Kathleen Tyner is a researcher and independent consultant who works internationally with academic, non-profit and community-based institutions to develop media and technology projects in the arts, production and education. She is author and editor of numerous books and articles. She is also an experienced media producer. Kathleen Tyner was an associate professor at The University of Texas at Austin from 2004-2019.
Media education has a long tradition in the English speaking world, where the study of mass media... more Media education has a long tradition in the English speaking world, where the study of mass media was soon seen as a logical consequence of their presence and influence in students' lives. When framed as media effects, the influence of media was considered negative. As a result, media education about mass media (press, radio and television) inherited the inoculative paradigm from film education, aimed at opposing harmful media influences.
In this article, the authors address relationships between the diverse proliferation of real and ... more In this article, the authors address relationships between the diverse proliferation of real and virtual learning spaces available in the Information Society. The contemporary ubiquity of sites for learning makes learning "continuous" in time and space. The best practices from formal and informal learning spaces can be combined only when the barriers that isolate traditional schooling from the broader society are removed. A constant interplay between formal and informal learning spaces is proposed. Examples of convergence between education practices inside and outside the classroom are described. In particular, convergence between communication and education through diverse literacy practices are also presented in order to propose that multiliteracy education is a priority for all. The potential for digital technologies and new initiatives from maker cultures (like the “maker” movement) to transform schooling from the outside is analyzed. Examples of transformative multili...
Resumen: Se plantea en este articulo la cantidad y variedad de espacios de aprendizajes reales y ... more Resumen: Se plantea en este articulo la cantidad y variedad de espacios de aprendizajes reales y virtuales que nos brinda la Sociedad de la Informacion. Hoy dia la ubicuidad del aprendizaje lo hace “continuo”, continuo en el tiempo y en el espacio. Se plantea la necesidad de derribar los muros que separan la escuela tradicional de la sociedad en la que deberia integrarse, y se propone la constante interrelacion entre espacios de aprendizaje formal, no formal e informal. Se presentan las convergencias entre estos tipos de educacion dentro y fuera del aula, entre la educacion y la comunicacion y entre distintas alfabetizaciones para proponer una alfabetizacion multiple como tarea de todos. Se analiza el potencial de las tecnologias digitales y las nuevas iniciativas de la cultura del hacer, como el movimiento “maker”, para transformar la escuela desde fuera. Como ejemplo de alfabetizacion multiple transformadora se analizan algunos proyectos de aprendizaje informal colaborativo en EE....
The present study was conducted under GamiLearning Project (UTAP-ICDT/IVCESCT/0020/2014), funded ... more The present study was conducted under GamiLearning Project (UTAP-ICDT/IVCESCT/0020/2014), funded by the Portuguese Foundation for Science and Technology (FCT), under the collaboration program with the University of Texas at Austin.
Global Perspectives on Gameful and Playful Teaching and Learning, 2020
This chapter presents findings of GamiLearning (2015-2018) research project aimed to promote crit... more This chapter presents findings of GamiLearning (2015-2018) research project aimed to promote critical and participative dimensions of Media and Information Literacy (MIL) in youth through the creation of digital games. Students aged 9 to 14 years old from Portugal and Austin, Texas, participated in the study that included an intervention at schools, based on a constructivist approach. Fieldwork was conducted in three schools in Portugal and one school in the USA. A MIL questionnaire was designed and administered before and after the project's intervention. Preliminary findings from the four schools indicate statistically significant differences between pre and post questionnaires. The MIL questionnaire was validated for students in the 2nd and 3rd cycles of Basic Education in Portugal. The Exploratory Factorial Analysis indicate three subscales: Media Creation, Interaction, and Information Management. Results from the intervention group in Portugal indicate statistically signifi...
Media education has a long tradition in the English speaking world, where the study of mass media... more Media education has a long tradition in the English speaking world, where the study of mass media was soon seen as a logical consequence of their presence and influence in students' lives. When framed as media effects, the influence of media was considered negative. As a result, media education about mass media (press, radio and television) inherited the inoculative paradigm from film education, aimed at opposing harmful media influences.
In this article, the authors address relationships between the diverse proliferation of real and ... more In this article, the authors address relationships between the diverse proliferation of real and virtual learning spaces available in the Information Society. The contemporary ubiquity of sites for learning makes learning "continuous" in time and space. The best practices from formal and informal learning spaces can be combined only when the barriers that isolate traditional schooling from the broader society are removed. A constant interplay between formal and informal learning spaces is proposed. Examples of convergence between education practices inside and outside the classroom are described. In particular, convergence between communication and education through diverse literacy practices are also presented in order to propose that multiliteracy education is a priority for all. The potential for digital technologies and new initiatives from maker cultures (like the “maker” movement) to transform schooling from the outside is analyzed. Examples of transformative multili...
Resumen: Se plantea en este articulo la cantidad y variedad de espacios de aprendizajes reales y ... more Resumen: Se plantea en este articulo la cantidad y variedad de espacios de aprendizajes reales y virtuales que nos brinda la Sociedad de la Informacion. Hoy dia la ubicuidad del aprendizaje lo hace “continuo”, continuo en el tiempo y en el espacio. Se plantea la necesidad de derribar los muros que separan la escuela tradicional de la sociedad en la que deberia integrarse, y se propone la constante interrelacion entre espacios de aprendizaje formal, no formal e informal. Se presentan las convergencias entre estos tipos de educacion dentro y fuera del aula, entre la educacion y la comunicacion y entre distintas alfabetizaciones para proponer una alfabetizacion multiple como tarea de todos. Se analiza el potencial de las tecnologias digitales y las nuevas iniciativas de la cultura del hacer, como el movimiento “maker”, para transformar la escuela desde fuera. Como ejemplo de alfabetizacion multiple transformadora se analizan algunos proyectos de aprendizaje informal colaborativo en EE....
The present study was conducted under GamiLearning Project (UTAP-ICDT/IVCESCT/0020/2014), funded ... more The present study was conducted under GamiLearning Project (UTAP-ICDT/IVCESCT/0020/2014), funded by the Portuguese Foundation for Science and Technology (FCT), under the collaboration program with the University of Texas at Austin.
Global Perspectives on Gameful and Playful Teaching and Learning, 2020
This chapter presents findings of GamiLearning (2015-2018) research project aimed to promote crit... more This chapter presents findings of GamiLearning (2015-2018) research project aimed to promote critical and participative dimensions of Media and Information Literacy (MIL) in youth through the creation of digital games. Students aged 9 to 14 years old from Portugal and Austin, Texas, participated in the study that included an intervention at schools, based on a constructivist approach. Fieldwork was conducted in three schools in Portugal and one school in the USA. A MIL questionnaire was designed and administered before and after the project's intervention. Preliminary findings from the four schools indicate statistically significant differences between pre and post questionnaires. The MIL questionnaire was validated for students in the 2nd and 3rd cycles of Basic Education in Portugal. The Exploratory Factorial Analysis indicate three subscales: Media Creation, Interaction, and Information Management. Results from the intervention group in Portugal indicate statistically signifi...
... Barry Duncan, Association of Media Literacy, Canada; Belynda L. Feaster and Mark Johnson, Kin... more ... Barry Duncan, Association of Media Literacy, Canada; Belynda L. Feaster and Mark Johnson, King Features Syndicate; Lauren Graziano; Nina ... Examiner; Ed Scruggs, Sanchez School, San Francisco; Mike Smith, Weather Data, Inc.; Law Offices of George Spaeth, San Francisco ...
... Literacy in a Digital World: Teaching and Learning in the Age of Information. Book by Kathlee... more ... Literacy in a Digital World: Teaching and Learning in the Age of Information. Book by Kathleen Tyner; Lawrence Erlbaum Associates, 1998. (p. iii) See below... LITERACY IN A DIGITAL WORLD Teaching and Learning in the Age of Information. KATHLEEN TYNER. ...
Se plantea en este artículo la cantidad y variedad de espacios de aprendizajes reales y virtuales... more Se plantea en este artículo la cantidad y variedad de espacios de aprendizajes reales y virtuales que nos brinda la Sociedad de la Información. Hoy día la ubicuidad del aprendizaje lo hace “continuo”, continuo en el tiempo y en el espacio. Se plantea la necesidad de derribar los muros que separan la escuela tradicional de la sociedad en la que debería integrarse, y se propone la constante interrelación entre espacios de aprendizaje formal, no formal e informal. Se presentan las convergencias entre estos tipos de educación dentro y fuera del aula, entre la educación y la comunicación y entre distintas alfabetizaciones para proponer una alfabetización múltiple como tarea de todos. Se analiza el potencial de las tecnologías digitales y las nuevas iniciativas de la cultura del hacer, como el movimiento “maker”, para transformar la escuela desde fuera. Como ejemplo de alfabetización múltiple transformadora se analizan algunos proyectos de aprendizaje informal colaborativo en EE.UU., con potencial para transformar los modelos pedagógicos de la escuela tradicional y contribuir a la fusión y convergencia de entornos de aprendizaje y de agentes educativos.
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que nos brinda la Sociedad de la Información. Hoy día la ubicuidad del aprendizaje lo hace
“continuo”, continuo en el tiempo y en el espacio. Se plantea la necesidad de derribar los muros
que separan la escuela tradicional de la sociedad en la que debería integrarse, y se propone la
constante interrelación entre espacios de aprendizaje formal, no formal e informal. Se
presentan las convergencias entre estos tipos de educación dentro y fuera del aula, entre la
educación y la comunicación y entre distintas alfabetizaciones para proponer una alfabetización
múltiple como tarea de todos. Se analiza el potencial de las tecnologías digitales y las nuevas
iniciativas de la cultura del hacer, como el movimiento “maker”, para transformar la escuela
desde fuera. Como ejemplo de alfabetización múltiple transformadora se analizan algunos proyectos de
aprendizaje informal colaborativo en EE.UU., con potencial para transformar los modelos
pedagógicos de la escuela tradicional y contribuir a la fusión y convergencia de entornos de
aprendizaje y de agentes educativos.