Week Five

Meaning Making in Digital Spaces

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Meaning Making - click to examine details

At the end of this week you will be able to:

• explain elements of meaning making when digital information is created in multimodal formats (text, graphic, icon, audio, video)
• discuss how comprehension and composition of digital 'texts' are interdependent and how they impact meaning making​
• solve meaning making and code breaking challenges while  using various digital tools and resources
• compare and analyze digital resources for ease of use, applicability to classroom instruction, and as a means to enhance meaning making for teachers and students

This week will focus on reading, relating and expressing in digital spaces. Our capacity to translate purpose, intention, feeling or ideas in a digital form will be explored. Following narratives across diverse digital forums can be a challenge. This includes reading, understanding and comprehending information from a variety of media formats, such as a sketch note, meme, Thinglink poster, or infographic.

Sketchnote by Sylvia Duckworth

Readings

• ​Hinrichsen & Coombs Section on Meaning Making and Figure 2
• Watch the Video - Essential Elements of Digital Literacies by Doug Belshaw​

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Activities

Create a note on our collaborative Padlet.
Share something with your classmates. This is an example of how to create interactive texts. If you've never used Padlet before, take a look at the video below and additional resources in the LAB to explore before you share.

Assignment: A2 Part 3

• complete your concept map in Mindomo – include key ideas, sub-sections, resources for your A2 Part 3 submission
• write a brief summary to accompany the link to Mindomo map for A2 Part 3

Actions

• Post in D2L discussion forum

​How do you make sense or engage meaningfully with digital 'texts' when they are multi-modal and colloborative?

Where have you created interactive digital resources or where do you hope to create interactivities for your students?

​When would  creating interactive texts help (or impede) your audience (students, parents, colleagues) to make sense of the message?

• Respond to ONE classmate's posts
• Submit your summary and link in D2L
• Share your Mindomo Link in SLACK to your group space.
• Submit your Inquiry Project Part 3 in the D2L assignment folder. Check details on the syllabus to make sure you're providing all the details required.

• Post one note to the Padlet board for this course OR use the embedded Padlet found below.
  
• Describe a digital resource you have used in the classroom and how it improves student learning.
• Add a web link, image or video that you'd like to share with others.