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DESCRIPTION:Speaker: Petrilson Pinheiro\nThis presentation aims to discuss 
 in theoretical terms the current socio-historical moment in which not only
  the few watch the many (Bentham’s “Panopticon”)\, and the many watch the 
 few (the mass media “Synopticon”)\, but also\, at the same time\, the many
  watch the many all over the world through the Internet (a phenomenon that
  I term the “Multisynopticon”). The presentation seeks to reflect on the l
 iteracies practices of the current era of “Multisynopticon.” Changes broug
 ht by Web 2.0 provide an opportunity both to think about crucial transform
 ations for knowledge(s) in more heterarchical dialogues\, and to rethink p
 articularly the meaning of literacies. I will discuss two empirical classr
 oom experiences: the first one is the analysis of some final works of unde
 rgraduate students in a teacher education course at State University of Ca
 mpinas\, Brazil\, in 2016\; the second one is some of the results of a qua
 litative analysis of a peer review process carried out in an e-learning en
 vironment for one College of Education online graduate course. Both resear
 ch experiences show that it is possible to adopt a critical stance in rela
 tion to patterns\, judgments\, and actions in and through new literacies\,
  and to provide practices of participatory learning in which learners act 
 as knowledge producers\, and not only as knowledge consumers. These featur
 es constitute the mindset of the Multisynopticon and play a key role in th
 e processes of emancipation and the formation of critical students and fut
 ure teachers.\nCost: Free\nContact: Laura Ketchum\nketchum@illinois.edu\nS
 ponsor: Department of Education Policy\, Organization &amp\; Leadership
DTEND:20180131T190000Z
DTSTAMP:20260715T140101Z
DTSTART:20180131T180000Z
LOCATION:IL\,USA\,Champaign\,333 Education Building
SEQUENCE:0
SUMMARY:Literacies in the Era of Pervasive Visuality: Reflections on the 'M
 ultisynopticon\,' Petrilson Pinheiro
UID:RFCALITEM639197028618425484
X-ALT-DESC;FMTTYPE=text/html:<p class="speakerinfo"><span class="event-head
 ing speakerinfo">Speaker:</span> Petrilson Pinheiro</p>\n<p>This presentat
 ion aims to discuss in theoretical terms the current socio-historical mome
 nt in which not only the few watch the many (Bentham’s “Panopticon”)\, and
  the many watch the few (the mass media “Synopticon”)\, but also\, at the 
 same time\, the many watch the many all over the world through the Interne
 t (a phenomenon that I term the “Multisynopticon”). The presentation seeks
  to reflect on the literacies practices of the current era of “Multisynopt
 icon.” Changes brought by Web 2.0 provide an opportunity both to think abo
 ut crucial transformations for knowledge(s) in more heterarchical dialogue
 s\, and to rethink particularly the meaning of literacies. I will discuss 
 two empirical classroom experiences: the first one is the analysis of some
  final works of undergraduate students in a teacher education course at St
 ate University of Campinas\, Brazil\, in 2016\; the second one is some of 
 the results of a qualitative analysis of a peer review process carried out
  in an e-learning environment for one College of Education online graduate
  course. Both research experiences show that it is possible to adopt a cri
 tical stance in relation to patterns\, judgments\, and actions in and thro
 ugh new literacies\, and to provide practices of participatory learning in
  which learners act as knowledge producers\, and not only as knowledge con
 sumers. These features constitute the mindset of the Multisynopticon and p
 lay a key role in the processes of emancipation and the formation of criti
 cal students and future teachers.</p>\n<p class="cost"><span class="event-
 heading cost">Cost:</span> Free</p>\n<p class="contact"><span class="event
 -heading contact">Contact:</span> Laura Ketchum<br>\n<a href="mailto:ketch
 um@illinois.edu">ketchum@illinois.edu</a></p>\n<p class="sponsor"><span cl
 ass="event-heading sponsor">Sponsor:</span> Department of Education Policy
 \, Organization &amp\; Leadership</p>
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