TRACING THE DEVELOPMENT OF LITERACY PRACTICES FOR INTEGRATING INTERDISCIPLINARY CURRICULUM IN HIGHER EDUCATION: INTERACTIONAL ETHNOGRAPHIC STUDY

Chian, Monaliza Maximo

doi:10.1590/010318135896415912020

Monaliza Maximo Chian

The University of Hong Kong, Hong Kong, China. mchia@hku.hk. Orcid: : https://orcid.org/0000-0003-4597-4848.

https://orcid.org/0000-0003-4597-4848

Public Regional University Academic Degrees: 50 Baccalaureate Degrees and 62 Undergraduate Minors; 35 Master's Degrees; 39 Credentials and Certificates; Doctorate Degree in Education
College of Business and Economics		College of Letters, Arts, and Social Sciences (CLASS)		College of Education and Allied Studies		College of Science
College of Letters, Arts, and Social Sciences (CLASS) 17 Departments including Communication, 5 Programs, 38 Degrees
Department of Communication
Chair -Person (1)	Professor (1)		Lead Professors (7)	Teaching Assistants (7)	Lecturers (7)		Staff (2)
Degree Requirements: 52-unit core courses ad 44 units in 1 of 2 options
Professional, Pubic, and Organizational Communication				Media Production
Organizational Communication
Lead Professor for Long Term and Futures Thinking (LTFT) Initiative, (Appointed 2003):
LTFT Pilot Interdisciplinary Curriculum
Academic Year One: 2012-2013				Academic Year 2: 2013-2014
Fall Quarter	Winter Quarter		Spring	Fall Quarter	Winter		Spring
COMM 4107 Relational Communication: New Media and Organizational Life COMM 4510 Public Relations Theory and Practice: Long Term Thinking in Public Relations: Energy Innovations in 2031 COMM 4500: Gender Identity and Representation in Media: Envisioning Gender Roles in 2112	COMM 3107 Introduction to Organizational Communication: Taking a Long- Term Futures Thinking Perspective		COMM 4207 Introduction to Communication: Organizational Transformation	COMM 4107 Relational Communication: Personal and Collective Futures	COMM 4207 Introduction to Communication: Organizational Transformation		COMM 4107 Relational Communication: Exploring Responses to Societies Collapse: Past, Present, and Future

Students	Faculty Members	Students and Faculty Members
to think long -term	to incorporate long-term thinking into the curriculum	to think more critically and creatively about long- term futures
to explore ways of taking actions that have the potential for impact 5-10,000 years into the future	to provide student development in support of university's learning outcomes	to understand long-term thinking
to do critical thinking	to develop, test and apply lesson models and teaching techniques of long-term and future thinking	to develop long-term thinking practices
to do creative thinking	create a framework for an academic field of study	to practice long- term thinking
to do collaborative thinking	teach students how to understand the value of long-term thinking	to value long- term thinking
to understand the value of long-term thinking	to build students' skills to discuss issues appropriately at various time horizons (decades, century, millennia)
to discuss issues appropriately at various time horizons (decades, century, millennia)

Prof. L Excerpts

Dr. A Excerpts

- Fall 2012, added LTFT to 3 classes, way too much

- DR. A helped to create scenario structure for each one of those courses -

2112 what would gender look like, Public Relations looking at energy in 2025

- I asked myself, "how do I become an apprentice and in turn, pass it along to others."

- teach the practice of mind and look from multiple angles

- Private funder wanted long term used in 3-time horizons but chose for Public Relations and energy eco-zones (put students in the future)

- first realizations about what teaching about LTFT (student should develop future scenarios, and content needed, where the students located specific content knowledge

- asked Prof. L the outcomes for their students in communication-presenting a campaign, what PR involved in a syllabus, some of the goals

- consider the first-year student- learning how they were going to do it,

- consider what Prof. L needs to teach,

- how does he (Prof. L) want students to practice it, -

- what are the concepts of the forecast, trends, scenarios, uncertainty, change, references, an example on Ecozones and 100 years for bio-innovation (different types of humans)

- trends in bio-innovation-how trends in bio innovation would impact the role of media

- teach them to develop questions about change or phenomenon and then being able to think ahead about possible outcomes of future will look like, so when you come back to the present, you can make changes (you have a prepared mind)

Quarter/Year Year	Catalogue number/title/subtitle	Organizational Communication Concepts	LTFT Concepts	Actions for Integration
Fall 2012	Comm 4107: Relational Communication: New Media and Organizational Life	New Media and Organizational life	Scenario constructs for 5000 years	- immerse themselves in a particular time horizon - use concepts and skills developed in their communication to address a particular future challenge
	Comm 4500: Gender Identity and Representation in Media-Envisioning Gender Roles 2112	Media and Gendered lives	Gender roles in 2112	- position self as a media professional - learn various bio-innovations that will emerge and develop over the next 100 years - explore how bio-innovation designs would have an impact on how we define and construct gender in society and the role of media - understand what issues may emerge after long term and widespread adoption of their product. - to explore gender in the year 2112 by developing a treatment for an episode of a reality series entitled Gendered Lives.
	Comm 4510: Public Relations Theory and Practice: Long Term Thinking in Public Relations: Energy Innovations in 2031	Public relations	Scenario constructs-mixture of forecasting and long-term thinking focusing on long-term trends and create energy innovations (e.g., Paul Saffo, Rich Cline)	- explore and imagine energy innovation in 2037 (25 years in the future) - create a Public Relations campaign set in the year 2037
Winter 2013	Comm 3107: Introduction to Organizational Communication: Taking a Long Term and Futures Thinking Perspective	Organizational communication	Long term thinking and innovation in the organization SALT Talks from Long Now Foundation and interviews with the professionals in diverse organizations	- practice their long term thinking by making a forecast of innovation for their organization
Spring 2013	Comm 4207: Introduction to Communication: Organizational Transformation	Organizational transformation	Stewart Brand's (1999) Pace Layers of Change	- partner with the local city planning office - explore the city 2040 (Hayward's current future planning vision) and 2112 in terms of pace layers - look back 100 years to the city's native populations and communities - think more critically about the long view of the city's future. - pick a policy area included in the strategic plan and develop a 100-year foresight statement to describe the possible long term futures of the local city (group activity)
Fall 2013	Comm 4107: Relational Communication: Personal and Collective Futures	Organizational Communication in the present and imagined future-	Paul Saffo's (2007) Cone of Uncertainty-as a core forecasting concept	- project how organizations might evolve in the future as they are shaped by future work structures, practices, and new kinds of digital technologies and automation/robotics at work - explore what kinds of changes in work and organization might emerge and with what level of certainty - create a story imagining their future career trajectory around a specific moment in time in 2040, thinking about their personal futures as well as outlining and imagining the institutional and organizational contexts.
Winter 2014	Comm 4207: Introduction to Communication: Organizational Transformation	Organizational Transformation Theory of interactions between communication practice and culture in public and private communication situations	Deep time and enduring organizational constructs	- analyze organizational communication from the perspective of theory, communication, and culture to foster and inhibit organizational change - reflect on present trends transforming organizations today - analyze how to sustain organizations over deeper periods and how organizations can adapt to change as humankind confronts challenges and moves beyond Earth.
Spring 2014	Comm 4107: Relational Communication: Exploring Response to Societal Collapse: Present, Past, Future	Bohlman and Deal (2013) Organizational 4-Frame Models of Organization	Stewart Brand's (1999) Pace Layers of Change Jared Diamond's (2011) Five Point Framework Societal Collapse	- use the frameworks to look at the responses to societal collapse using Jared's (2011) account of the Norse in Greenland and the novel Creative Fire (Ruby's Song #1) by Brenda Cooper (2012)

Quarter/Year	Course Title/Subtitles	Prof. L 's rationale
Fall 2012	COMM 4107-Relational Communication: New Media and Organizational Life	When I created this course, we (Prof. L and Dr. A) were using this first course as a platform for looking 500 years ahead with the students...I wanted to look to connect to student interests and my own from a communication perspective with New Media and to connect it to long term thinking. At the same time, I had to connect it to issues of relational communication. My question for the quarter was, how would we relate in the future with emerging new media, and how would we sustain organizations for 5000 years using new forms of media?
Fall 2013	COMM 4107- Relational Communication in Organizations: Personal and Collective Futures	Dr. A and I lowered the time horizon to 2040 for this course and taught students with a specific forecasting framework known as the cone of uncertainty by Paul Saffo for mapping uncertainties based on Saffo's article in the Harvard Business Review. Students created a story imagining their future career trajectory around specific in time in 2040. Up to that point, they worked on exercises that prepared them to create a story. For this exercise, they had to think not only about their futures but had to outline and imagine what the institutional and organization contexts would be as well. So, the title reflects this approach.
Spring 2014	COMM 4107: Relational Communication in Organizations	This course was our best course to date (emphasis and color added) in part because the framework we adopted was to look at responses to the societal collapse using Jared Diamond's account of the Norse in Greenland and using the novel Creative Fire. So, the title was the best fit for what we decided to do.

Spaces	Wk 1	Wk2	Wk3	Wk 4	Wk7	Wk8	Wk9	Wk1O
Pre-class	Read assigned chapters of course textbooks, view related videos, prepare class assignments and presentations
face-to-face class	Professor s lecture and whole group discussion
	Reading of Science fiction novel
	Group activities/discussion on a Science fiction novel
	Simulation of the Science fiction novel
	Role playing on a Science fiction novel
		Reading of the Diamond s Collapse
		Case study on Norse Society vs. Inuit societal structure
							Final Presentation
	Viewing visual/images
	View videos of pace layers
						Analysis of Long Now Foundation
Virtual	Complete Quiz 1		Complete Quiz 2	Complete Quiz 3	Complete Quiz 4			Complete Quiz 5
		Complete Discussion Board Assignment #1		Complete Discussion Board Assignment #2	Complete Board Assignment #3
		Comment on peers answers		Comment on peers answers	Comment on peers. answers

Paragraph	Kristen	Prof. LAB's Response to Kristela	Anthony	Prof. LAB' Response to Anthony
1	The collapse of the Norse was an event that had multiple factors involved, and three pace layers can be applied. To begin, the pace layers that I am choosing to apply are nature, culture, and infrastructure. When it comes to the infrastructure, we see how the Norse (poorly) ran their villages because they were very hostile towards their neighbors. Rather than building bridges with the Inuit whom they could've traded supplies and goods with, they brutally murdered them. I think this was detrimental to their demise because them coming into a land that they were unsure how to utilize due to the different weather than what they were used to in Iceland, they could have asked or worked with the natives to learn of ways to better use the land as opposed to overusing what they had and slowly killing what little they had to work with.	Very well stated! Good work, Kristela! Now, how did the Norse organize themselves and their Christian society to respond to internal and external threats? How would one of Mintzberg's structures apply here? How would Theory X or Theory Y apply here? Let me know in the next assignment How were the Inuit innovative? See pp. 244-250 in Jared Diamond's book Collapse on PDF. See the folder on course materials Discussion Board 2 resources. Go into more detail about Norse and Inuit organizational culture.	When looking back at the collapse of the Greenland Norse civilization, it is hard to pinpoint a certain pace layer that played the biggest role in the demise of the Norse other than Mother Nature herself. Nature is a very powerful force that can destroy, revive, or create life in many ways. Nature can be slow and deliberate or quick and immediate. Two of the five factors listed in Jared Diamond's book Collapse deal directly with nature. The first of the two factors that Jared Diamond writes about is environmental degradation, and the second most influential factor was climate change. These changes were both slow in their maturation, but overtime played the biggest role. The role they played was changing the landscape the Norse people lived on and adjusting the number of resources available to them.	Be more specific. What changed in nature exactly? Which trading partners? What types of fish were taboo? Now, I would like you to apply a multi-frame approach to this case study and provide more detail and bring in contemporary and future organizational comparisons. See my recent emailed announcement about this. How did the Norse organize themselves and their Christian society to respond to internal and external threats? How would one of Mintzberg's structures apply here? How would Theory X or Theory Y apply here? Let me know in the next assignment How were the Inuit innovative? See pp. 244-250 in Jared Diamond's book. Collapse on PDF. See the folder on course materials Discussion Board 2 resources. Go into more detail about Norse and Inuit organizational culture.
2	The second pace layer that I want to apply is culture because it goes hand in hand with the previous layer. As mentioned in Diamond's readings, he states that the Norse actually brought their farming techniques that they used in their homeland but failed in Greenland because of the differences in the soil. They also refused to change their eating habits from farming foods to fishing because they believed it to be taboo. Furthermore, they refused to learn or adapt to any techniques their fellow Inuit neighbors were using to gather and hunt their food because they believed themselves to be above them.		Secondly, the Norse people were faced with a faster moving pace layer known as infrastructure. Infrastructure is the fastest moving pace layer of the three. Infrastructure for the Norse was difficult because they had bad relations with neighbors. The Inuit and the Norse did not get along and often would fight. Along with having bad relations with neighbors, the Norse also over time lost the trust of their trade partners and therefore cost them valuable resources they earned from trade prior. Because the Norse began to lack imports and exports from trade, there became a serious deficiency in their economy and ultimately destroyed their infrastructure.
3	The final pace layer I chose to relate to the demise of the Norse was something that was beyond their control, nature. The climate change that occurred was not a big problem to them, but their footprint on their surrounding nature didn't help the situation either. The Norse kept animals which they herded, such as cows and sheep, but these animals also required food (in this case hay, grass...etc.), which also dug up the land and made it unable to be used for more farming. Also, since they chopped most of the timber in their area, it further destroyed their natural environment. Putting all these pace layers together, we can easily see how it was almost a domino effect of bad choices that led to the fall of the Norse.		As a result of the collapse of the Norse's infrastructure and their change in their surroundings, the culture, a slow moving pace layer, changed over time. Because of their prolonged bad relations with the Inuit the culture suffered because of their physical ways. As mother nature changed the landscape around the Norse, they refused to change their diets to the food that was available to them because eating fish, was known as a social taboo. When the farmland changed, the Norse were never able to change their culture and social norms, and because of it, they perished.

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TRACING THE DEVELOPMENT OF LITERACY PRACTICES FOR INTEGRATING INTERDISCIPLINARY CURRICULUM IN HIGHER EDUCATION: INTERACTIONAL ETHNOGRAPHIC STUDY

TRAÇANDO O DESENVOLVIMENTO DE PRÁTICAS DE LETRAMENTO NA INTEGRAÇÃO DE UM CURRÍCULO INTERDISCIPLINAR NO ENSINO SUPERIOR: UM ESTUDO DE ETNOGRAFIA INTERACIONAL

ABSTRACT