FALL 2022 Missouri Reader Published in October 2022 | Page 52

Double-click to add text

Double-click to add tcc

Double-click to add text

ll

Double-click to

Double-click to ad

environments. Creating virtual worlds requires careful planning and consideration for implementation. In order to shift instruction to these types of  educational experiences, educators will need to consider several aspects of such an undertaking. When considering new literacies application, Gee and Levine (2009) noted, “teachers must become tech savvy . . . [this] does not mean they have to become as technologically adept as some of their digitally native students” (p. 51). Educators can become more comfortable using technology and producing digital artifacts to facilitate the creation of the virtual environments needed by a dramatic inquiry approach by seeking out support networks provided by more advanced colleagues, community centers, libraries and media specialists, or tutorials available on YouTube or the internet (Gee & Levine, 2009, p. 52), or utilizing classroom “experts”. Adjustments may be necessary to classroom environments and design of classroom materials, furniture, and working space to provide the right environment for individual, small-group, and whole-group activities. Access to the internet and internet-based resources needs to be available i.e., applications for video conferencing with experts, student-friendly search engines, tech-savvy assistants for help, and web-based resources to supplement as needed. In order to produce artifacts from research projects, students need access to hardware, programs and materials including print and digital products such as images, music, student-created movies, or other items related to the virtual experiences created.

 

When creating the dramatic inquiry experience, consideration should be given to initial lesson planning:  1) determine the literacy standards, goals and objectives and how they will be met; 2) determine what the experience will be about – topic, setting, profession or roles to explore – and the goals of the experience including a timeline or framework for experience completion; 3) determine the format for research, sharing of material and ideas, what areas of school content will be involved in the learning process and how the experience supports or enhances curriculum; 4) determine what artifacts or products will result from the exploration and what materials or resources will be needed; 5) consider how individual responsibility/ accountability will be ensured in the learning process; 6) consider what outside experts need to be involved to expand knowledge and expertise/how will those experts be contacted and accessed; 7) consider how student progress will be assessed or evaluated; and 7) determine how  the teacher will support students in taking on the identities of the virtual worlds created by the project/experience. Once the groundwork is laid, individual lessons can then be created based on the selected inquiry experience and the evolution of the project.

 

Conclusion

The concept of deep learning as defined by Gee “means learning that can generate ‘real understanding, the ability to apply one’s knowledge and even to transform that knowledge for innovation’” (as cited by Lanksher & Knobel, 2011, p. 219). Gee believed for deep learning to occur, education must “move beyond ‘learning about’ and, instead, focus on ‘learning to be’… deep learning requires that learners be ‘willing and able to take on a new identity in the world, to see the world and act on it in new ways’ (as cited by Lanksher & Knobel, 2011, p. 219).

 

Gee’s Identity Principle speaks to the importance of identity in deep learning, the active, critical learning required to grow true knowledge. Educators, empowered by the development of new literacies and technology, can create opportunities for students to take on new identities which embody the topics and people they study. Learners who are allowed to experience purposeful, authentic learning by exploring the depth of identities will be better prepared, creative and innovative participants in the world of the future. As Gee shared (2003), “all learning in all semiotic domains requires taking on a new identity and forming bridges from one’s old identities to the new one” (p. 45). Educators must take on the challenge to build these bridges to connect students to deep learning by providing relevant, engaging, authentic experiences allowing students to see themselves in all possible ways.

Resources

Beach, R., Campano, G., Edmiston, B., & Borgmann, M. (2010). Literacy tools in the classroom.

New York, NY: Teachers College Press.

 Bitz, M. (2009). The tupac effect: A case study for socially relevant education. In M.C. Hagood (Ed.), New Literacies Practices: Designing Literacy Learning (pp. 7-24). New York, NY: Peter Lang Publishing, Inc.

 

 

.

.

52