The complex web of social interaction - Expanding virtual and spatial multiliteracies and a need to revisit netiquette guidance.pdf
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online". Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them? This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
The complex web of social interaction - Expanding virtual and spatial multiliteracies and a need to revisit netiquette guidance.pdf
- 1. The complex web of social interaction: expanding virtual and spatial multiliteracies and a need to revisit netiquette guidance Institutional literacies: reading and navigating the university system Sue Beckingham NTF @suebecks International Assessment in HE Conference 2022 References Cope, B. and Kalantzis, M. (2009) “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), pp. 164-195. http://dx.doi.org/10.1080/15544800903076044 DeJong, S. M. (2013) Blogs and Tweets, Texting and Friending: Social Media and Online Professionalism in Health Care. London: Elsevier. Miller, A. (2015) On paper, in person, and online: A multi-literacies framework for university teaching. Journal of Academic Language & Learning, 9(2), pp. 19-31. https://journal.aall.org.au/index.php/jall/article/view/359 Rainie, L. and Wellman, B. (2012) Networked: The New Social Operating System. London: MIT Press. The New London Group (1996) A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), pp. 60-93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u Welsh, T. S. and Wright, M. (2010) Information Literacy in the Digital Age: An Evidence-Based Approach. Oxford: Chandos Publishing. Digital literacies: understanding and using multimedia technologies Critical literacies: decoding and manipulating texts, discourses, genres and practices Language literacies: understanding the mechanics of reading, writing, listening, and speaking Academic literacies: producing academic texts and adhering to academic conventions Social and cultural literacies: reading and relating to people and culture The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. The modes of communication now used are multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). New literacies are required for networked individuals: graphic literacy, navigation literacy, context and connections literacy, multitasking literacy, ethical literacy = networking literacy (Rainie and Wellman, 2012) Netiquette was introduced for email but should be considered for all modes of online communication including online lectures and the chat function. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online". We need to ask where are these skills taught and how do we know our students have developed them? Building on Miller's (2015) multi-literacies framework for university teaching which considers institutional, digtial, social and cultural, critical, language, and academic literacies, six recommendations are made to support the development of our students online literacy and online ettiquette: Create activities to locate and discuss communication policy and guidance Demonstrate how different technology can be used to communicate and collaborate professionally Talk about the importance of listening to different perspectives, respecting others, and the implications of being misunderstood online Discuss the value of getting different perpectives, but also questioning information and sources Learning how to acknowledge other's work (written, visual, spoken or multimodal) through citing and referencing Ongoing practice to use the right conventions and protocols both in person and online, spoken or written 1 2 3 4 5 6 ?