Abstract
Today the diffusion of social networking and the emerging of a transmedia culture characterizes many different experiences of learning and distributed knowledge. The forms of Media Education and Digital Literacy growth in the last 30 years are the expression of the process of disembodiment and crossfertilization occurred during the revolution from the Gutenberg Galaxy — printed paper, mass distribution — to the McLuhan Galaxy — new media, hypertext, cooperative writing (Castells, 1996). In this scenario, the dimension of literacy has moved from a semiotically-measured geometry (De Saussure, 1916; Hjelmslev, 1966) to a dislocation and a deconstruction of contents and channels that give expression to new products (Derrida, 1974; Landow, 1994; Bolter & Grusin, 1999). The impact of new, affordable, interconnected, powerful personal devices has redefined the role of the audiences. The author not only loses his/her traditional role, but becomes an icon of himself/herself, a collective-minded producer that is self-perceived through the extro-flexed eye of network in which he/she defines his/her narrative experience (De Kerckhove, 1998). This research will try to shed light on the concept of Transmedia Literacy in order to foster a pattern recognition about theories, technologies, and social dimensions of the phenomena to offer a critical toolkit to understand and map out the emerging knowledge and practices related to this recent discipline.
Highlights
Extended AbstractThe forms of Media Education and Digital Literacy growth in the last 30 years are the expression of the process of disembodiment and crossfertilization occurred during the revolution from the Gutenberg Galaxy — printed paper, mass distribution — to the McLuhan Galaxy — new media, hypertext, cooperative writing (Castells, 1996)
Today the diffusion of social networking and the emerging of a transmedia culture characterizes many different experiences of learning and distributed knowledge
This research will try to shed light on the concept of Transmedia Literacy in order to foster a pattern recognition about theories, technologies, and social dimensions of the phenomena to offer a critical toolkit to understand and map out the emerging knowledge and practices related to this recent discipline
Summary
The forms of Media Education and Digital Literacy growth in the last 30 years are the expression of the process of disembodiment and crossfertilization occurred during the revolution from the Gutenberg Galaxy — printed paper, mass distribution — to the McLuhan Galaxy — new media, hypertext, cooperative writing (Castells, 1996). In this scenario, the dimension of literacy has moved from a semiotically-measured geometry (De Saussure, 1916; Hjelmslev, 1966) to a dislocation and a deconstruction of contents and channels that give expression to new products (Derrida, 1974; Landow, 1994; Bolter & Grusin, 1999). This research will try to shed light on the concept of Transmedia Literacy in order to foster a pattern recognition about theories, technologies, and social dimensions of the phenomena to offer a critical toolkit to understand and map out the emerging knowledge and practices related to this recent discipline
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