Weekly Reading #7

First Reading: Imagine All that Stuff Really Happening: narrative and identity in children's on-screen writing 

Summary:

This article explores the relationship between narrative and identity in children’s on-screen writing. Using archived emails, and story fragments, the article shows how children borrow and transform the writing practices and voices of others. The study illustrates how children draw on popular culture texts and blend them with classroom material to produce hybrid narratives.The research conducted in this study suggests digital media and the new forms of communication provide rich possibilities for redefining interaction, and establishing participation and production that reach out beyond classroom spaces. 

Quote:

"This analysis has shown how children introduce themselves through their writing, how they signal identity in their online communication and how they act as bricoleurs, borrowing discursive fragments from popular culture (GUY)."

What I Learned:

So much learning takes place from a child's culture.  We as educator's need to be culturally responsive to our students.  Bringing the popular culture into school can provide a tremendous learning opportunity for students.

Second Reading: Milford Schools Embrace Scoial Media

Summary:

As the title suggests, this article is about a school system that is embracing social media in their schools.  Previously, if a students was on facebook or twitter at school it would have meant the student illegally navigated past a filter blocking the popular social media sites.  School officials believe that social media sites will enhance a student's education.  It is a very controversial move in the district.

Quotes (I included several.):

• Amity Regional School District Superintendent of Schools John Brady summed up the opinions of many school leaders.
  "We feel the Internet resources we do provide and allow access to are more than adequate for educational purposes," he said. "The term 'social media' says it all."

• Foran Principal John Barile said the policy is "progressive."
  "We can't ignore (social media) or bury our heads in the sand," Barile said. "We certainly want to enhance our education for children."
  
• "There has been a long-held fear that kids would abuse such programs, but, as a school system, we need to help students learn how to use technology responsibly. I teach this to my students all the time, and we rarely have issues," Turtola said.

What I Learned:

It might not be such a bad idea to allow students to access social media sites that they use adamantly at home.  Let's face it, social media has become part of our society.  Just about every business has a Facebook page.  I understand that it may be hard at first to monitor all students.  I understand that allowing social networking in schools may bring up a liability issue when it comes to cyber bullying. However, students can and will use this sites outside of school.  Why not teach students how to use these resources responsibly?  

References:

GUY MERCHANT (2004) Imagine All that Stuff Really Happening: narrative and identity in children's on-screen writing, E-Learning and Digital Media, 1(3), 341-356. http://dx.doi.org/10.2304/elea.2004.1.3.2

McCready, B. (2011, Sep 25). Milford schools embrace social media. New Haven Register. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/893953649?accountid=10797

Weekly Reading #6

Quote

• "As our relationship with the technical world evolves, it is our responsibility as educators to find authentic ways to shape learning that encompasses this form of digital literacy because reading and writing is at the center of this practice" (Carey). 

Explanation of Quote

• I chose this quote because it is important for educators to realize that they have a responsibility.  At times educators get caught in traditional methods and sometimes feel that their responsibility is to preserve "the lecture style classroom" or preserve "using actual dictionaries and encyclopedias, not the Internet or computers."  However, it is important to realize that as the technical world evolves our responsibility is to shape learning that encompasses this form of digital literacy.

Extra Resource

• No more print dictionaries: a ‘sad day’ or a ‘day of liberation’?
• Reference: http://www.macmillandictionaryblog.com/no-more-print-dictionaries

Explanation of Extra Resource

• This made me consider the usefulness of things like dictionaries, an encyclopedia set, etc.  I think it is fair to say that equally reliable sources (and actually more up to date) are available on the computer.  Is doing away with the print form of a dictionary a "sad day" or just an evolution?  I think it is more of just an evolution.  I am actually reminded of a veteran English teacher that I work with.  I was in working on something in another teacher's room and asked how to spell a word, he jokingly said there are dictionaries on the book case in his room. My immediate reaction was, "I'll just look it up on my laptop right beside of me."   Of course there are doubters as publishing companies publish fewer and fewer dictionaries, but technology is evolving.  The way we learn and find information is evolving.  Sorry, thick and heavy dictionaries; we don't need you anymore.  

Questions

1. How can instant messaging support reading and writing in school?  As the article states, "Online discussion groups can act as an alternative to class discussions, which would allow for a greater number of shared ideas and opinions, which could also serve as an assessment tool.  An effective reading and writing curriculum allows for maximum opportunities for critical reflection and analysis.  It is imperative that we do not overlook IM as an appropriate and meaningful technological tool for the purpose of thoughtful examination in the academic setting." I have participated in online discussions and I think it is a valuable IM-ing experience in the education setting.  Every student required to come up with a response.  The teacher can also see responses to student responses.  I have also done assignments through a recorded chat room session; also a very neat experience.  No one can sit quietly in the corner of the classroom.  IM cause all student to become active members of class discussions.
    
2. How did your attitudes and beliefs about the value of instant message as a result of reading the research on Instant messaging as a literacy practice?  It just reassured me that Instant messaging can be a proper literacy practice.  As stated previously, educators have a responsibility to adapt to the ongoing technological advances because they DO involve reading and writing.  

Article Citation

Carey, J. (n.d.). Instant Messaging: A Literacy Event. Retrieved June 30, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7vYWdXV2RacF9EVXc/edit

Assignment #4 Media Ecology Case Study Continued

Hanging Out: 

• My young person's favorite thing to do on the computer is "Connect with friends on Facebook, Instagram, and Twittter (posts, photos, etc.)." These social media sites obviously facilitate social interaction between my cousin and her friends.
• My young person asks for help from her friends with these sites if she cannot figure something out on her own.  So not only is social interaction facilitated through the site, but in person or on the phone if she can not figure out everything with the sites.

Messing Around: 

• My young person said that she "figures things out" if she does not know how to do it.  If she still cannot figure it out, she ask a friend.
• She also admitted to "googling" answers in school.  At some point as a students, the idea of "googling" an answer had to come to her so she "messed around" and figured out it was a valid solution.

Geeking Out:

• I know this partially because she mentioned "posting pics" in her interview, but mainly because I am friends with her on some of the social media networks that she is active in, but this young person is very good at editing and doing photograph collages.  She will put words and different photos together; she'll change the lighting and make the photo look neat.  It seems to be something she enjoys.  She primarily does these collages and edits of friend photographs.

Schooling: 

• Her schooling experience with technology seems pretty typical.  She writes papers in word.  She creates an occasional PowerPoint.  She wishes she could submit things online and create YouTube videos in school.  

Weekly Reading #5

Quote:
"With Peter and Patty in mind, it is clear that digital reading not only demands a different set of skills than printed texts do, but also it carries a different set of assumptions and epistemological framings based on how a text is designed and produced" (Rowsell & Burke, 2009).

Why this quote?
It is important for the educator to realize that reading online requires and demands a different set of skills that reading printed text.  Different assumptions can be made depending on how a text is designed and produced.  Just because is literate with one text or site online doesn't mean that that student will be literate with all sites on line.  Digital media adds new layers like complex visuals.

Extra Resource:
Muffy's Wardrobe
This is a great PBS game that young students could play in which the student chooses an "activity" for Muffy.  Based on the activity, the student has to select the wardrobe.  If the student chooses something that does not make sense (i,e. a fishing vest for ballet), Muffy will let the student know that they do not quite have it.  I chose this link because it reminded me of Webkinz.  The level is a little lower (more kindergarten), but it is a very interactive and multimodal tool for young student to learn that different activities require different attire.

Questions:

1. What did you learn about how reading of digital texts differs from the reading of print texts?

"...the reading path of printed texts is well established, and although you can certainly move around a text, the trajectory is linear. With digital texts, however, the reading path is “to-be-constructed” by the reader (or by the image or nature of the multimodal text; Kress, 2003). When reading online, you do not know where you will end up at the end of the reading event."  I never considered this before, digital texts are not as linear as printed texts.  There may be a link to explore further, there may be a video or image in between paragraphs, there may be an unrelated pop-up or ad.  


2. Do agree the the reading of digital texts are complex?

Absolutely.  As stated before, digital texts are not as linear a printed text.  You do not read from top to bottom.  There are often thinks to click and interactivity for the reader of digital texts.  It is not just reading until you get to the end.

3. Do you think that reading digital texts has value for reading in school?

Yes, especially since the Internet and digital texts are becoming a bigger part of our society.  Not that reading novels is completely frivolous (it is something I enjoy; it increases vocabulary and intellect), but a person will rarely be given a task in the real world such as, "Read and summarize A Tale of Two Cities by next week."  However, every business has a website; often job hunts begin online.  Submitting resumes online or providing a digital portfolio is becoming standard.  

4. How might a teacher connect Peter's online reading skills with academic reading? How might this improve Peter's academic reading?

Peter is able to discuss the nuances of each character at length.  Character analysis is a skill that student need when reading in their English/Language arts classes.  When Peter discussed the plot of the Naruto TV series and videogame, he demonstrated a deep understanding of characterization and sense of story.  The teacher could have Peter create some sort of diagram like a character web to show the connections between characters of the Naruto TV series.  Peter could then take this knowledge and create a character web from a printed text.  The connections between something Peter like outside of school and school would be very beneficial.   

Reference
Rowsell, J., & Burke, A. (2009, October). Reading by Design: Two Case Studies of Digital Reading Practices. Journal of Adolescent & Adult Literacy, 53(2), pp. 106-118. doi:10.1598/JAAL.53.2.2

Analyzing the Interview

I interviewed my 18 yr old cousin who is a senior in high school (well she just graduated a couple of weeks ago).

• Hanging Out: The young person spends a lot of time on social networking sites like facebook, Instagram, and Twitter.  In fact, that is what she mostly uses her computer and smart phone for.  Interacting with her friends on the Internet is very important to her.
• Messing Around: I know that these social networking sites involve things that not everyone know how to do: Creating an sharing a photo or photo album.  Sharing another post or video.  Tagging other friends to posts.  Sending private messages.  Editing photos before posting. My cousin is what you could say VERY ACTIVE on the these sites and knows how to do things that I don't even know how to do.
• Geeking Out:  From viewing her Facebook and Instagram, she like editing photos.  She sometimes combines multiple photos in a collage and adds a song lyic or quote and changes the lighting and effect of the photo.
• Schooling: The young person mention "looking up answers," creating PowerPoints, and typing papers (in Microsoft Word- I'm assuming).  I think that my cousin would benefit from networking in school, whether it be through a blog, edmodo, etc.  She enjoys social networking so much outside of school.  She mentioned she wished she could make YouTube videos and submit things online.  My cousing would benefit from sharing presentations with the teacher and class online.  

google doc

Interview with Student

1. Do you have a computer /iPod/MPC playerWii/ ect....?
   Yes.  My family has a laptop, Wii, and computer.  I have an IPhone 4.

1. What kinds of things do you use the computer for?
   Facebook, Instagram, twitter, email, writing papers, look up stuff for school, look up videos on youtube.
    
2. What is your favorite thing to do on the computer?
   Connect with friends on Facebook, Instagram, and Twittter (posts, photos, etc.).
     
3. How did you learn to do that?
   I just figured it out myself.  If there is something I don't know how to do something, a friend will know how to do it.
   
4. What are some other things you use the computer for?
   I write papers for my English classes.  If I can't find an answer in my book for an assignment, I google it.
   
5. What is your favorite game? Why?
   Just Dance for the Wii because it makes me and my friends dance like idiots and laugh.
   
6. Do you know other people who do this?
   Other people my age.  My mom does it sometimes and it is hilarious.
   
7. How do you use the computer at school?
   I had a health teacher that would take us to the lab to research a part of the chapter we were on and then we would make a PowerPoint with pictures and stuff.  My English teacher would let us go to the lab a day to type papers.  We would take these really hard tests on the computer a couple times a year in reading and math classes when I was younger, but I didn't do that this year.
   
8. How would you like to use the computer at school?
   I would like to submit stuff online (like papers- like people in college do) because it is annoying and wastes paper to print it off; there are always problems with the printer at our school.  I would like to do something fun like create a YouTube video about a topic instead of writing a paper about it.
   
9. Do you think teachers would let you use the computer to do those things? Why? Why not?
   No, not really.  My English teacher likes "HARD COPIES" because I have asked about emailing stuff to her before and YouTube is blocked at our school.
   
10. Anything else you would like to tell me?
    No

Illuminated Text Final

Changes: music all instrumental and music does not start until after title page.