Ontheday

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Back to Unconference

* Whoever comes are the right people

* Whatever happens is the only thing that could have

* Whenever it starts is the right time

* When it's over, it's over

* The rule of two feet - feel free to move from group to group

Schedule

11.00 Howard Rheingold

11.15 Sue Thomas

11.30 Session 1 Chosen Topics

12.30 Session 2 Chosen Topics

Stroll group: Collaboration and Creativity
Non-stroll group: Transliterate Writing? What would it look like?

Session 2 including reportback

13.45 Session 3 Chosen Topics

Transliteracy and anthropology - studying it in everyday life
Participative pedagogy/[[teaching transliteracy
Creative writing and/in transliteracy
History - continuities and ruptures from multimedia literacy

Session 3 including reportback

15.00 Closing session

16.00 End

A buffet lunch will be served at 12:30 and tea will be served at 3pm

Think about

how will report back happen?
how will recording happen?
what do you want to achieve?

[edit] Notes from our discussion

Google group for transliteracy - Bruce will be inviting us to it, open to new members, open to the public

today is for talking about the idea of translit. what have we been thinking? what about the definition?

Paul C - pedagogy: explore whether we can make some links within the city, take some risks, experiment with teachers in leicester, around exploring translit in two forms: a more conventional approach with teacher in control (power) but enables students to use new technologies to become translit in these technologies (design brief to make Myspace page as if Wordsworth etc... historical exploration) OR if students are adept then they take control of their own learning because can go out there and find stuff = Deschooling Society, Learning Webs, therefore a learning contract and find someone who can help you learn (something to try in Leicester of schools in Asia etc...)

Jo H. - building on it what about asking young people what they need to know but not just limiting it but starting with what they're interested in (people want to know particular things)

Steve T. - one example of a group: "tell me what you want to learn and we'll go from there." Instead of learning excel, what about learning about a specific way of creating one spreadsheet which can lead to other things (quick fix to other things)

Bruce - question to pedagogy group: how might teach translit skills to adults, are there more general ways?

Chris M. - responds, more about making connections and creating work that uses those connections

Sue T. - quite a few people have tried to resist talking about translit in terms of only new media but Jo says we're just talking about communication

Sue T. - is translit. a real thing, a useful thing? Stephen B. has the answer - maybe it is something different because it is about having the skill to use a lot of different technologies but also (next layer) being able to choose appropriate one (so use and choose), then next layer is about being able to translate across them from one to another (convert content from blog to book etc...), then create/transform new literacies (machinima) 1: use 2: choose 3: translate 4: transform

Paul - the most interesting thing about translit. is the bit between literacies and how to understand that, engage in new ways of thinking

Simon P. - when we began we weren't sure whether translit. was a concept or just a different version of something there but it seems more like a lens through which we can see things differently (example, in order to explore where you are now it forces you to explore the past/history)

Simon P - note that in the ethics group this morning we talked about bricolage so translit. might be a way of bringing things together in a different way, what are you doing it fore and maybe the "transforming" gives it that purpose. LINK here to Simon Perril 'Cognitive Tool the Little Onion Remix'

Toby: richness and reach - a way of testing where something can go, a rich conversation in terms of conversation while 'phone call gives you reach over distance (though no body language, so lose a little bit of richness), voice-mail = reach over time, but involves a different literacy from a f2f conversation

Ruth P - would like to add a caveat: thinks we should be careful because lots of what we're talking about mirrors what's going in in discourse analysis, linguists (genre, register, etc...) perhaps we need to think about how translit. is distinct from this kind of thinking, how does translit. sit alongside liguistic analysis, some areas of overlap

Dave E. - maybe it should be clear in relation to disciplines?

Ruth - so are we actually saying the same thing just in a different way

Bruce - maybe translit. will bring in different aspects or perspectives which makes it useful as a concept? Does it bring to mind different affordances?

Sue - it needs to be useful and recognisable, needs to make sense. Will it stand the test of academia, business, publishing etc...

  but new media (internet) has brought to the fore certain modes like orality etc...

Paul - using the def. as we have it and tested it on non-academics though it was the "unconference" they were more confused about. So because of the def. translit. seems to have a purpose

Sue - asks: "what did you think of the unconference"?

Sally - they're great, legitimate to play hooky, great for conversations, format works well

    response to web opening up new forms of literacies - wouldn't want to be viewed as a technophile so "trans" is a pre digital phen. but it is digital tech. that allows the "porting across" of data (thanks to computization of data), let's look at history of thinking, how does current digi. thinking stand out from it's history?

Dave - there's a cultural window through which we look at technology, concerned window is staying the same size thus we're looking at it more abstractly, if the window were to widen and if we could understand the language behind the structure which informs the practises we can transform the depth of literacy and to gain power over our computing; danger of losing that knowledge and leaving it to other people.

Toby - next we should do some translit stuff, we should use or set up a collective blog between us, the comments should be the posts and the wiki should be used as a chat medium, try using different technologies and explore the gaps

Sue response - google groups should let us do all of this

Toby - what about exploring specifically the gaps by "misusing" one mode of communication for another,

Jo - a lot of emphasis on reading in a translit. way but what about writing in a translit. way? How can one really become translit in this way?

  Bruce - what about drawing about translit.

Bruce - maybe we could draw translit as a group and the group tells the artist what to draw - would it be chaos?

 Meg - what about video?
 Paul - what is the sound of an unconf.?, learn to use sound and smells (and the emotions, memories they evoke)

Meg - alcatraz tour, like a translit. experience, combining different ways of experiencing a story (try out third coastfestival.org podcasts, stories using space so an audio presentation that feels visual) is translit. where you're attention is when you're moving through different "space"?

Sue - bizarre story about person having a t-party in stomach, very visual story

Meg - instead of creating new forms, just merging or blending modes?

Paul - but what about playing back to the commuter the sound of the commute so that you listen to it in a different place

Paul - so does new tech. reveal things to ourselves that we didn't quite notice before? "the tiny moments".

Meg - how do you "allow" people to engage in auto-discovery? (think of google keeping track of web pages you look at)

NB beware typos as live-typed by Jess.

Bruce - maybe we are destabilising literacies

Dave - transfering sense of self into digital tech.

THANKS FOR COMING!

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