I3W:
Investigating Interactive Immersive Worlds (NSF
Proposal 2005)
What can interactive immersive gameworlds and users'
experiences in them tell us about learning with multimedia, critical multimedia
literacies, learning across multiple timescales, and the design of effective
educational learning environments?
Games, Transmedia Franchises, & the New Cultural Order (Valencia Critical Discourse Analysis conference 2004)
“Critical Analysis across Media: Games, Franchises, and the New Cultural Order.” In Labarta Postigo, M. (Ed.) Approaches to Critical Discourse Analysis. Valencia: University of Valencia. (CDROM edition). 2005.
“Place, Pace, and Meaning: Multimedia chronotopes.” In Norris, Sigrid & Jones, Rodney (Eds.), Discourse in Action: Introducing Mediated Discourse Analysis. pp. 110-122. Routledge. 2005.
“Towards Critical Multimedia Literacy: Technology, Research, and Politics.” To appear in McKenna, M., Reinking, D., Labbo, L. & Kieffer, R., Eds., Handbook of Literacy & Technology, v2.0. pp. 3-14. Mahwah, NJ: Erlbaum.
“Video Epistemology In-and-Outside the Box: Traversing
Attentional Spaces.” To appear in Goldman-Segall, R. & Pea, R., Eds., Video
Research in the Learning Sciences. Mahwah, NJ: Erlbaum.
TRAVERSALS: Emergent
meaning and new attentional cultures
How are we learning to make meaning along
trajectories of experience that move relatively rapidly from one text, site,
situation, social group, institutional context, genre, and medium to another? How can we study
meaning-making along traversals through multimedia virtual worlds such as
digital games? What are the implications of these new modes of meaning for the
design of advanced multimedia learning technologies for science education?
“Multimedia Genres and Traversals.” In E. Ventola, P. Muntigl, & H. Gruber, Eds., Approaches to Genre, special issue of Folia Linguistica, 39 (1-2), 2005. pp. 45-56. 2005.
"New Attentional Cultures" -- Notes in response to EDC Power Users of Technology project, United Nations Fund for International Programs, New York, December 2004.
“Discursive technologies and the social organization of meaning.” Folia Linguistica 35 (1-2): 79 -96. 2002.
“Travels in Hypermodality.” Visual Communication 1(3): 299-325. 2002.
“Language development and identity: multiple timescales in the social ecology of learning.” In C. Kramsch, Ed. Language Acquisition and Language Socialization. Pp. 68 -87. London: Continuum. 2002.
See also items under I3W above
MSD: Multiscale Dynamics and Systemic
Reform
Links
How can we use the principles of complex systems analysis to guide our understanding of systemic change in educational organizations? How do processes which take place across multiple timescales and multiple organizational scales, from brief classroom episodes to years-long district-wide reform efforts interact with one another? What are the conditions for scalable and sustainable renewal of science education and for particular innovative practices?
"Across
the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems"
Mind, Culture, and Activity 7 (4): 273-290. 2000.
"Opening
Up Closure: Semiotics Across Scales." In J. Chandler and G. van de Vijver, Eds.
Closure: Emergent Organizations and their Dynamics (Volume 901: Annals of the
NYAS). New York: New York Academy of Science Press. pp. 100-111. March,
2000.
"Material
Sign Processes and Ecosocial Organization." In P.B. Andersen, C. Emmeche, and N.O. Finnemann-Nielsen, Eds.
Downward
Causation: Self-organization in Biology, Psychology, and Society. Aarhus
University Press (Denmark). pp. 181-213. 2000.
Modeling Change: The Dynamics of Place, Time, and Identity
- Keynote at the Penn
Ethnography in Education Research Forum, 2003
"Complexity
and Educational Change" -
AERA 2002
Lemke, J.L. and N. Sabelli. “Complex Systems and Educational Change: Towards a New Research Agenda.” To appear in Educational Theory and Philosophy.
MDL: Multimedia Design for Learning
Links
How can we use the principles of multimedia semiotics and discourse analysis to help design interactive media that promote deep learning, productive collaboration, and affective engagement? How do people learn differently with combinations of textual, graphical, and interactive media? How can interactive media be more effectively integrated into wider school- , community-, and life-based learning activities?
“Towards Critical Multimedia Literacy: Technology, Research, and Politics.” To appear in McKenna, M., Reinking, D., Labbo, L. & Kieffer, R., Eds., Handbook of Literacy & Technology, v2.0. pp. 3-14. Mahwah, NJ: Erlbaum.
"Multimedia
Genres for Scientific Education and Science Literacy." In M. J. Schleppegrell & C. Colombi, Eds., Developing Advanced Literacy in First
and Second Languages. Erlbaum.
"Multiplying Meaning: Visual and Verbal Semiotics in Scientific Text" in J.R. Martin & R. Veel, Eds., Reading Science. London: Routledge. (pp.87-113). 1998.
"Metamedia Literacy: Transforming Meanings And Media" In D. Reinking, L. Labbo, M. McKenna, & R. Kiefer (Eds.), Handbook of Literacy and Technology: Transformations in a Post-Typographic World. Hillsdale, NJ: Erlbaum. (pp.283-301). 1998.
This project has been merged into I3W: Investigating
Interactive Immersive Worlds (above)
See also work in Critical Multimedia Literacy for science learning below.
CML: Critical Multimedia Literacy
http://www-personal.umich.edu/~jaylemke/multimed.htm
How can we extend critical literacy and research methods of critical discourse analysis to new media, particularly multimedia simulations and interactive-immersive worlds? To digital games and to the transmedia franchises that interlink texts, films, games, music, and even clothing and merchandise? What does education need to know about popular culture, youth culture, and mass media commercial culture and their quasi-educational messages and agendas? How can we do good research on these issues?
See references under I3W: Investigating Interactive Immersive Worlds (above)
What should teachers and students know about how to critically interpret and thoughtfully create multimedia genres that combine text with visual images and other media? Which aspects of CML are specific to the genres of particular subject area domains and which are generally applicable across the curriculum? How do multimedia materials embody ideologies and culture- and gender- bias?
"Typological and Topological Meaning in Diagnostic Discourse." Discourse Processes 27(2), 173-185. 1999.
Lemke, J. L. (1998). Multimedia demands of the scientific curriculum". Linguistics and Education 10 (3): 247-272. 1998.
Research Interests and Work in Progress