Emily,
Thanks for the references. So much more to look for, read through and share.
With respect to the quipu, I'm a great fan of wikipedia and their entry on the quipu is really good with lots of links that will let you go where you'd like to explore it more. The quipu is still in use among less-hispanicized andean people and in some places it is undergoing something of a revival. The mathematical/accounting part is pretty well studied and the Aschers demonstrated some of the higher mathematical processes that could be performed with it. Googling showed that it's even being used in grade school math lessons in the U.S.A. 16th century Spanish chroniclers noted that the native Andeans could calculate complex multiplications and divisions much more rapidly than could the Spaniards using arabic numeric notation and operations. The other use of the quipu, as a system for recording historical, genealogical and other non-numeric information is not well-understood although various 16th century chroniclers stated that they had gained such information from
the quipu specialists.
Some of Lopez English articles are:
(2001) "Literacy and Intercultural Bilingual Education in the Andes" in David Olson and Nancy Torrance (eds.) The Making of Literate Societies. Oxford: Blackwell 200-224
(2000) "Pedagogical Issues inmother tongue and bilingual education" in Language Instruction in Basic Education: Materials for a Distance Learning Course. Washington, D.C. World Bank Institute
He has several other publications in English for the World Bank
Some of his Spanish publications are available on the PROEIB website's Biblioteca virtual: www.proeibandes.org
I'm not sure whether any of these deal with bi-literacy since I got that out of a 2006 publication but there is an Aymara organization, ILCA, that Lopez cites. Apparently they have done work on the intergration of the andean semiotic systems into EIB programs and have written articles and reports about this. The Spanish language reports and publications are available for sale from their website: http://www.ilcanet.com/.
Paul
.
E Duvall <duvalleg@comcast.net> wrote:
Hi Paul,
It's always interesting to see what filters through which boarders or how we can facilitate this process across and through domains.
Much of the multigenre work is well known here via the NCTE (National Council of Teachers of English) who publish the text I use with my preservice teachers, but multimodal has been relegated to 'art/music ed'. Pat Shannon and Jackie Edmondson have been trying to put together arts education, children's literature, language and literacy education in our preservice elementary ed program. So we use the following text, which I highly recommend (I have the intro and first chapter scanned) but it is very simply written:
Berghoff, Egawa, Harste & Hoonan (2002) Beyond Reading and Writing: Inquiry, Curriculum, and Multiple Ways
>of Knowing. Urbana, IL: Whole Language Umbrella.
Also, Eisner is pretty popular and others may have better or more recent pieces to suggest, but I will offer:
Eisner, E. W. (1982). Cognition and curriculum. New York, NY: Longman.
Perhaps, Eisner (2003) The arts and the Creation of MInd. Language Arts, 80.
Also try:
http://www.picturingwriting.org/publishedarticles/pdf/LAMontageArticle.pdf
There are a very few but very powerful set of references regarding transmediation at the end of this article.
The rest are more oriented to multigenre, although I think it's quite relevant.
Allen, C. A. (2001). The Multigenre Research Paper: Voice, Passion, and Discover in Grades 4-6. Portsmouth, NH: Heinemann.
Allen, C.a. & Swistak, L. (2004) Multigenre Research: The Power of Choice and Interpretation. Language Arts, 81(3), pp. 223-232. (I have a scanned copy)
Romano, T. (2000). Blending Genre, Altering Style. Portsmouth, NH: Boynton/Cook
Slack, D.B. (2001) Fusing Social Justice with Multigenre Writing. English JOurnal, July pp.62-66. (I have a scanned copy)
I think Dyson is a great connection here too, and I particularly like:
Dyson, A. (2003). Popular LIteracies and the "All" Children: Rethinking Literacy Development for Contemporary Childhoods. Language Arts, 81(2), pp. 61-70. (I have a scanned copy).
The work I shared before is work I have developed myself over the last three years of teaching at Penn State and should be hitting the conference and publication circuit next year.
I hope this is a little helpful. Your work sounds fascinating. I had to go looking for quipu and then Lopez' work on textuality. I found lost on quipus and very little by Lopez in English. Do you have any recommendations for either?
~ Em
-- He only earns his freedom and his life, who takes them every day by storm. -- Johann Wolfgang Goethe Emily Duvall Doctoral Candidate (ABD) / Graduate Assistant-Instructor Language and Literacy Education (LLED) Department of Curriculum and Instruction College of Education Penn State University 256 Chambers Bldg. University Park , PA 16802 814-861-3315 (home) 814-404-6175 (cell) 814-863-4511 (office) FAX: 814-863-7602 edd130@psu.edu -------------- Original message ---------------------- From: Paul Dillon > Hi Emily, > > The idea of literacy in multiple sign systems is very relevant to projects in > which I'm currently involved -- what has come to be known as "Intercultural > bilingual education" (educacion intercultural bilingue or EIB in Spanish). Just > as you began to post references about multiple sign systems in education, I > was reading about something very related in Luis Enrique Lopez' book, "De > Resquicios a Boquerones", 2006 La Paz PLURAL which is a detailed history and > analysis of EIB in Bolivia and other Andean countries. Contrary to the common > belief that the Andean civilizations possessed no writing systems there were two > forms of recording information -- one was a system of knotted cords, known as > quipu, and the other was a system of non-phonological graphemes that were woven > into various types of textiles, etched into or painted onto ceramics, or carved > into wood. These ancient systems survived in various ways. In his discussion > of "Other Forms of Textuality", Lopez > indicates that although EIB has not heretofor explored the integration of these > autochthonous forms of textuality into the curriculum, it is an important > dimension for a number of reasons, not the least of which are: the validation > of cultures of origin of the populations towards which EIB is directed; an > immunization of sorts against the implicit cultural hegemony of the alphabet > bearing culture into which the graphemically recorded native texts are converted > in the process of alphabet based literacy training; and, the preservation of > oral dimensions of cultural transmission which the autochthonous graphemic > systems support, a cultural dimension which would be destroyed through the > process of textual conversion into phonological systems. As you can see the > significance of any kind of work done on this would have great importance for > people involved in EIB. > > But I don't think the work you mentioned has percolated into the EIB field. > None of the authors you mention is cited in the recent EIB literature I have > seen and EIB specialists with whom I have spoken are likewise unaware of it. > > Would you be kind enough to provide a little more bibliography for the names > you mentioned: Tom Romano, Camille Allen, Simon (1992), and Eisner as well as > any others you consider important. I will do internet searches but you might be > able to direct me to key references from whose bibliography I can move more > rapidly. Your mention of Eisner in relation to the ideological significance of > different systems of textuality seems like it could be particularly relevant > insofar as one of EIB's central aims is cultural and linguistic revalidation and > revival. > > Finally, I checked the Wikipedia entry on "intermediation" and it could > benefit a lot from your input if you feel so inclined. > > Thanks for any help you might be able to provide. > > Paul Dillon > > > E Duvall wrote: > Hi Martin, > In the text "Beyond Reading and Writing: Inquiry, Curriculum, and Multiple Ways > of Knowing" (2000) Beth Berghoff emphasizes literacy as including multiple signs > systems (akin to Luke in some ways); according to Jerome Harste, transmediation > is a recasting from one sign system to another. Berghoff mentions Simon (1992) > in relating to using multiple sign systems, as creating education practice that > is a 'project of possibility"... 'whose fundamental purpose is to expand what it > means to be human and to contribute to the establishment of a just and > compassionate community' by giving learners 'control of their inquiries and more > choices'. That said the work does not focus on critical aspects. Berghoff does > address signs as mediations and connects the whole to Vygotsky and sign systems > as 'psychological tools that allow humans to think, communicate, and learn'. She > also mentions specialized knowledge communities.... which is what really > connected your work, I thought, with the > ory, b > ut also to this form of engaging people in different sign systems as perhaps > 'safe places', but also as ways of seeing the world differently. Eisner is > brought in for some critical thought on cultural ways of thinking and the > ideological character of sign systems. > > I use this as a foundation for an assignment I have my pre-service students > engage in: writing multigenre/multimodal l'Zines. > > Based on the work of Tom Romano, Camille Allen etc, the multigenre paper is a > way for students to write on a topic of personal passion/interest from different > genres that more aptly express what they wish to convey. I have added Beth > Berghoff and Jerome Harste's work to this by having my students engage in > writing Zines that include various other ways of expressing to the reader what > it is they wish to get across. In some cases this might mean sculpture, drawing, > painting or other classic art forms, music (I had one student compile a musical > autobiography - a cd of her accapella singing she had done or arranged over the > last 10 years), videos and i-movies, and performance. > > For example, one student will be presenting her Zine on swimming tomorrow. She > and her sister were competitive swimmers- including competing against each other > - and this student is presenting a powerpoint that will give both informative > and personal information, she is bringing in her sister and we hope to > understand how swimming became the only connection between these two women > through their discussions and q-a's, and then they are taking us to a pool where > we will not only see these swimmers in action, but will participate in learning > strokes, etc. > > There is no limitation other than that one genre must have, literally, a print > component. I get stories - autobiographical or otherwise, children's books > authored by students, poems, interviews, brochures, you name it. > > I also incorporate lots of metaphorical ways of knowing and learning... > including a diorama piece that student partners in the Zine project do. This > involves finding a common underlying theme between two Zines and creating a > metaphorical representation - in a shoe box. There is A LOT of self-reflective > work. > > But enough about me. > Does this seem of interest? > ~ Emily > > -- > He only earns his freedom and his life, who takes them every day by storm. > -- Johann Wolfgang Goethe > > Emily Duvall > Doctoral Candidate (ABD) / Graduate Assistant-Instructor > Language and Literacy Education (LLED) > Department of Curriculum and Instruction > College of Education > Penn State University > 256 Chambers Bldg. > University Park , PA 16802 > 814-861-3315 (home) > 814-404-6175 (cell) > 814-863-4511 (office) > FAX: 814-863-7602 > edd130@psu.edu > > > > -------------- Original message ---------------------- > From: Martin Packer > > > Emily, > > > > Can you give us a quick definition of transmediation, and say a bit more > > about Berghoff's work? > > > > Martin > > > > > > On 7/17/07 7:22 AM, "Emily Duvall" wrote: > > > > > Thanks Mary, > > > I went up to http://www.witness.co.za/ and the article is called "Art of > > > Darkness" by Sue Segar. It's bout the work of Eric Miller, but also > > > connected to a book he helped with, "Reality Bites: An African Decade" > > > by Gorrel Espelund, Jesper Strudsholm and Eric Miller, in which there is > > > a story about a young woman abducted into the LRA as a child. Our > > > subject, Summer Reading, is definitely striking a chord of interest for > > > me. There seems to be much that brings together my research and > > > humanitarian interests. > > > I wanted to add, Martin, that transmediation, in general, might be a > > > direction to take with the child soldiers you hope to work with. It fits > > > nicely into Vygotskian based work - see Berghoff, for example. > > > ~ Em > > > > > > > > > > > > Mary van der Riet wrote: > > >> Hi Martin > > >> if you do an internet search for The Natal Witness (SA based > > >> newspaper), and for the edition of July 14 2007, there is an article on > > >> an art exhibition related to the LRA child soldiers (the exhibition is > > >> either in Cape Town or Durban at the moment) > > >> Mary > > >> > > >> Mary van der Riet; School of Psychology; University of KwaZulu-Natal > > >> Private Bag X01, Scottsville, 3209 > > >> > > >> email: vanderriet@ukzn.ac.za > > >> tel: 033 260 6163; fax: 033 2605809 > > >> > > >> > > >> > > >>>>> Martin Packer > 2007/07/14 04:22 AM >>> > > >>>>> > > >> > > >> Last year I had the opportunity to talk with staff at the Colombian > > >> Ministry > > >> of Education in Bogotá, and learned from them about the problems of > > >> the > > >> Œreinserted¹ children - former child soldiers who were recruited or > > >> simply > > >> kidnapped by guerilla or paramilitary groups there. As these children > > >> are > > >> escaping, or as the groups are disbanding, they are becoming the > > >> responsibility of the Ministry. We started to think about a possible > > >> research project that might benefit all concerned. One possibility we > > >> discussed was that we might learn a great deal from these children > > >> about the > > >> rationality and motivation of the guerilla and paramilitary groups - > > >> that > > >> interviews with them could throw light on the sources of conflict and > > >> possible pathways to peace for these groups, and also on the best way > > >> to > > >> facilitate the reintegration of the children into mainstream society. > > >> > > >> If anyone would be interested in collaborating on such a project, or > > >> has > > >> suggestions on how best to carry it out, or improve it, please let me > > >> know. > > >> > > >> Martin > > >> > > >> > > >> > > >> On 7/13/07 8:09 PM, "Cunningham, Donald James" > > >> wrote: > > >> > > >> > > >>> Em, I first heard of the book here: > > >>> > > >>> > > >>> > > >> http://www.comedycentral.com/shows/the_daily_show/videos/celebrity_inter > > >> > > >> > > >>> views/index.jhtml?playVideo=82274 > > >>> > > >>> An odd source, I know, but Jon Stewart may be our most astute > > >>> > > >> journalist > > >> > > >>> today. > > >>> > > >>> Persevere! > > >>> > > >>> Don Cunningham > > >>> Indiana University > > >>> > > >>> Ancora Imparo! > > >>> > > >>> > > >>> -----Original Message----- > > >>> From: xmca-bounces@weber.ucsd.edu > > >>> > > >> [mailto:xmca-bounces@weber.ucsd.edu] > > >> > > >>> On Behalf Of E Duvall > > >>> Sent: Friday, July 13, 2007 4:58 PM > > >>> To: eXtended Mind, Culture, Activity > > >>> Subject: Re: [xmca] Summer reading > > >>> > > >>> Thank you for the recommendation Donald... I went up on line to > > >>> http://www.alongwaygone.com/index.html > > >>> and read about the book, read an excerpt and watched a video > > >>> > > >> recording. > > >> > > >>> This short visit was... that feeling you get when you don't know > > >>> > > >> what's > > >> > > >>> around the corner, but you need to look some truth in the eye but > > >>> > > >> you're > > >> > > >>> scared to look because you don't know what the looking will do to > > >>> > > >> you. > > >> > > >>> I'm a little scared to read the book; I hope to persevere. > > >>> ~ Em > > >>> > > >>> -- > > >>> He only earns his freedom and his life, who takes them every day by > > >>> storm. > > >>> -- Johann Wolfgang Goethe > > >>> > > >>> Emily Duvall > > >>> Doctoral Candidate (ABD) / Graduate Assistant-Instructor > > >>> Language and Literacy Education (LLED) > > >>> Department of Curriculum and Instruction > > >>> College of Education > > >>> Penn State University > > >>> 256 Chambers Bldg. > > >>> University Park , PA 16802 > > >>> 814-861-3315 (home) > > >>> 814-404-6175 (cell) > > >>> 814-863-4511 (office) > > >>> FAX: 814-863-7602 > > >>> edd130@psu.edu > > >>> > > >>> > > >>> > > >>> -------------- Original message ---------------------- > > >>> From: "Cunningham, Donald James" > > >>> > > >>>> Tony, > > >>>> > > >>>> Instead of the Garfinkle book you might read "A Long Way Gone" by > > >>>> Ishmael Beah. It has nothing and everything to do with the issues > > >>>> > > >> we > > >> > > >>>> have been discussing...........djc > > >>>> > > >>>> Don Cunningham > > >>>> Indiana University > > >>>> > > >>>> Ancora Imparo! > > >>>> > > >>>> > > >>>> -----Original Message----- > > >>>> From: xmca-bounces@weber.ucsd.edu > > >>>> > > >> [mailto:xmca-bounces@weber.ucsd.edu] > > >> > > >>>> On Behalf Of Tony Whitson > > >>>> Sent: Wednesday, July 11, 2007 9:26 AM > > >>>> To: xmca@weber.ucsd.edu > > >>>> Subject: [xmca] no Garfinkel book, after all > > >>>> > > >>>> ---------- Forwarded message ---------- > > >>>> Date: Wed, 11 Jul 2007 06:13:55 -0700 (PDT) > > >>>> From: "order-update@amazon.com" > > >>>> To: "twhitson@udel.edu" > > >>>> > > >>>> Hello from Amazon.com. > > >>>> > > >>>> We are sorry to report that we will not be able to obtain the > > >>>> following item(s) from your order: > > >>>> > > >>>> Harold Garfinkel, Anne Rawls (Editor) "Sociology of Information" > > >>>> http://www.amazon.com/gp/product/1594512817 > > >>>> > > >>>> Though we had expected to be able to send this item to you, we've > > >>>> since found that it is not available from any of our sources at > > >>>> > > >> this > > >> > > >>>> time. We realize this is disappointing news to hear, and we > > >>>> > > >> apologize > > >> > > >>>> for the inconvenience we have caused you. > > >>>> > > >>>> We must also apologize for the length of time it has taken us to > > >>>> > > >> reach > > >> > > >>>> this conclusion. Until recently, we had still hoped to obtain this > > >>>> item for you. > > >>>> > > >>>> We have cancelled this item from your order. > > >>>> _______________________________________________ > > >>>> xmca mailing list > > >>>> xmca@weber.ucsd.edu > > >>>> http://dss.ucsd.edu/mailman/listinfo/xmca > > >>>> _______________________________________________ > > >>>> xmca mailing list > > >>>> xmca@weber.ucsd.edu > > >>>> http://dss.ucsd.edu/mailman/listinfo/xmca > > >>>> > > >>> _______________________________________________ > > >>> xmca mailing list > > >>> xmca@weber.ucsd.edu > > >>> http://dss.ucsd.edu/mailman/listinfo/xmca > > >>> _______________________________________________ > > >>> xmca mailing list > > >>> xmca@weber.ucsd.edu > > >>> http://dss.ucsd.edu/mailman/listinfo/xmca > > >>> > > >> > > >> > > >> _______________________________________________ > > >> xmca mailing list > > >> xmca@weber.ucsd.edu > > >> http://dss.ucsd.edu/mailman/listinfo/xmca > > >> > > >> Please find our Email Disclaimer here: http://www.ukzn.ac.za/disclaimer/ > > >> _______________________________________________ > > >> xmca mailing list > > >> xmca@weber.ucsd.edu > > >> http://dss.ucsd.edu/mailman/listinfo/xmca > > >> > > >> > > > > > > > > > _______________________________________________ > > xmca mailing list > > xmca@weber.ucsd.edu > > http://dss.ucsd.edu/mailman/listinfo/xmca > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > > > --------------------------------- > Pinpoint customers who are looking for what you sell. > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca --------------------------------- Choose the right car based on your needs. 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