By guest posters W. Ian O’Byrne & Sue Ringler Pet, & regular blogger Thomas DeVere Wolsey
The nature of literacy is rapidly evolving and these changes demand an expanded view of “text” to include visual, digital and other multimodal formats (Rose & Meyer, 2002; New London Group, 2000; Alvermann, 2002). A richer and more complex definition of literacy requires a complex theoretical framing of the “multiple realities” that exist between educational research and practice (Labbo & Reinking, 1999). Several colleagues* decided to experiment with the pecha kucha presentation style at a session of the Literacy Research Association, December 5th, 2013. What they learned from the session and their ideas for PK-12 classrooms and teacher preparation coursework is summarized in this post of Literacy Beat. Our pecha kucha session used multiple methods united by similar perspectives to investigate shifts in the space and stuff (Lankshear & Knobel, 2006) of learning.
Evolving pedagogical models for new literacies and emerging technologies hold “explosive possibilities” (Barab & Kirshner, 2001) for reading and writing spaces. Specifically, these studies examine literacies as cutting across chronotopes of time and space (Bakhtin, 1937) and evolving into “communities of inquiry” in which participants require new knowledge and identities (Gee, 2005).
Since the technological advances documented in these studies drove much of the change that we see in information and communication, researchers and educators attempted to answer the important question: How can the use of new and digital literacies in instruction enable “explosive possibilities” for meaning-making and identity construction? These studies examined literacies and digital texts while documenting perceived changes in social practice through the lens of teachers and students as agents of change.
What is Pecha Kucha?
Pecha kucha, Japanese for the sound of conversation, is a presentation method in which 20 slides are shown for 20 seconds each (6 minutes and 40 seconds in total). The format utilizes images more than words, keeps presentations concise and fast-paced, powers multiple-speaker events, keeps the interest level up, and gives more people the chance to show. Would you like to hear several Japanese speakers pronounce the term? Click here.
Teachers and Students use Pecha Kucha
Pecha kucha is well-suited for the age of the Common Core and other rigorous standards. The Common Core calls for students to evaluate information from diverse sources, present information in an appropriate style, and make strategic use of digital media. Further, the pecha kucha style requires student presenters to be concise and choose their words and images wisely and well. Students might present pecha kucha via webcast or video (think, YouTube or Vimeo) so that parents and other community members can participate. They may work in small groups around selected topics. Who says every presentation has to be made to the entire class, anyway?
Teacher Educators and Teacher Candidates use Pecha Kucha
The IRA standards for Literacy Professionals call for teacher candidates to employ traditional print, digital, and online resources to “meet the needs of diverse students” and “prepare learners for literacy tasks of the 21st century.” Arguably positioned in one of the most influential roles with regard to the explosive possibilities of digital literacies in PK-12 education, teacher educators must continually model well-considered integration of digital tools in university classrooms. Within the context of a disciplinary literacy course, for instance, professors may choose the pecha kucha platform for in-class presentations in lieu of the tired Powerpoint® platform, especially in cases where visuals are preferable to print text, to effectively encapsulate and express important concepts, terms, or ideas. In this setting, pecha kucha presentations can be posted and revisited on Blackboard or similar course platforms for review. Professors may also invite undergraduate and graduate students to learn and employ pecha kucha to explore and represent basic literacy concepts with digital images and metaphors — and teach them to classmates. Teaching and/learning such “basic” literacy terms (e.g., phonemic awareness, syntax, semantics) through a multimodal digital platform (pecha kucha) may lead to enriched understandings of the ways in which reading involves the coordination of multiple systems including traditional “components” theory of teaching reading instruction as well as sociocultural theories of literacy acquisition.
How to Create Pecha Kucha: Resources and More
What are the steps to creating a pecha kucha presentation?
- This website lists presentation steps in pecha kucha format and a template is available there, as well.
- A few tips for beginners might be helpful to teachers who want to coach their students and minimize frustration.
- Richard Edwards suggests that pecha kucha can be easily adapted to two-person teams; that is, a 20 slide X 20 second presentation by one student can become a 10 slide X 20 second presentation by two students. He also staggers presentations over class sessions such that no one class session is devoted to a long series of pecha kucha presentations, which, like traditional presentations, can be quite tiring for the audience.
- Because pecha kucha is image intensive, it is very important that students learn the basic principles of Fair Use and apply them. This post from an earlier LiteracyBeat column may be a good start. Learn more about Creative Commons and how it works to give students and other users the tools to share and use the creative work of others.
Similar to pecha kucha, Ignite presentations include 20 slides but they advance at the rate of 15 seconds each (total of five minutes). Some fairly good information about both ignite and pecha kucha are available from Trinity Valley Schools (opens as a PDF).
Assessing Pecha Kucha
Of course, any presentation in a classroom is an opportunity to learn and a chance to demonstrate what has been learned. Assessment includes the possibility of feedback about content knowledge, processes leading to learning, and presentation, speaking, and listening proficiency appropriate to the grade level. Mr. Holliday designed this rubric as a means of assessing and providing feedback on the pecha kucha format. This university rubric from iRubric takes into account content knowledge and this one, by Danny, is designed with the junior high or middle school audience in mind. Educator Jeff Utecht suggests that participants rate the pecha kucha presentation using a form in Google Docs for quick analysis and feedback. Also on the blog post are additional ideas and a rationale for using pecha kucha.
Typical assessments measure and provide feedback as to how the presenter met the pecha kucha criteria (including 20 slides X 20 seconds each, 6 minutes 40 seconds total), concision, design, and cohesion, as well as content. Choo (2010) suggests that makers and composers of digital texts consider the following:
• How do words function to “relay” or contribute to the meaning of an image?
• Where will the image be placed in relation to the words and why?
• How much of the frame-space will the image occupy, compared to the words?
• Is the focal point of the text on the image or on its words, and why? (p. 172)
Here is one attempt at pecha kucha by DeVere recreated from the December 2013 presentation at Literacy Research Association. It is not quite perfect (you will notice it is longer than the allotted time!), I am sure you’ll agree, but do play the video and let us know what you see.
What have you done in your PK-12 or university classroom with pecha kucha?
*Presenters at the Literacy Research Association, Dallas, TX: Kelly Chandler-Olcott (Chair), Stergios Botzakis (Discussant), Sue Ringler Pet, Greg McVerry, Junko Yukota with William Teale, Joan A. Rhodes, Katina Zammit, William Ian O’Byrne, Thomas DeVere Wolsey
W. Ian O’Byrne is an assistant professor of educational technologies at the University of New Haven. Read his blog post on the topic of pecha kucha here.
Sue Ringler-Pet works at Iona College, and you can read more about her here.
Alvermann, D.E. (2002). Adolescents and literacies in a digital world. New York: Peter Lang.
Barab, S.A., & Kirshner, D. (2001). Guest editors’ introduction: Rethinking methodology in the learning sciences. The Journal of the Learning Sciences,10(1-2), 5-15.
Bolter, J.D. (1991). Writing space: The computer, hypertext, and the history of writing. Mahwah, NJ: Lawrence Erlbaum Associates.
Choo, S.S. (2010). Writing through visual acts of reading: Incorporating visual aesthetics in integrated writing and reading tasks. High School Journal, 93(4), 166-176.
Gee, J. (2005). Semiotic social spaces and affinity spaces. In D. Barton & K. Tusting (Eds.). Beyond communities of practice. Cambridge: Cambridge University Press.
Labbo, L. & Reinking, D. (1999). Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34(4), 478-492. doi: 10.1598/RRQ.34.4.5
Lankshear, C. and Knobel, M. (2006). New Literacies: Everyday Practices and Classroom Learning. 2nd ed. Maidenhead & New York: Open University Press.
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/