Media Ecology & Learning Case

• Hanging Out: How did your young person's use of computers reflect friendship driven practices and  facilitate social interaction between their peers? Give concrete examples.

Dominator uses electronics primarily for playing games, one of which is Minecraft and it is inherently social in nature. When he has friends over, they all bring their iPads and play the game together in a group(each with their individual electronic). While his electronic and technology practices are indeed private, they do facilitate social interaction via online communication.

• Messing Around: How did your young person's use of computers provide them with informal learning opportunities to develop tech savvy skill sets? Give concrete examples.

One of Dominator's favorite things to do online is to simply search all kinds of things. He does online searches for pie recipes, various magic spells, and can successfully navigate YouTube at only 8 years old. He understands YouTube's channels system, search engine, and ability to create videos. (Which I'm sure will happen in a matter of time.) These are skills that have resulted simply from recreational time with an electronic, which are quite remarkable given his young age.

• Geeking Out: Has your young person developed a particular interest or highly specialized skill sets  as a result of their use of computers at home and school? Describe?

I would say for certain that the young person I interviewed has further developed interests that wouldn't have been possible without the use of computers at home. He is very interested in magic spells and potions--which I believe initially stemmed from the Harry Potter series. 

He is also very adept at navigating the game of Minecraft, and this is not something you automatically understand after watching for 5 minutes. (I still do not completely grasp it.) Given the fact he has been playing electronic games on iPads and Leapsters since he could talk, he has excellent fine motor skills that have resulted from an increasing amount of technology usage. 

As I observe him, I also see that he can successfully navigate a keyboard and a computer monitor/screen. He fully understands what the space bar, shift keys, and other computer keys mean. When you really think deeply about these skills, you realize that it is pretty remarkable that he has learned all of this at such a young age. There are some children (probably the same age) that do not possess these computer skills, either because they do not have computers at home or these skills are not focused on in the classroom environment. 

• Schooling: Does your young person talk about use of traditional literacy practices like using correct spelling vs text messaging lingo? Reading books over use of the computer? Writing in traditional genres like poetry or essays?  Conducting research for personal or school related purposes? 

Dominator is an avid reader of traditional print books, partly due to the fact that his parents largely support this. During the summer, he and his brother must also write in their journals for 30 minutes once a day, and read a chapter book for 40 minutes every day. 

However, he would much rather be using the computer. In fact, there are many times when he insists that his 40 minutes of reading time can be done on the Kindle (e-reader), because he would rather use it versus a traditional book. 

Quotes to inlcude from course texts

"So great is this threat of destabilization that a number of new technologies are currently excluded from educational settings and we continually attempt to police the online activity of our pupils."

"I believe that current classroom practices which focus mainly on individualized learning need to learn from what I and others (Gee, 2004; Williamson and Facer) have noted about online learning collaboration; that each individual can achieve more by interacting with others."

"Participatory media cultures sometimes include very productive learning environments."

"Groups are an excellent way of structuring activities and, while allowing a whole range of creative responses, provide rules for participation and learning."

"Using the Internet does not automatically guarantee participation in the information society, hence assistance is required in order to engage them in relevant activities."

"The essential nature of traditional skill development for students further indicates that today's students are not so different from previous generation: they still need to learn the same basic skills."

"The criticism centers around the idea that this term overemphasizes differences between generations and undermines diversity within the generation in question."

"In some ways, students today are ahead of their elders. Technology is second nature to them and they accept it without question. Schools lag behind."

Changing Literacies; Changing Pedagogies

    


'Computer literacy' seemed to be associated with detailed knowledge of equipment rather than the uses to which that equipment is put.

This quote was taken from the excerpt on a study that assessed pre-service teacher's digital literacy skills. And I found this particular quote to be extremely provocative, because oftentimes we(and our students) are misunderstood about what computer literacy actually entails.

I think it's fairly common to assume that we are talking about hardware rather than the functions we use. I also feel that this needs to be addressed in the classroom, because misconceptions lead to mixed emotions about a particular subject or issue. Students lack confidence in their computer literacy skills because they aren't familiar with the basic concept of computer literacy.



Provision of clear expectations and models, coupled with explicit teaching and one-on-one support, are as necessary with digital literacies as with traditional print assignment, and this demands that teacher educators develop their own skills and capacities as designers and producers of digital texts.

This is perhaps one of the most important aspects of teaching in the digital age. It is imperative that teachers take workshops and attend professional development seminars in order to learn how to create their own digital texts. Only when we have had the opportunity to be a learner, will we be able to effectively guide our students in their own literacy development.


The novel, the academic argument, the poem and the research paper are dead genres, and should be substituted with genres more likely to be found in the native, everyday practices of youth.

The aforementioned quote is taken from the "replacement" stance in the final chapter of our text, and I do not completely agree with the quote. While I do agree that we need to incorporate more texts into the classroom that are found in the everyday practice of youth, I do not necessarily think that we should toss out timeless novels and poetry like yesterday's garbage.

I side with the 'parallel pedagogy' stance which supports the use of old and new literacy practices side by side. Maybe I'm nostalgic for old literacy practices, but I find value in being able to sit down a ready a novel from cover to cover. I think that certain works will stand the test of time (regardless of technology) because they were a revolutionary work of art for their time. This isn't to say that The Great Gatsby cannot be read on an e-reader, because there are many useful functions on these devices (dictionary and thesaurus, highlighting capabilities, etc.).

My beliefs on literacy lie with accepting the new and yet still maintaining an appreciation for the past.

Digital Literacies: Social Learning & Classroom Practices

     

"The printing press heralded an information revolution that drew from and enabled other social, cultural and political change."

Just as the printing press became the catalyst for an information revolution, so too has the internet and availability of digital technologies. Technology, whether it is a rock and a chisel, or a laptop computer continues to redefine the very concept of literacy as we know it.

When literacy practices are made available to larger groups of people, we see marked changes in society, culture, and even the political process. Everybody has become an active participant in what was commonly reserved for the elite.

But in terms of education, it has become necessary to educate learners to distinguish opinion from fact and critically evaluate for credibility. If we fail to properly educate with various digital texts, then we risk losing the same disenfranchised group of people as before.

"It is not enough to know how to set up a blog and how to read and write; there is a need to understand what blogging is, what it can do and how blogs work as a part of meaning-making."

As I have experimented with classrooms, I have had an overwhelmingly positive response to blogging for educational purposes. The very act of blogging is a way for students to connect with one another, and also gives parents the opportunity to view their child's work without even stepping foot in the school.

Our text mentions that blogging gives teachers a way to view a student's learning over a period of time, given its chronological nature. This is highly valuable to teachers, as we continually strive to implement various methods of formative and portfolio assessment. Blogging can serve as the platform for student created work that is most commonly seen in a portfolio.


"So great is this threat of destabilization that a number of new technologies are currently excluded from educational settings and we continually attempt to police the online activity of our pupils."

When I read this quote, I think of the many sites that are blocked in WV public schools, most notably YouTube. I'm consistently taken aback when a student retorts, "We can't do that. We don't have YouTube."

Why, may I ask? In the course of my graduate studies, I continue to revisit the idea that multi modal learning has the potential to make the biggest impact in the learning context. In fact, of all the videos that are on YouTube, I seek tutorials and how-tos the most often.

I am the eternal optimist when it comes to education, and I believe that if people are simply educated in the proper way to utilize a digital technology like YouTube, there will be no need for abuse of it.

Dominator's first Interview

Ask your young person to choose a pseudonym for you to use in the writing of your case. Dominator, 9 years old

Do you have a computer /iPod/MPC playerWii/ ect....?

Wii, iPad, computer, Nintendo DS, Leapster Explorer, iPhone 5

What kinds of things do you use the computer/phone/iPad ect for?

Playing video games, searching stuff on the internet.

What is your favorite thing to do on the computer?

Play video games--Plazma Burst 1-4

How did you learn to do that?

I just watched one of my friends do it.

What are some other things you use the computer for?

Looking up pies (I just like pie), and magic spells, watching YouTube videos.

What is your favorite game? Why?

Minecraft; because I can build anything. Building is my favorite and I like watching all the people type curse words. (laughs)

Do you know other people who do this?

The whole world? Basically everybody I know.

How do you use the computer at school?

We just play games, at specials. It’s kind of like gym and computer.

How would you like to use the computer at school?

I would do anything when the teacher isn’t looking, like play games, search YouTube, watch videos.

(Me): “For learning purposes?”

I would take a picture of something and study that way. I could get an app to write stories, I could look up the answer or information to math problems.

(Me): “Do you think learning would be easier that way?”

Anything is easier when you use electronics.

Do you think teachers would let you use the computer to do those things? Why? Why not?

Maybe. Because the teacher is pretty much going to say no. She might say yes about the writing, because it could correct our spelling and we would get all the writing right.

(Me): “Anything else you’d like to tell me about technology and why you like electronics?”

They are awesome, great, fun, spectacular!

Supporting quotes from text:

"I believe that current classroom practices which focus mainly on individualized learning need to learn from what I and others (Gee, 2004; Williamson and Facer) have noted about online learning collaboration; that each individual can achieve more by interacting with others."

Digital Texts In & Out of School

       

Illumination Text

"Participatory media cultures sometimes include very productive learning environments."


Online media sites are biased toward the social and tend to be inherently collaborative in nature. When people get together and discuss certain concepts regarding their works, learning is taking place. There is healthy criticism and analysis taking place, which often times leads to the fine-tuning of one's skills.


"I believe that current classroom practices which focus mainly on individualized learning need to learn from what I and others (Gee, 2004; Williamson and Facer) have noted about online learning collaboration; that each individual can achieve more by interacting with others."


Whether you're scrolling through Twitter or online forums, you can't help but notice that there is actual learning making place in an online environment. And it's not one person doing all the work--but rather it is a collective effort.

In order to truly analyze genuine learning taking place, I look outside of the school. Learning is all around us, and it is increasingly becoming a collective effort.

We need to take this collective learning style and directly apply it to the classroom setting. Students of today are created for this, and we owe it to them to design our curriculum around 21st century style learning.



"Groups are an excellent way of structuring activities and, while allowing a whole range of creative responses, provide rules for participation and learning."

I find groups to be an ideal atmosphere for learning. Good and consistent learning does require a bit of structure, and groups can offer that by providing general social rules for participation. By engaging in group learning, students have the potential to develop good learning habits that primary come from working with a group like cooperation and persistence.

Beyond Digital Natives

"This suggests that schooled constructions of literacy, and perhaps reading literacy in particular, caused considerable disruption for Caitlyn, as her own strategies to make sense of texts were perceived to be without value in the school system."

Whereas the other two boys participating in the study found their digital literacy skills to be transferrable, Caitlyn did not. This suggests that not all digital natives are able to acquire digital skills in the home and transfer them to the classroom setting.

I believe that this is characteristic of many students today whom find their amazing and innovative skills to be severely undervalued in the classroom setting. From a self-sesteem standpoint, this creates negative feelings that are directly tied to school. So, it is wrong to assume that all children will be able to seamlessly apply these digital skills that were acquired in the home to the school environment.

The portion of the study on Caitlyn goes on to suggest that there are apparent gender differences in this field of study. However, Caitlyn serves as a representation of male and female students across the board that see the lack of digital technology in the school, and subsequently become discouraged against using these literacy skills in paper format.

It is imperative that we as educators implement digital literacy skills within the curriculum in order to bridge the gap between home and school.

"The consequences of not developing a better understanding are far greater, because with this comes the risk that we will ignore subtle digital divides that do threaten the quality of our education systems."


This was the last sentence in Chapter 11, which summed up the chapter beautifully. The alternative to not continuing research and integrating digital literacy skills is that our education systems will further suffer. Change is a natural part of the life cycle, but the major difference here is that the change is not a top-down approach--we are not the ones initiating it--our students are.

They are giving us subtle yet major hints that indicate change in the school is not only beneficial, but necessary.

"Despite this reality of legal practice, we almost always teach young people to learn on their own in the quiet of the library carrel and then demand that they take an exam on their own."


This quotes proves the disconnect that taking place between legal schooling and true legal work. Whereas legal work is inherently collaborative in nature and thrives on working in a team, law school teaches the polar opposite.

So we obviously have legal professionals that despite their formal schooling have learned by trial and error that collaborative discussion with legal partners and technological methods work best. We must ask ourselves why legal education hasn't evolved to support this.

I realize that not all students like to work collaboratively in a group atmosphere--I don't prefer it. However, that doesn't mean that you don't learn by working in a group. We have students with all types of learning styles to accommodate and I believe that by having a curriculum that incorporates private learning, group work, and digital literacy skills; students can take comfort in working how they prefer while simultaneously being challenged to learn by other methods. By keeping a balanced and challenging curriculum, students will inevitably be more motivated and engaged.

Digital Natives: Navigating Literate Worlds

So, my meme is pretty broad--but just imagine a world where students are instructed by the best and brightest on digital literacy skills! They would learn how to best utilize the digital realm and participate in this global culture. 

The same can be said about different digital media and software packages that are introduced in different subjects. How does it change the knowledge structures within the subject itself?

Core bodies of knowledge across disciplines are currently shifting because of the technological resources that are available at our disposal. Just as the calculator in mathematics is giving rise to more complex problems and patterns, other disciplines are experiencing a similar effect.

How is your discipline changing in the information age?

More and more frequently, I see students that prefer to read the condensed "Cliff Notes" version of a book for literature class. What do we do in this instance--do teachers work tirelessly to combat this, or do we accept this as an additional analysis to enhance our overall comprehension of a novel?

There are so many notions to consider in situations like these For my discipline, it is no longer sufficient to require students to access a singular textbook in order to learn about nutrition. I prefer to align my curriculum with current articles and studies throughout the web.

As we continue to pick up an even faster pace in our quest for knowledge, I think there will come a time when textbooks are obsolete--and I think that will happen very soon. A textbook format is finding it difficult to keep up with our ever-expanding sources of information--it becomes outdated in a matter of 2-3 years now.

There is evidence, particularly based on the work of Head and Eisenberg (2009, 2010), that students are simply using resources such as Wikipedia to "scope" the academic "problem" they are researching.

The research presented in this chapter was particularly eye-opening, and caused me to reflect on my own experiences with academic research. I confess, I have always used Google and Wikipedia to "scope" the problem, and gain some sort of understanding before delving deeper into academic studies.

Sometimes, that happens to be as far as I go unless I am required to cite reputable sources. (In those cases, Wikipedia does not qualify as a reputable source.)

In my opinion, the bulk of this problem stems from the fact that we are not instructed on how to properly conduct academic searches within a database. Oftentimes, as an undergraduate, a librarian will come to one or two of your undergrad classes and give a short session on how to use the databases that are provided with your tuition money. And, this is usually where it ends.

In regards to K12 education, many students are not formally educated on how to properly search, synthesize, and eloquently summarize information from reputable sources.

Their attitudes and values appear to be more closely aligned with expediency and familiarity that with precision and effort. 

From a behavioral standpoint, I understand why students choose familiarity over something more complex, even though it will yield much more valuable resources. It is simply easier to navigate the familiar when you do not understand its counterpart. Once again, these behaviors prove the need to teach digital literacy skills within K12 education.


Using the Internet does not automatically guarantee participation in the information society, hence assistance is required in order to engage them in relevant activities.

Yet again, this is another example of why it is crucial to not engage in overgeneralizing of the "digital native." Too often, we overestimate the extent to which people engage in civic, political, and social activities. However, the study of youth in Sweden proved that young people most commonly use the internet for social and communicative purposes.

In order to guarantee participation, education must focus on technology as a participatory medium. And in order to accomplish this, it's imperative to focus on digital 2.0 technologies that merit the feeling of participation (such as blogs and peer-to-peer communication mediums.

The Civic, Social, & Multimodal Lives of Digital Natives

How about that meme? I just couldn't resist.

Chapter 4

"There is a danger that the fetishization of cutting-edge technologies by civic organizations may reinforce inequalities."

"However, they need to be aware of an over-optimistic or utopian approach: the use of networked technologies is not inherently democratic, nor does it automatically have democratic consequences."


Oftentimes technology is regarded as the "holy grail" of the future, and Chapter 4 discusses how it is fueling political change and civic engagement.

This particular chapter made me think of the current presidential candidates vying for their spot in the primary. Most notably, the oldest candidate and self-described democratic socialist Bernie Sanders. (Independent senator from Vermont)

Technology and social media have become a prominent theme in campaigning, and Sen. Sanders is currently leading the way on all platforms.  He strategically hired President Obama's digital operations team to assist with his campaign.

(If you're interested, here's a pretty good video below.)



The point I'm trying to make here is that Senator Sanders knows how to reach people-he understands that the political climate is shifting under his feet. Technology is not here temporarily; it is here to stay.

However, it's important to recognize the biases of technology so we don't risk losing people in the process. Prior to the technological age, we had socioeconomic inequalities that existed and we still do. Not everybody has access to digital tools or has been educated on their applications, therefore we run the risk of losing the same disenfranchised group of people as before.

Chapter 5

On the term "digital native":
"The criticism centers around the idea that this term overemphasizes differences between generations and undermines diversity within the generation in question."

The Baby Boomers.
The Woodstock Generation.
The Digital Native.

What do all of these terms have in common?

They are terms used to classify and over-generalize an entire population born in a specific area. However, we see diversity and individualism within each group of people--they are not the same.

When we use the term digital native, we are over-generalizing and making the assumption that they all know how to operate, synthesize, and create within the digital realm. But this is simply not the case. As educators, we have groups of students that range in economic backgrounds, cultures, and ability. We have much more variance in generations than is suggested.

Chapter 6

"The essential nature of traditional skill development for students further indicates that today's students are not so different from previous generation: they still need to learn the same basic skills."

Never did a quote ever ring so true. 

I think many older veteran teachers feel displaced in a world consumed by the digital. Too often, I hear that teachers are not offered nearly enough professional development on how to properly use digital tools. This leaves the teachers feeling disconnected from their students, thus creating a rift from the beginning.

The fact remains that students today still need to learn the skills of yesterday. Students still must learn how to write, use literary devices, and properly synthesize information. The primary difference now is that we have much more efficient manners in which to do so. 

Whereas we used to teach things one thing at a time, we now have the opportunity to develop technology-integrated projects that utilize 10 concepts at once.

When differences are so apparent, showing people just how similar they actually are almost always results in positive effects. 

Digital Natives: Reflecting on the Myth

"A technoevangelist's fortune"

Preface

"Proponents of the digital natives argument typically overstate the extent and effects of technological changes and ignore elements of continuity. Yet the history of technology suggests that change, however rapid, is generally incremental rather than revolutionary."

I enjoyed how the author presents both sides to the digital native argument. He is correct in his quote that sometimes proponents of digital technology may exaggerate the positive effects, often to their advantage.

Change is natural, and we accept that it occurs over a period of time as opposed to overnight. We didn't introduce iPads to education the moment they were released, but rather we waited until research was conducted and their advantages were proven.

I think it's paramount to keep this quote in mind when the discussion or implementation of technology for educational purposes arises; the purpose of technology is not to replace but to supplement and enhance pedagogy.

Chapter 1

"Advocates of technology integration in education must therefore attempt to understand the discourses that drive it, and in some cases, harm its acceptance, and find a balance between the technological innovations that can be sustained by sound pedagogy, and those driven more by commercial interests."

To me, this quote is all about educating yourself. It is imperative to understand the discussion from proponents as well as opponents, in order to successfully integrate the best forms of technology. Additionally, America remains a capitalistic society where we see corporations influencing various industries, in particularly education. Just as we have seen corporations influence the content we teach by which textbooks are designated for use, in the future we will see them(corporations) attempt to dominate the technological market.

Therefore, it is critical to educate oneself on all facets.

Chapter 2

"Digital wisdom is a two-fold concept, referring both to wisdom arising from the use of digital technology to access cognitive power beyond our innate capacity and to wisdom in the prudent use of technology to enhance our capabilities."

As I re-read this quote it reminds me of the recent movie Lucy, starring Morgan Freeman and Scarlett Johanssen. If you have seen the movie then you're aware of the connection I'm making-the main character, Lucy, is able to access beyond the average 10% of her brain. (Which is a myth, might I add.)

But the digital wisdom that the author is referring to arises from the use of technology that enhances our already human capabilities. I like to compare this to an already "wise" person. What makes a person wise in this day and age? Typically it is somebody with a wealth of not only knowledge, but also experience under their belt. Often times, this happens to be an older person because they have had a longer time on earth to acquire this boundless information and perspectives.

So, it is only natural to assume that once we are able to hasten our knowledge acquisition and experiences, we too will become "wise." Or as the author calls it, digitally wise.

As philosophers Andy Clark and David Chalmers argue, "extended cognition is a core cognitive process, not an add-on extra", as "the brain develops in a way that complements the external structures and learns to play its role within a unifies, densely coupled system."

So, I admit it-chapter 2 was so great that I couldn't just settle on one quote. However, I promise to keep this as brief as possible.

When considering technology we don't consider it a part of our body, but rather an external apparatus that we rely on--and quite often, might I add. But philosophers suggest that one day we will accept this technology as a part of us, and we will learn how to it works in tandem with humans as not two separate entities, but one.

There are numerous conspiracy theories out there that suggest that one day technology will overtake us all. And these are obviously skepticisms, but I've always felt that a little skepticism is healthy. But what  they might not have considered is that technology cannot replace the human brain, but it can enhance it.

The author explains that advancements are not always widely accepted-most notably today is the "calculator" issue. However, if we look throughout the course of history there has always been a trade-off. When the art of writing developed, we were shortsighted because we were concerned about the impact it would have on our memory if we began to record things by writing them down.

There will always be a trade-off. There will inevitably be a function that we lose, but just imagine what we can gain! The calculator outsources mundane tasks and creates room for the mathematical ideas with much more complexity. When we delegate the mundane to technology, our minds advance to the "bigger" ideas.



Chapter 3

"In some ways, students today are ahead of their elders. Technology is second nature to them and they accept it without question. Schools lag behind."

This quote was too great of a note not to end on, and boy does it put everything into perspective! Our "digital immigrants" are ahead of us; they accept technology and mold it to their needs while schools do the polar opposite. We have some instructors that implement technology by requiring their students to create a Word document rather than a handwritten report.

This isn't a novel idea-it's basic at best. In order to successfully reform our education system to serve us we need to begin with assessment. We must redefine our assessments to include technology implementation of the highest caliber, followed by redefining our content and method of delivery to reflect these changes.

Learning is changing because of technology. Students no longer need to sit in a row of desks while they listen to the teacher impart knowledge to them. Because let's face it, kids can stay at home and and watch a lecture via the internet.

In this technological age, the very job of a teacher is transitioning to a facilitator-somebody that rather teaches students how to learn, and how to create knowledge for themselves.

Digital Media Effects on Conventional Reading & Writing Practices.

According to the New York Times article, "Literacy Debate: Online, R U really reading?" Web Evangelists and Traditionalists appear to be at a divide on whether the internet is conducive to promoting reading and comprehension skills. Let's not dismiss the fact that diminishing literacy skills have been on the rise lately, but should we attribute poor reading scores to the growth of the internet?

Everything will always have its set of pros and cons--even the internet. While I realize that without it I would probably not be scanning through the NY Times as part of my morning ritual, I can see how the internet has made me a more distracted reader. Formerly, we didn't have the ability to switch to another topic or source if we didn't care for what we were reading. (There is much more effort involved in flipping through the pages of a book, or even finding an entirely different book on your bookshelf.)

So, I am aware of the detriments that the internet has caused when it comes to reading--I have experienced it myself.


          "Learning is acquired mainly from books, and most readily from great books."

As an avid book reader, I have have experienced the depth of learning that can take place in a book. This is something that the article refers to as having a set beginning, middle, and end. And without books, many of us would have a wildly different perception of culture and feelings. 

The act of reading a book many times places you in another person's shoes, thus creating a sense of empathy for the character(s) you're reading about. A book can transport you to the other side of the world, without even leaving your couch. 

However, as we have witnessed in the field of education, there are many children that do not have the luxury of reading a book from start to finish. As referenced in the NY Times article, there are many children diagnosed with Dyslexia and ADD--both of which make reading a lengthy book infinitely more difficult.

So, in reality, the web has opened up a whole new door for everybody--especially those that would otherwise not go near a book. Digital media supporters say that web reading may eventually surpass those who only rely on books.

“It takes a long time to read a 400-page book,” said Mr. Spiro of Michigan State. “In a tenth of the time,” he said, the Internet allows a reader to “cover a lot more of the topic from different points of view.”

I also see a variety of people reading articles via their smartphone that wouldn't even consider picking up a book. And this isn't due to the fact that they cannot manage a book, but they simply are not interested.

From an educator's perspective, I can see the need for digital media literacy courses within our schools. While the internet can be accessed by students at home, this does not exempt us from teaching them proper digital media skills. Critics suggest that even though they are reading, many students (adults even) cannot distinguish a legitimate source from a fictitious one.

All in all, the web has provided us with a multitude of information at our fingertips that will continue to thrive whether Traditionalists approve or not. Books will stand the test of time, whether it be in paperback or an e-book equivalent. Whatever side you are on, you cannot argue that reading books does not promote literacy and reading skills. A blended approach to learning will prove to serve students the best, as it will promote differentiated instruction. What we can do at this point, is ensure that students are taught the skills necessary to decode images, distinguish valid sources, and ultimately be considered "literate" in digital media.

Texting & Multimodal Texts

The most important things I learned from the TedTalk are:

• Just as it is cognitively beneficial to be bilingual or bidialectal, it is also beneficial to be able to switch between texting and speaking formally. These are quite similar concepts.
• Texting is a form of speech--it is more of a short-hand form of communication. It developed in the 21st century as a direct result of technological advancements in communication. 
• Speech has been around for many years, but writing only developed in the latter part of those years. Communication via writing is still a work in progress as it continues to evolve.

But the MOST important thing I learned is that...

Texting is not killing language.

However, it's much easier to think that this is the case rather than to recognize the educational disparities and social inequity that can be directly attributed to our decreasing literacy rates. Upon delving deeper, we can see that texting is not a language but a form of short-hand speech. It's primary purpose is that of communication, and this is precisely why it is succinct and to-the-point. 

Prior to this 21st Century era where we have the ability to communication instantaneously at our fingertips, the methods of communication that existed were much like written letters. These were either typed on a typewriter or they were hand written with all the necessary information you needed to include. Because let's face it, the likelihood of receiving a response within a day or so was highly unlikely. Thus, the generations before us wrote in what we know as formal or standard language. (Writing is a conscious process.)

So, I like to think of texting as a "nonverbal speech." Texting is merely a "new" way of speaking to one another, and should be valued as such. One of my favorite points from the TedTalk is that "texting can be compared to speaking in a second language or dialect." Therefore, switching between texting and speaking can be considered cognitively beneficial. 

Disruption: The Role of Image in Communication

Alphabetic print-based test is losing prominence in the ways we communicate in the New Media Age.  

Photos, once slices of a moment in the past — sunsets, meetings with friends, the family vacation — are fast becoming an entirely new type of dialogue. 

This is precisely how author Nick Bilton describes photography as a communication medium in his blog from the New York Times. Gone are the days in which photos merely served as a way to capture a fleeting memory. 

Today, we are quickly discovering the potential for photos to replace a portion of print-based communication. Interestingly enough, corporate moguls like Facebook and Twitter have been the first to catch on by purchasing photo-based and video-based social media platforms. By doing so, they keep up with the ever-increasing research which proves that consumers are increasingly replacing text with media messages. 

In my opinion, I feel like this communication practice evolved because we see ourselves in an increasingly text-laden world. Social media has only (albeit beneficially) perpetuated that theory. 

However, when I look to the future I wonder if technology such as Google Glass will quickly become the norm? We've all seen the recent sic-fi films and continually find ourselves wondering what the next step in technological evolution will be, and most importantly how it will change us as human beings.

After the photo is viewed, it disappears forever, like a casual exchange on the street.

This aforementioned quote was particularly thought-provoking. Photography, as referenced in the article, is increasingly becoming a choice for a communication medium. And thus, photos are quickly being discarded after they are viewed. 

What does this mean for photography as an art? How will we distinguish works of art from simple communication? Will the lines between communication and art be blurred, or will photography as an art become cheapened?

Week #1

Hello all! My name is Marlisa Lake and I currently live in Fairmont, WV. I'll be finishing up the final two courses of my Master's degree(which is an Ed.M with a concentration in Digital Media, New Literacies, & Learning), and I'll be on my way to being a classroom teacher for a few years.

I'm really looking forward to this class because of the great readings as well as my peers' collective writings. The collaborative atmosphere of the blogging learning environment is one of the most beneficial ideas that I've picked up-I undoubtedly plan to use this platform in my own teaching.




The clip that I chose to represent what I view literacy as in the 21st Century is an overview of scientific literacy by Neil deGrasse Tyson. To me the processes of curiosity, exploration, and discovery are ideas that need to be applied in all areas of society. Tyson makes a very good point when he says that by 'not being scientifically literate you are disenfranchising yourself from the democratic process, and you don't even know it.'

I just couldn't resist including this image of the Twitter birds emphasizing our methods of communication and literacy through the social media platform! From an outsider's perspective, our usage of hashtags(#) and @ symbols for communicating with others seems a bit odd.

**Random thought alert--I wonder if the bird mascot for Twitter has anything to do with our method of sending paper messages attached to a bird many centuries ago?