Curriculum Vitae MICHELE KNOBEL, PhD.
Curriculum Vitae MICHELE KNOBEL, PhD.
Curriculum Vitae MICHELE KNOBEL, PhD.
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methods and self-study, as well as an introduction to the theme of new literacies and<br />
learning. Corner Brook – 35 students.<br />
GLIT 6757: Literacy and Inquiry (pre-requisite course: GLIT 6756). Each group analysed<br />
the data they collected during GLIT 6756 as they worked on learning a new literacy<br />
practice in the manner of researchers. Analysis and discussion were informed by set<br />
readings for this course, and for previous courses. Each group wrote an academic report<br />
on the outcomes of their investigation, and presented their findings as a group to the other<br />
participants on the last day of the course. The course served as an introduction to teacher<br />
research, with a particular focus on analysis and reporting, as well as an introduction to<br />
the theme of new literacies and learning. Corner Brook – 60 students.<br />
July, 2007<br />
GLIT 6756: Language, Literacy and Learning. Participants worked in small groups (of<br />
no more than 6 people) and engaged in actually learning a “new literacy”. Options from<br />
which the groups could choose included: music video clip making, machinima, strategy<br />
card games, computer games, and live action video making. Each group worked<br />
collaboratively and drew on local and online resources to master the technical dimensions<br />
of creating their final product. At the same time, the groups collected data during the<br />
process of completing the task. These data related to the processes of their own learning,<br />
as individuals and as a group. The course served as an introduction to teacher research,<br />
with a particular focus on data collection methods and self-study, as well as an<br />
introduction to the theme of new literacies and learning. Corner Brook – 35 students.<br />
GLIT 6757: Literacy and Inquiry (pre-requisite course: GLIT 6756). Each group analysed<br />
the data they collected during GLIT 6756 as they worked on learning a new literacy<br />
practice in the manner of researchers. Analysis and discussion were informed by set<br />
readings for this course, and for previous courses. Each group wrote an academic report<br />
on the outcomes of their self-study, and presented their findings as a group to the other<br />
participants on the last day of the course. The course served as an introduction to teacher<br />
research, with a particular focus on analysis and reporting, as well as an introduction to<br />
the theme of new literacies and learning. Corner Brook – 35 students. Also taught April-<br />
May, 2008, with 42 students in Toronto, Canada.<br />
GLIT 6756 New Literacies and Learning: Principles and Practices. This special summer<br />
institute included Colin Lankshear, Rebecca Black and James Paul Gee. Each of us was<br />
responsible for presenting a keynote address and for conducting workshops with all<br />
participants over the course of one week. My keynote focussed on new literacies, remix<br />
practices and copyright issues. Toronto – 94 students. Also taught February-March, 2008,<br />
with 42 students in Toronto, Canada.<br />
July, 2006<br />
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