45 (5), pp. 687-707. Available for free download by accessing the journals and articles available at the USC Online Journal Database, search the “Education Full-Text” database using authors names and keywords from article title. Start here: http://www.usc.edu/libraries/databases/index.php or http://late-dpedago.urv.cat/site_media/papers/Articulating_and_Contextualizing_Multiple_Literacies_in_an_Urban_Setting.pdf  Yardi, S. (2008). Whispers in the classroom. In T. McPherson (Ed.), Digital youth, innovation, and the unexpected, pp. 143-164. Cambridge, MA: MIT Press. Available for free download from: http://psmov.bgsu.wikispaces.net/file/view/Yardi08whisperintheClassroom.pdf

KEYWORDS

20 Multiple literacies, articulation theory, computer vs. information literacies, educational barriers, literacy as social phenomena, multiliteracies, multiliteracy compentencies, socioeconomic structures of power, diversity, low student expectations, discourses of deficit, cultural articulations, acceptable-use policies, discourses of possibility, traditional literacies; chat rooms, backchannel vs. frontchannel, collaborative learning, knowledge production, peer- to-peer interactions, traditional teacher-generated ecology, power structure, social dynamics, google jockey, wikipedian, expert, cybrarian

UNIT 4, Week 4 Race and Ethnicity in a Digital Age

INTRODUCTION The purpose of this unit is to engage candidates in dialogue reflection, and critical analysis of the consequences of persistent inequality inherent to deep social hierarchies within the global Information Technology (IT) economy; the effects and implications of digital productions of race, hate speech, and racist propaganda in hate websites on youth growing up immersed in digital media; and the relationship between activism and digital artistic production. Students will encounter readings in this unit that examine both the consequences of oppressive race-based hatemongering online as well as the possibilities of pedagogical tools online that have inspired people of color to empower and inspire youth of color to express themselves through digital technology and representation in community, activist, and academic settings.

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Deduce the consequences of persistent inequality inherent to deep social hierarchies within the global Information Technology (IT) economy. 2. Evaluate the effects and implications of digital productions of race, hate speech, and racist propaganda in both overt and cloaked hate web sites on youth growing up immersed in digital media. 3. Explicate the relationship between activism and digital artistic production in Chicana/o Artivism in order to evaluate potential of new technologies as a means of social agency.

KEY QUESTIONS 1. What are the consequences of persistent inequality within the global IT economy? 2. How does the effects of digital productions of race, hate speech, and racist propaganda in both overt and cloaked hate websites impact youth growing up immersed in digital media? 3. What does social agency in a digital environment look like? How might you explain the relationship between activism and digital artistic production as a means of social agency with the use of new technologies?

REQUIRED READINGS (to be completed prior to class time):  Daniels, J. (2008). Race, civil rights, and hate speech in the digital era. In A. Everett (Ed.), Learning race and ethnicity, pp. 129-154. Cambridge, MA: MIT Press. Available for free download from: http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262550673_Learning_Race_and_Ethnicity.pdf  Sandoval, C. and Latorre, G. (2008). Chicana/o artivism: Judy Baca’s digital work with youth of color. In A. Everett (Ed.), Learning race and ethnicity, pp. 81-108. Cambridge, MA: MIT Press. Available for free download from: http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262550673_Learning_Race_and_Ethnicity.pdf

KEYWORDS

21 EDUC 506: New Media Literacies in High Need Schools Global IT economy, digital productions of race, hate speech, racist propaganda, hate websites, social agency, digital artistic production, new technologies, colorblindness, white supremacy, cyberspace, cloaked websites, overt hate websites, racial epithets, explicitly racist language, virulent anti-Semitism, hate propaganda, epistemology of white supremacy, Generation M, Stormfront.org, cyberbullying, Ku Klux Klan (KKK), mainstreaming, white masculinity, male domain of expertise, White Aryan Resistance (WAR), translocal whiteness, leaderless resistance, Resist.com, martinlutherking.org, deceptive graphic user interface (GUI), AmericanCivilRightsReview.com, Jewwatch.com, IHR.org, David Duke, Black History Month, neofacist organizations, social movement organizations, Moveon.org; digital artivism, cultural technologies, Judy Baca, double consciousness, Lac conciencia de la Mestiza, murals, tactical media, egalitarianism, digital youth, Chicana/o artists, visually scratch, generation-Mex, gaming culture, transgenerational, Social and Public Art Resource Center (SPARC), activist pedagogy PART II: INSPIRING LEARNING IN THE HIGH NEEDS CLASSROOM

UNIT 5, Week 5 Participatory Learning in High Needs Schools

INTRODUCTION The purpose of this unit is to engage candidates in dialogue reflection, and critical analysis of their own motivations for becoming an “e-Teacher” or educator well informed of the various personal and malleable new media technologies in which their students participate beyond the K-12 classroom. This unit then offers a closer look at how technology makes possible unique, powerful, and transformative learning experiences possible through visual learning, information research and retrieval, collaborative activities, rapid feedback, and forms of imaginative self- expression (Maloy et al, 2014).

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Examine personal attitudes and goals related to key issues in the field of educational technology in order to facilitate and inspire student learning and creativity as well as engage in professional growth and leadership. 2. Explore ways technology can transform teaching and learning in order to facilitate and inspire student learning.

KEY QUESTIONS 1. How do new technologies create new learning opportunities for teaching and learning? 2. What six key issues should a teacher consider when looking to integrate technology? 3. What constitutes a highly interactive inquiry-based learning environment? 4. What are the implications of the latest research in the science of learning for teachers? 5. In what ways does technology promote unique, powerful, and transformative learning for students? 6. How can students express their creativity using technology?

ACTIVITIES Due the day before Class Time:  Unit readings  Convergence Forum  Seminar Participation Due the day before Class Time:  Analysis Paper

REQUIRED READINGS (to be completed prior to class time):  Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2014). CHAPTER ONE; CHAPTER TWO. ). Transforming learning with new technologies. Second Edition. Boston: Pearson/Allyn & Bacon.

22 KEYWORDS Electronic childhood, Generation M, ICTs, Web 2.0 tools, computer-based vs. con-computer-based technologies, Rogers Innovation Curve, digital Divide, digital continuum, teacher-centered vs. student-centered teaching philosophies, digital natives vs. digital immigrants, digital disconnect, highly interactive inquiry-based learning environment, 21st century skills, active learning, behaviorism, cognitive science, constructivism, cooperative learning, data visualization, metacognitive thinking, transmission teaching

23 EDUC 506: New Media Literacies in High Need Schools UNIT 6, Week 6 Integrating Powerful Technology and Fostering Change

INTRODUCTION The purpose of this unit is to engage candidates in dialogue reflection, and critical analysis of how teachers plan, deliver, and assess students as they teach academic content while integrating technology and the New Media Literacies into all aspects of their lesson development. Secondly, students will discuss technology integration issues and strategies to address the persistent problems of the digital divide, digital inequality, and the participation gap (Maloy et al, 2014).

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Utilize a variety of technology-based tools to develop, support, and evaluate learning experiences for students by designing and developing digital age learning experiences and assessments. 2. Examine the issues and limitations of integrating technology and new media literacy skills due to problems of the digital divide, digital inequality, and the participation gap.

KEY QUESTIONS 1. What is meant by “lesson development using New Media Literacies”? 2. What are the “student learning objectives” and “understanding by design” models of lesson planning? 3. How can teachers use technology to make decisions about meeting educational standards in their lesson plans? 4. How can teachers evaluate and assess their students using technology and addressing New Media Literacy skill sets? 5. What are the key stages and pressing issues of technology and new media literacy skills integration? 6. What are “digital inequality” and the “participation gap”? 7. What instructional strategies promote technology and new media literacy skills integration while addressing the participation gap?

ACTIVITIES Due the day before Class Time:  Unit readings  Convergence Forum  Seminar Participation Due the day before Class Time:  Learning Plan Proposal

REQUIRED READINGS (to be completed prior to class time):  Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2014). CHAPTER THREE; CHAPTER FOUR. ). Transforming learning with new technologies. Second Edition. Boston: Pearson/Allyn & Bacon.

KEYWORDS Criterion-referenced tests, Electronic grading software, Enduring understandings and essential questions, Instructionally supportive assessment, Norm-referenced tests, Performance assessments, Standards-based Assessments, Student performance rubrics, Understanding by design (UBD), Adaptation stage, Adoption stage, Appropriation stage, Automate, Computer literacy, Digital inequality, Inclusion, Infomate, Invention stage, Mindtools, Participation gap, Social infomatics, and Type I and Type II technology applications

24 PART III: ENGAGING LEARNERS WITH THE NEW MEDIA LITERACIES AND TECHNOLOGIES

UNIT 7, Week 7 Researching, Evaluating, and Teaching with Online Resources

INTRODUCTION The purpose of this unit is to explore how teachers and students can critically research and evaluate Internet resources as forms of teaching and learning environments by evaluating the bias, purpose, and quality of information accessed online using search engines. Secondly, students will consider effective organizational tools such as bookmarking, social bookmarking, and information alerts as a means for preparing lessons aligned with local, state, and national curriculum frameworks (Maloy et al, 2014).

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Utilize web resources to teach students how to access and assess online information by designing and developing digital age learning experiences and assessments, as well as promoting and modeling digital citizenship and responsibility. 2. Utilize learning resources provided by educational websites and other online resources as well as bookmarking, social bookmarking, and information alerts as ways to organize information that teachers need to prepare lessons aligned with local, state, and national curriculum frameworks.

KEY QUESTIONS 1. What information do students need to know about web searches? 2. How can teachers and students thoughtfully evaluate online information resources, including online encyclopedias such as Wikipedia and others? 3. How can teachers respond to problems of plagiarism when students access and utilize online sources in their formative and summative assessments? 4. What is information management and digital content? 5. How are information management technologies such as bookmarking, social bookmarking, and information alerts useful to teachers and students? 6. How do teachers organize electronic resources to address curriculum frameworks and learning standards? 7. What are WebQuests and virtual field trips? 8. How might educational websites provide interactive and engaging learning experiences for students?

ACTIVITIES Due the day before Class Time:  Unit readings  Convergence Forum  Seminar Participation Due the day before Class Time:  Learning Plan Design Draft

REQUIRED READINGS (to be completed prior to class time):  Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2014). CHAPTER FIVE; CHAPTER SIX. ). Transforming learning with new technologies. Second Edition. Boston: Pearson/Allyn & Bacon.

KEYWORDS Boolean search, Censorship, Cognitive load, Critical reading, Electronic note teacking, Filtering software, Free-text search, Information research and retrieval, IT FITness, IF fluency, Keywor/exact match search, Malinformation, Messed-up information, Misinformation, Mostly useless information, Partitions, Plagiarism, Web information retrieval, Archival and primary source websites, Bookmarking, Educational websites, Exploration and discovery 25 EDUC 506: New Media Literacies in High Need Schools websites, Folksonomy, Information alerts, Information management, Real-time and recorded data websites, RSS feeds, Social bookmarking, Student-to-expert communication websites, Tag cloud, Virtual field trips, and Webquests

UNIT 8, Week 8 Problem Solving, Communicating, and Networking

INTRODUCTION The purpose of this unit is to examine how educational software supports and promotes problem solving and inquiry based learning for students in the secondary content specific classroom. As well as discussing the different kinds of software, commercial and open source based, this unit explores the specific tutoring and instructional options for teachers in math and science and other content areas. Secondly, this unit will explore the various ways teachers and students can use computers and other technologies to share ideas and information in classrooms and online environments such as websites, emails, instant messaging, threaded discussion boards, voice threads, screencasts, pod/vodcasts, blogs/vlogs, and devices such as smartphones (Maloy et al, 2014).

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Evaluate the uses of educational software and web-based tools to promote problem-solving and inquiry-based learning activities. 2. Design and develop digital age learning experiences and assessments that promote and model digital citizenship and responsibility. 3. Plan an instructional activity and/or assessment that foster critical thinking, problem-solving, and decision-making skills by using communication technologies that facilitate interactive information sharing and networking.

ACTIVITIES Due the day before Class Time:  Unit readings  Convergence Forum  Seminar Participation Due the day before Class Time:  PEER REVIEW of Learning Plan Design Draft

REQUIRED READINGS (to be completed prior to class time):  Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2014). CHAPTER SEVEN; CHAPTER EIGHT; CHAPTER NINE. ). Transforming learning with new technologies. Second Edition. Boston: Pearson/Allyn & Bacon.

KEYWORDS Open source software, “composing and calculating software,” “building, inventing, and creating software,” “visual thinking and concept mapping software,” “discovery learning software,” computer based educational games, web- based computer games, virtual worlds, digital games for learning, intelligent tutoring systems; asynchronous communications, blogs, collaborative learning environments, computer-mediated communication, communication technologies, digital image scanner, educational networking, microblogging, social networking, standards wiki, synchronous communications, textspeak, wikitext; alphabet books, concept books, digital art making, digital cameras, digital projectors, digital storytelling, graphic design, information presentation design, interactive whiteboards, iPod, iPad, iPhone, smart phones, multimodal learning, pocket video cameras, podcast, vodcast, podcatcher, shoot-to-print cameras, SLR design cameras, storyboarding, webcast

26 UNIT 9, Week 9 Assistive Technologies, Differentiating Instruction, and Engaging Learners in Self-Reflection

INTRODUCTION The purpose of this unit is to determine the ways in which computer technologies may expand how teachers can fashion teaching and learning so that all students have the chance to learn and to demonstrate what they have learned in regular and special education classrooms. Through its focus on differentiated instruction and universal design for learning, this unit reviews a range of assistive digital tools that support successful learning for all students. Secondly, this unit explores how teachers and students can actively evaluate and assess their growth and academic achievement as learners through the uses of technology tools (Maloy et al, 2014).

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Design and develop digital learning experiences and assessments that are differentiated for all students by using assistive technologies that promote learning success. 2. Integrate teacher and student self-reflection about learning activities into their secondary content- based, standards driven curriculum by using digital portfolios and other performance assessment technologies to evaluate one’s own learning.

ACTIVITIES Due the day before Class Time:  Unit readings  Convergence Forum  Seminar Participation Due the day before Class Time:  Learning Plan Final Draft

REQUIRED READINGS (to be completed prior to class time):  Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2014). CHAPTER TEN; CHAPTER ELEVEN; CHAPTER TWELVE). Transforming learning with new technologies. Second Edition. Boston: Pearson/Allyn & Bacon.

KEYWORDS Accommodations, assistive technologies, cued animation and sound effects (CASE), differentiated instruction, interactive electronic storybooks, modification, optical character recognition and reading software, prewriting/brainstorming, publishing, revising, screen reading software, speech recognition software, technological convergence, text reading software, universal design, universal design for learning, word prediction software, writing process, writing process to fit young writers; encylomedia, clickers, digital portfolios, democratic schools and classrooms, new teacher assessment, online surveys, preassessments, prior knowledge-based learning, question driven instruction, standards-based digital portfolios, student assessment, student involvement in learning and assessment, student participation systems

27 EDUC 506: New Media Literacies in High Need Schools UNIT 10, Week 10 New Media Literacies Convergence Learning Plan Presentations

INTRODUCTION The purpose of this unit is to challenge candidates to produce and present a technological convergence learning plan that incorporates new media literacy skills and traditional content area literacy skills, based on grade level and content specific curricula by applying their knowledge of sociocultural learning theory, partnering pedagogy, and new media literacies. Technological convergence refers to the process by which a user or media participant combines multiple features and functions into one digital or “universal” tool in which content may flow across multiple digital and static mediums (Maloy et al, 2014 p. 254; Jenkins et al, 2006). A central goal of this final unit and the course more generally is to dissipate the digital divide by meeting the challenges of technological access and providing students with opportunities to fully participate and develop new media literacy skills in and beyond the classroom that reflect a foundation of traditional literacy, research skills, technical skills, and critical analytical skills taught in the classroom (Jenkins et al, 2006, p. 4). To accomplish this goal, candidates will design, revise, refine, and present a learning plan based on her/his content area that applies the concept of technological convergence and the uses of new media literacy skills enumerated by Jenkins et al (2006).

GOALS AND OBJECTIVES Upon completion of this unit, teacher candidates will be able to: 1. Present a learning plan that incorporates the uses of traditional content-based curricula, sociocultural learning theory, and new media literacies by complying with all explicit assessment guidelines.

ACTIVITIES  Seminar Participation  Learning Plan Presentations

READINGS None assigned.

KEYWORDS New media literacies, convergence culture, convergence learning plan, final presentation, participatory culture, Henry Jenkins, digital vs. static mediums, new media literacy skills, traditional literacy, research skills, technical skills, critical analysis skills, technological convergence, summative assessment