Thursday, June 7, 2012
Tuesday, June 5, 2012
EDUC 6809 Weekly Reading 3 Chap. 1
Chapter 1: Media
Ecologies in Hanging Out, Messing Around and Geeking Out
1. What findings in
the Media Ecologies: Quantitative Perspectives surprised you the most? How does
the finding change the way you think about young people, technology and
learning?
The most surprising quantitative
perspective that I read: According to
Ito (2010) “ Yet while new media have increased in popularity, they have not,
according to the Kaiser report, displaced other types of media, nor have they
led to an increase in the overall amount of time teens spend with media.”(p.
32-33) This really shocks me because if
you listen to testimony from teachers and parents you often hear: “My kid no
longer picks up a book or magazine”, “My students never want to participate in
recess”, “My kids spend all their time on the internet”. I suppose that I will keep this data
handy! Also this statement surprises me
as well: “Rather those who engaged in high
amounts of media reported spending more time on average with family,
hobbies, and physical activity (Rideout, Roberts, and Foehr 2005). So, is this suggesting that participating in
new media activities doesn’t lead to isolation and poor socialization skills?
2. What are the
benefits to a genre-based approach to understanding
youth engagement with digital media over a categorical-based approach? The genre based approach views social and
cultural categories as overlapping with media engagement and emphasizes modes
of participation, not categories of individuals. I believe that if we truly want to understand
“youth engagement with digital media” then we have to look at how digital media
is used in specific contexts and situations, and allowing for the possibilities
of change in relation to using “new” forms of media. I view the categorical approach as,
distinctly choosing a boundary, and trying to match users of digital media to
specific categories. The
categorical-based approach doesn’t seem to lend itself to gathering information
and viewing the total picture.
3. What aspects of
Michelle's (Box 1.2) computer use at home have implications for computer use at
school? Michelle’s computer use at home is heavily
monitored, and is limited to specific uses. But, it seems as if Michelle has
learned how to use digital media and help her mother too. So, possibly in school, it can be very
frustrating for Michelle if she is expected to follow a strict teacher driven
assignment. I believe that Michelle
needs choice and to use her modes of learning in completing projects.
4. As you read about
Clarissa (Box 1.3) consider the affordances of digital technologies that help Clarissa shape her identity and the role they
play in literacy engagement. Do you think there are positive implications
for these affordances in school-based literacy instruction? If so, what are
they. If not, what are your concerns? Yes, I feel that such affordances of digital technologies can
play a valuable role in school-based literacy instruction. How often do we
allow students to make new friends outside of their school network, to be
creative, play and be respected for their individual talents. I’ve often said, “ I wish that we would stop
looking at standardized test scores, and grades to categorize our
students. For example, maybe a student
doesn’t score the highest in the class on a test, but could be one of the best
decorators/designers. We don’t give
students enough opportunities to express these talents.
5. In the section
titled Messing Around we read about the sophisticated and
creative technology practices young people are developing on their own outside
of school. Do you think it is important for teachers to know about and
understand these practices? Why?
I find the connection between making predictions in text, and looking around
online fascinating. This is a new
concept for me to think about. Messing
around can actually lead students to garnering a great deal of information
without setting a specific goal.
Skimming, scanning, and synthesizing
information leads to students taking ownership of learning and not
necessarily having prior knowledge of a topic.
Experimenting and play allows students to become real experts with new
media and teach others. I feel that it
is extremely important to understand the skills and knowledge students bring
into the classroom. If we don’t
understand how students are already
using digital media, how can we effectively make assignments to enhance these
skills? I think educators, like parents are quick to make judgements when it
comes to students/kids “messing around” and regarding it as a time waster and
not staying on task. But, in defense of
educators and parents, we need educated and provided with the data and
strategies to make us feel comfortable.
6. Should schools
support students' in "geeking out"? What are the educational and
ethical implications of "geeking out"? The educational implications seem to be correlated to
differentiated instruction. Interest-driven projects motivate students,
and allows the connection of experts on a particular topic. The ethical implications causes me to pause
for thought. I would not feel
comfortable in a school setting allowing students to freely voice the need to
look for illegal ways of meeting digital media wants/needs during the school
day.
7. The young people
studied for this book lived in urban settings in California or New York City.
Do you think young people in West Virginia behave in similar ways and
develop the same kinds of digital literacies? Provide examples from your
own experiences with young people in West Virginia. First, I will make comparisons of my own son, now 17 yrs. old, then show how 5th grade students of
WV are very much like the youth in urban settings. My
son fits hanging out, messing around and geeking out in some ways. We live in a rural area without neighbors his
age. His form of hanging out is through
texting and tweeting. The landline is
not used to make arrangements for golf outings, movies, dinner, or just hanging
out. Of course, before he received his
license, it was just texting for a feeling of proximity. Because of our rural setting, we must use
satellite service for our internet(no high speed here, don’t get me started J) so, he couldn’t connect for online xbox
gaming, but he could look up “cheats” on the internet for games, and post
scores in comparison to others. He
eventually wanted the connection of competition online, so my husband taught
him to play chess. He played numerous
chess board games with my husband, read several books and watched online video
instructions. He quickly established an
online identity in the chess world, and welcomed the interest driven
games. Even without a high speed
connection, he could play online chess and feel part of a social
community. As for 5th grade students, either
they have digital media access from home, visit the local library, go to a
friend’s house, or get as much as possible from school. Some students will open up and talk about the
games, etc… they participate in online, and others feel as if they can’t make
the connection with an adult. Therefore,
I do feel as if the youth of WV are experiencing “digital media” in very
similar situations as youth across America.
Monday, June 4, 2012
Sunday, June 3, 2012
EDUC 6809 Illuminated Text
Well, after I uploaded my illuminated text powerpoint to authorstream, it did not keep some of my formatting, it actually "spelled the word "heart" backwards... So, I will work on correcting for Final copy :)
Friday, June 1, 2012
EDUC 6816 Wikipedia Article on Global Warming
Step Two: Read the first section on Global Warming.
Step Three: What stance on Global Warming does the
article appear to take (ie. caused by humans, or a naturally occurring
event; will have catastrophic implications)?
The
article implies that Scientists are more than 90% certain the Global Warming
has been caused by the greenhouse gas effect caused by humans burning fossil
fuels and deforestation. The article
also states that if emissions of greenhouse gases continue, sea levels will
rise, precipitation patterns will change, deserts may expand, glacier retreat
will continue, possible species extinction, and the limits for human adaptation
in some regions will be exceeded.
Step Four: Continue reading the Wikipedia article
and chose a claim to verify (i.e since 1979, land temperatures have increased
about twice as fast as ocean temperatures).
“The Northern Hemisphere warms faster than the Southern
Hemisphere because it has more land and because it has extensive areas of
seasonal snow and sea-ice cover subject to ice-albedo feedback. Although more
greenhouse gases are emitted in the Northern than Southern Hemisphere this does
not contribute to the difference in warming because the major greenhouse gases
persist long enough to mix between hemispheres.”
Step Five: Using Google find two websites. One that
supports the claim and one that disputes it. Use this Website Evaluation checklist to validate the sources. Post the
information from the check list in a blog posting along with links to the
sites.
This article supports the greenhouse effect.
This article disputes that greenhouse gases
persist long enough to mix between hemispheres. "Since all worldwide
levels rose simultaneously throughout the same year, however, it is probable
that this may be part of a natural cycle - and not the direct result of man's
contributions."
Website Evaluation Checklists: (I created google docs with the information)
Step Six: Click on the "Talk link" at the top
of the Wikipedia Page. What does it mean that this article and its editors are
subject to General Sanctions? Administrators may impose one or more specific
restrictions (as listed in each individual case) on editors.
Step Seven: Scroll down to the frequently asked
questions section. Choose one of the questions and read the answer. Verify the
answer using another online source. Link me to the source. Is the information
presented in the answer to the question reasonably accurate?
Q3: Did global
warming end in 1998?
http://www.telegraph.co.uk/comment/personal-view/3624242/There-IS-a-problem-with-global-warming...-it-
The answer on the Wikipedia page, refers to the fact that climate changes,
and scientists do not use a “few” years as a trend. The article that I’ve provided the link for, also suggests that it is natural for climate to change.
Step Eight: Below the FAQ section read the section titled "Back to old lede". This is where Wikipedia editors explain their edits to the page and justify their decisions. Does reading this section increase your understanding of Wikipedia as a reliable source of information? Why? or Why not?
I think that it is important to know about this section when using Wikipedia. This section allows the editors to explain and justify the facts of the article with input or dispute from anyone. I feel this is a valid section promoting the reliability of the article and holding the author(s) accountable.
Step Nine: Kim D. Petersen (talk) is one of the editors for the Wikipedia article on Global Warming. Click on her name to see her profile. Then read her "talk" page. Again how does this information make you feel about the credibility and validity of information on Wikipedia.
His profile page lists the award “Veteran Editor”. At first glance on his page, you see the voluntary restrictions in place. Also, his background includes; computer system administrator and software engineer, amongst other qualifications. He has spent 6 years contributing to Wikipedia. Honestly, I can’t say with any certainty that reading this talk page helped with my belief or non-belief of the credibility and validity of Wikipedia. I would have preferred more information about the author on the talk page.
Step Ten: How do think Wikipedia could be integrated into classroom activities. What do you think about using Wikipedia as a source of information instead of textbooks? Post an image that represents your views on Global Warming.
First, students need to be taught about all the components or sections of a Wikipedia page and the meaning of each section. Second, choosing a specific topic and allowing groups of students go through the same steps as the assignment, would help students understand the reasoning behind Wikipedia. Also, you could choose a topic and actually have students research the topic and contribute to the Wikipedia article. Using Wikipedia is a great example of critical medial literacy skills being used! Wikipedia is definitely an updated resource, unlike some textbooks students are forced to use with outdated information. Wikipedia offers links, resources and input from people with different viewpoints. Here is a link for using Wikipedia in the classroom and learning the wiki process:
EDUC 6816 What Wikipedia can Teach Us about New Media Literacies
What Wikipedia can
Teach us about New media Literacies
What is Henry Jenkins
main arguments about Wikipedia?
Henry Jenkins believes
that the concept of Wikipedia should be taught and dialogues created across
campuses, homes, etc…to dispel the myths and fear of what Wikipedia actually
represents. The controversy over Wikipedia needs to be open for
debate and encourage questioning in order to demonstrate how knowledge is
produced, demonstrated and evaluated. Wikipedia is a platform that
allows the development of critical media literacy skills, social skills and
cultural competencies to become participants in new media culture. Jenkins also
believes in “healthy skepticism”, the ability to evaluate, judge and synthesize
information, or question the information we receive. Also, collective
intelligence is a necessity for change in society.
What is
"participatory culture"?
Jenkins believes that we
must respect and value this new participatory culture that exists in our
everyday lives. Traditional literacy is fundamental, but what do we
need to do to add to or expand the capabilities of creators and participants in
the future. What is taking place in the online world? He
believes that a participatory culture is representative of low barriers for
artistic expression, formal mentorship, contributions matter, and strong
support for creating and sharing.
What is the relationship
between "old literacies" and "new media literacies".
Traditional literacies
are a fundamental foundation to participate in new media literacies. We
should take the old literacies and integrate with new media literacies and
determine young people’s relationships to technology and what it is that young
people value. Educators, for example, shouldn’t believe
that all students have the competencies (or are born with the ability) to
participate in the new media culture, just because electronic devices are in
their hands.
What are the reading
and writing behaviors associated with "new media literacies".
New media literacies
promote higher order thinking skills. Critically analyzing,
synthesizing, creating and
evaluating information
are some of the skills necessary to interact in communities, build the capacity
to interact, write and send messages that travel through various communities,
and participate in environments that lead to self-empowerment and confidence.
Writing becomes a collaborative process made up of many thoughts, ideas and
facts from a wide audience.
According to Henry
Jenkins why is it important to teach "new media literacies" in
school?
Jenkins believes that we
must teach media ethics. Our students need to understand their role:
What online choices am I making? What am I reading? What am I
creating? What is my role in a participatory culture? New
Media literacies should be taught across the curriculum, not as an add-on for
good behavior. Educators, parents, etc… have the responsibility to
face the challenges of the participation gap, transparency and the ethics
challenge.
What can Wikipedia
teach us about "new media literacies"?
Wikipedia can teach us
about collective intelligence, judging sources, networking or disseminating
information, and negotiation or traveling across diverse situations. Wikipedia
helps us to take a close look at existing resources and question
validity. Using Wikipedia is not just being a consumer of
information, but a contributor to information. For example, everyone
gets to be an expert, and pool knowledge from all over world. Wikipedia
is made up of links, links and more links, so we don’t have to rely on a
“single” expert for information. Wikipedia also
forces contributors to think critically and ethically, due to a large audience
reading the information. In summary, Wikipedia is a model to teach
our students to question, evaluate all forms of communicative information,
and think critically and ethically about messages.
The reference in the
video made to sandcastle building as collective working is a great
representation of contributing to a project.
EDUC 6809 Reading #2 Multimodal Literacy
How has the nature of literacy
changed as a result of digital technologies?
To begin with, the definition of literacy has changed from
the traditional reading of print based-text and writing on paper because our students
are bringing their heavily valued everyday forms of literacy to the classroom. We are in the evolving process of teachers
creating a working partnership with students to understand how the use of
digital technologies have changed the traditional definition of literacy and what it means to be literate in the 21st Century. Educators may or may
not value this concept, but to truly reach and understand our students we must
embrace their new literacies and discover the most effective ways of
implementation. Digital technologies have made it possible for our students to
create, send, interpret, and analyze messages through various modes. Our students are reading and creating
multimodal projects, and publishing to an extremely wide audience. These published projects are subject to immediate
feedback, communication, social judgement, and the degree of engagement is
determined by the student. Our students have their own values and concerns in
relation to literacies. So, is our current
classroom curriculum designed to meet the needs of our extremely diverse
learners?
What are the benefits of multimodal
reading and writing for students?
Different types of learners are able to explore their
interests, express understanding, be provided a choice, and participate in an engaging
process. Also, multimodal projects provide relevancy and establish a meaning
that is purposeful or connected with thoughts and ideas that include “real time
sharing". As
educators, we know that when students have the opportunity of choice in
well-designed assignments, their strengths will be demonstrated, and
opportunities for developing weaknesses will be present. I also
feel that multimodal projects should not just be for the “smart kids” or the ‘well-behaved
kids”. It’s very disturbing that some
educators reserve what they think are the “coolest” projects for a particular group
of kids. If we don’t provide
opportunities for all students to participate, then we are ignoring our charge
as educators to assist
our students in becoming 21st century
learners and participants.
3 What project described intrigued you
the most?
Chapter 6 of Literacies, the Arts and Multimodalities
describes the “Backpack Project”. I’m
intrigued by this project because it includes “seeing, writing and drawing”. It uses metaphorical writing of what
students literally and figuratively “carry” in their backpacks. This lesson would be authentic and provide
a relevant and engaging opportunity for students. ( I will research and
implement this lesson at some point in my teaching.)
What challenge to integrating multimodal
reading and writing into schools do you most identify with?
Quite often educators battle the concept of
decisions being made at the “top”. If we
could focus on decentralizing decision-making, then maybe we would be modeling the
realm that our students live, work and play in every day. Multimodal literacies are interactive, not
one-sided, sometimes educators are expected to follow traditional methods of
imparting knowledge. When this occurs,
we aren't really finding out and using the best methods of teaching today’s
students. Also, not all educators feel comfortable working with other teachers
in a particular setting, nor comfortable with technology and content to be
addressed. Budgets for purchasing
required resources can be very limited and not all schools have equal access to
resources.
In
conclusion, the woodprint is a perfect representation of the entanglement and multitude
of the ever changing “layers” of new literacies instruction.
This article by Graham and Benson focuses on the efforts to engage preservice teachers in multimodal literacies and to look past the traditional definition of literacy and think beyond the printed page as an acceptable form of instruction for today's students. The article describes a great activity: to analyze certain tv shows for visual, spatial, gestural, audio, linguistic and multimodal design. Looks like a future activity in my classroom!
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