200 countries, 200 years, 4 minutes.

I saw this on Whitney's blog and wanted to share it-  thanks for posting this! :)

Hooray for Smartphones!

I was cruising The Oatmeal website* today, and saw a new comic entitled

Why I Love and Hate having a Smartphone.

Check out the entire comic here (but see below for a quick preview)

There are several cracks about the stereotypical behaviour that we attribute to smartphone users and how they are viewed- and it definitely brings up some good points! I don't have a smartphone myself, but it certainly resonates with the behaviour of some of my phone-addicted friends. I was initially very leery of the smartphone onslaught (example gripe: Why do we need the internet ALL THE TIME?!), but now that I've seen what they can do and - to be honest- the fun that can be had when using one, I'm not so opposed to the idea. However, I think that some of the negative attributes of smartphones brought up in the comic, such as the decline of actual face-to face communication, do demonstrate some of the potential losses that may occur as we move into this increasingly tech-driven world.

But besides that, I also posted this because I love The Oatmeal and if you haven't seen them before- you must:)

* The Oatmeal is a website that posts comics relating to current events, trends, or complete and utter randomness. Some of my favourites include How God is managing the 2011 Rapture, What it's Like to Own an Apple Product, and 7 Things you dont really need to take a photo of.

Bad Vibrations!

This is the comic I created last week in which we took some of the aspects we discussed about graphic novels/visual literacy and combined them with some practicum experiences!

I had a tough battle with cell phones the first couple days of teaching, but once the students realized that I wasnt kidding when I said I'd take their phones away if I saw them during class- they disappeared pretty quickly!

I'm not against cell phones in the school by any means (heck, we can't even stay off them...), but I think it is a symbol of respect when you don't use your phone when someone else is taking the time to teach you something. I have always done that in my classes, and it is something I will expect out of my students. Besides, we can all stand to be disconnected from the world now and again:)

Underwear Goes Inside the Pants...also known as my video project.

This is my video project for my Tech class in which I took a podcast and photos to create a video using iMovie. I read out an excerpt from a 2004 musical project called "Underwear Goes Inside the Pants", which combined spoken word with hip-hop beats. You can watch the original song in its entirety here!

Blog Post #3- Are Alternative Texts making us stupid?

   Throughout this course, we have explored a variety of alternative texts that not only influence youth, but the classroom and school setting as a whole.  We started the course looking at Nicholas Carr’s article “Is Google Making us Stupid?” in which he examined the possible implications, attributes, and downsides of this rising world of the digital and its effects on young people:

Positive Aspects:

• Research can be done in minutes through internet searches (Carr, 2008, p. 57).
• The incredible access to up-to-date information, in which anything you think of can be searched (and answered) immediately (Carr, 2008, p. 57).
• It is very easy to communicate with anyone, anywhere.
• Information can be displayed in a multitude of ways (articles, blogs, podcasts, videos, etc.)
• The perfect recall of silicon memory, which can be an enormous boon to thinking (Carr, 2008, 57).

Negative Aspects:

• Because of the way that the internet displays content (short snippets of information surrounded by blinking ads), it has scattered our attention and diffused concentration (Carr, 2008, p. 60).
• Thinking has taken on a “staccato” quality (Carr, 2007, p.58).
• It is weakening our capacity for the kind of deep reading that emerged with the printing press (Carr, 2008, p.58).
• Information has become a commodity to companies such as Google (Carr, 2008, p. 62).

Changes:         

• Since we take information in at such a rapid pace, research suggests that our brains are becoming re-wired to do just that (Carr, 2008, p.57)
• The “staccato” quality of thinking is making people only read shortened amounts of information rather than engaging with one text for a sustained period of time (Carr, 2008, p.58).
• People are exhibiting a form of skimming when they visit websites (Carr, 2008, p. 57).
• There is the potential to increase the productivity of thinking at this new level (Carr, 2008, p. 62)

  In terms of the alternative forms of texts we were introduced to this semester, I was most intrigued by the mass popularity/sick fascination that we seem to hold for Jersey Shore. The negative aspects of this show are simple to list: it promotes ethnic/gender stereotypes, displays a skewed view of the good life, has no plot, or any redeeming qualities for that matter.  As for positive aspects, I suppose you could argue that it appeals to the aesthetic response- and it isn’t really there to be understood in any logical way; it is simply there for mindless entertainment, and whether we admit it or not- that is something many of us crave once in a while.  If I look at Jersey Shore and its mass popularity, I tend to lose a bit of faith in the impending generation of minds. However, as a teenager I watched Jackass and I turned out as a well-rounded individual capable of critical thought- so who am I to judge that the adolescents who watch these shows won’t end up the same?

   In my decision as to whether or not these alternative forms of texts are making us dumber, I am actually torn when thinking back at some of the examples we have seen and discussed in our  presentations.  When I look at something like graphic novels, classroom blogs, or documentaries, I see the enormous potential these forms of texts have to offer for students.  They can become knowledgeable on a number of levels, and express their ideas in a multitude of ways.  However, if we look something like the Miss Bimbo website, it is clear that we have to clarify that it doesn't actually reflect reality. We need to ensure that these forms of texts are taught alongside the skills of critical thought, as adolescents must understand that not everything can be taken at face value.  If they have those skills taught and put into the correct context, students can go forth into the digital age and create.  Google can make us stupid if we don’t have the necessary tools to understand the contexts, implications, and reality surrounding them- so it is imperative that critical thought is always the framework of any text.

References

Carr, N. (2008). Is Google Making us Stupid?. The Atlantic, July/Aug, 56-63.

Alt. Text Post #2- Part B

“English Teacher Learning for New Times: Digital Video Composing as Multimodal Literacy Practice”- Suzanne Miller

Article Summary:

•  Miller looks at Digital Video production in high school English classrooms as an example of the shifting notions of literacy in English classes in secondary schools.
• Miller argues that teachers need to employ new kinds of multimodal learning in preparing to teach students of the millennial generation; teachers should also be given opportunities to learn these new multimodal practices so they can better serve the students in their growth of knowledge and innovation in those areas.
•  The composition and design of Multimodal texts allows students and teachers to acquire performance knowledge- which is imperative to their ultimate success in the real world.

What are Multimodalities?

Miller defines multimodalities as the shifting notions of literacy in which out-of-school literacies (such as images and music) are incorporated into the classroom through purposeful multimodal activities that both engage students and act as transformative learning (p.62).

Why is this framework important?

The framework discussed in the article is important as it highlights the enormous amount of potential that these new ways of teaching and tools can offer.  As educators, our job is to instill that sense of expression alongside literacy- and what better way can we do that then with allowing students to choose their own mode of displaying that growth?  Once teachers receive training, we can encourage and give assistance in using those tools that will ultimately allow the student to fit an assignment into their own mode of interest.  As Miller explains, this mode of learning has   the potential to draw in students who typically struggle in the standard classroom set-up (p. 75).  This will make the assignment more enjoyable for both the student to create- and the teacher to evaluate.

How does this framework expand notions of composition?

This framework expands the notion of composition as much as it can go - students have the choice of how they display their assignments, so therefore the possibilities for creative expression are endless.  However, I could foresee some potential issues with this style of uninhibited multimodality in the classroom- one being the not-so-simple task of assessment. How would the teacher mark each style/mode of assignment that comes in on some kind of standard grading scale? How would they grade one student’s expression against another? How would you grade the amount of effort that went into it? While I do like the idea of allowing students to direct their own learning, I could see issues such as this becoming fairly problematic.

What is multimodal composition affording us- as future educators and our students?

I think that, despite the potential drawbacks, these new forms of multimodality will ultimately benefit our students and their success in learning and growth in the classroom.  If alternative forms of texts are what inspire them, then it makes sense that we should cultivate that interest and give them the tools to put their ideas into creative frameworks.  They will still be demonstrating the learning outcomes, but will be doing so in a way that resonates the strongest with them- and that is the type of learning that they will remember for the rest of their lives.

References

Miller, Suzanne M. (2007). English teacher learning for new times: digital video composing as multimodal literacy practice. English Education, 40(1), 61-83.

Alt. Text Post #2- Part A

“Shrek Meets Vygotsky”- Kathy A. Mills

Article Summary:

·       Mills emphasizes the importance of adolescents being taught how to communicate multimodally in order to achieve success in the current tech-driven world we live in.

·         She has 3 key assumptions that she examines within this context:

1)      Contrary to the popular opinion, not all adolescents are digital natives. She argues that labels such as these “oversimplify and exaggerate generational and socioeconomic differences” (p.36).

2)      Fostering engagement in multimodal practices is not just about fitting the adolescent mindset into the mature literature practices of adults; Teachers should be willing to adapt to the students’ way of knowing and teach them the textual encounters they may not learn on their own (p.39)

3)      Although current research focuses on youth multimodality during recreational time, it is important that this is balanced with scaffolded learning in the classroom to ensure that adolescents are well-versed in the technical tools and knowledge needed for success.

·       Mills uses the Vygotsky theory of the Zone of Proximal Development and his belief that “the most effective learning occurs when practice and instruction takes place concurrently” (p.43) as a support for her argument about the importance of scaffold learning rather than linear transmission.

What are Multimodalities?
Mills defines multimodalities as the “combination of two or more modes in representation-linguistic, visual, audio, gestural and spatial” (p.35). She discusses adolescent participation on Facebook as an example of words being integrated with images, sounds, and spatial arrangements as an electronic, multimedia text”(p.35).

Why is this framework important?

I believe that the framework established by Mills is incredibly important in the recognition of both the digital natives and tech novices- both of which we will encounter in the classroom.  We cannot assume that all adolescents are “wired” and fluent in the digital world simply because of their age; factors such as socioeconomic status and cultural background also have an effect on students’ technical abilities.  Not only that, just because a student knows how to get online doesn’t necessarily mean that they have the crucial skills needed to evaluate online content (p.36).  There are limits to what adolescents can discover and learn for themselves, so it is the job of the teacher to scaffold and ensure that the ultimate goal- literacy- is achieved.

How does this framework expand notions of composition?

Mills explains and gives multiple examples of how multimodalities are expanding notions of composition- focusing on Claymation as her main example.  She discusses how students can be taught how to use multimodal types of activities such as these and can therefore expand their own knowledge of technology-driven innovation.  This example demonstrates how with each lesson we give students, their notion of composition- and text- will grow and will ultimately benefit them when they enter the real world.

What is multimodal composition affording us- as future educators and our students?

Multimodalities have the unique ability to potentially bring traditional and non-traditional aspects of education together.  As Mills discusses, we do not need to sacrifice traditional practices of literacy in order to be engaged in new ways of knowing; the fluid and informal way in which adolescents connect with multimodal texts can be adapted to the classroom and can actually strengthen their repertoire of literacy and text.  For example, if a student writes a reading response on a class blog, they are both displaying critical thought and the technical skills needed to manoeuvre a blog.  These expanding notions of text will actually enhance the student learning process as they will be able to expand their creativity, expression while at the same time fulfilling the traditional learning outcomes.

References

Mills, Kathy A. (2010). Shrek meets Vygotsky: rethinking adolescents' multimodal literacy practice in schools. Journal of Adolescent And Adult Literacy, 54(1), 35-45.

Alt. Text Post #1- The born digital learners

 “The shift is happening throughout our culture, away from the patterns and habits of the printed page and toward a new world distinguished by its reliance on electronic communications…we are living through a period of overlap; one way of being is pushed athwart another.” (Birkets, 1994, p.118-121)

 “Told that we are threatened with extinction, we, today’s readers, have yet to learn what reading is.”(Manguel, 1996, p.23)

   I think that these quotes accurately reflect on the articles’ competing, yet similar ideas: one that argues that the fate of the printed word is in a crucial stage where it is at the brink of being lost, while the other struggles to define what reading is.  In today’s world, the old modes of reading are being crushed beneath the weight of the looming electronic medium that is encompassing our lives.  As Birkets (1994) discusses, it is difficult for us to stand back and look at the impact of the electronic age because we are so immersed in it- there is “no independent ledge where we might secure our footing”(p.119).  The electronic medium is fast, diverse, and moves in every which way- so it makes it all the more difficult for us to notice anything outside of it.  We may be becoming better and faster consumers, but that comes at a price- the loss of the linear form of print, the erosion of language, the flattening of diverse perspectives, and the gradual waning of the private self (Birkets, 1994, p.128-130).  However, Manguel (1996) states that we do not actually know the impact that the written word will have on the future- since we cannot accurately say that today’s readers will define the reading of the future (p.23).  The definition of reading and text is always being altered, so therefore the loss of print may actually be a natural shift into the next evolution of text. As discussed in the film Digital Nation, there is always a loss with shift- the shift from oral to print was a loss of memory- and we are in a period of evolution again.

   For the born digital learners, this shift from print to electronic could mean loss, but it could also mean seamless evolution; it really depends on what we define as text.  These learners are already expert multitaskers who possess technical prowess, so the tight grip of the digital medium may be the most comfortable mode of learning for them.  As Palfrey and Gasser (2008) discuss in Born Digital, these digital natives “perceive information to be malleable; it is something they can control and reshape in new and interesting ways” (p.6).  If their dominant way of knowing is through electronic means, then couldn’t that arguably just be what they define now as “reading”? The definition changes throughout history, so for born digital learners the shift from print to electronic may not be viewed as a loss but moreso the natural evolution of reading and text.

References

Birkerts, Sven. (1994). The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Boston: Faber and Faber.

Manguel, Alberto. (1996). A History of Reading. Toronto: Random House Canada.

Palfrey, J., & Gasser, U. (2008). Born Digital: Understanding the First Generation of Digital Natives. New York: Basic Books, Inc.

Rushkoff, Douglas and Rachel Dretzin. (2010). Digital Nation: Life on the Virtual Frontier.  PBS Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/digitalnation/.

Alt. Text Post #1- Who I am as a Reader

  Before examining the two readings that will be discussed in the next blog post, I would first like to outline myself as a reader.  In short, I love reading. I always have.  I have to avoid places like Chapters and Bolen Books (unless I’ve got disposable funds in my bank account), because of the sheer magnitude of books surrounding me. I have often referred to the books I read for pleasure as “cake and ice cream”, and for me, walking into those places is like being surrounded by 1001 delicious flavours.  I hate to use the cliché, but I love the smell and feel of books- it is one of the reasons that I will never yield in my love of the printed word.  My earliest memories of reading are in the form of reading Golden Reader books with my parents.  We had a massive collection of books, and I was a fan of everyone from the Bernstein Bears to Little Critter.  As I got older, my appetite for reading increased- Roald Dahl, Beverly Cleary,  and Judy Blume were just a few of the names lined on my shelf, and they stood alongside more classic children’s literature series such as Anne of Green Gables and Little House on the Prairie.  In my adolescent years, my time for books went on a slight decline (less free time and increased socializing), but I always managed to keep a novel on the go.  This trend has continued into my post-secondary career, but the majority of my reading has certainly taken a shift to the electronic format.  Most of my quick reading comes from online, simply because of accessibility; I get news and updates from blogs, websites, and social media sites.  I think that quick snippets of info are great online, but I absolutely detest reading long articles online. It may just be because I’ve got bad eyesight, but I just find it much easier to read the printed word if I have more than one page to get through.  I still make time for books, though, and there are stacks of novels in my room just waiting for me to finish reading academic coursepacks so I can give them my full attention.

   One interesting aspect about my relationship with fiction books is that it is only on a rare occasion that I will see a film adaptation of the novel.  For example: As much as I admire Johnny Depp (and Gene Wilder), I have no desire to see either of them as Willy Wonka in Charlie and the Chocolate Factory- they just aren’t who I pictured Willy Wonka to look like.  I love how with fiction, you can create the characters, setting, and events in your mind- something that I have never wanted to give license to Hollywood to take over.  I worry that with the decline of print, the new generation of digital natives will not be allowed this opportunity to let their imagination do the creating.

I think this supports the reason that you rarely hear people say, “The movie was WAY better than the book!”- but I do know that there have been some fairly good adaptations done (such as Anthony Minghella’s film adaptation of The English Patient). Please let me know if you have any personal favorites to recommend!

The Importance of Being Idle.

*I'm listening to that song by Oasis at the moment, and realizing that I need to not be idle and get on top of projects NOW as opposed to March....but for now, I'll just enjoy the song- and you can too by clicking below:

Also- I also dont want my blog to become idle! Which it has been, since December 18th. Despite the fact that we dont technically have to maintain them any longer for ICT class, I'd still like to use it as a forum to share teaching information and experiences on here- especially when we all venture out on our respective practicums in April.

It's almost the end of January, and we are full-steam ahead into our Winter courses. So far, I am liking them- but thinking that this semester is going to be a lot more work than the last.  An additional set of stress- on top of all those term-end projects and finals- will be getting lesson plans organized and done for practicum; I'm heading back to Wellington Secondary, but still not sure what grades I will be teaching. I do know however that I have two fantastic English teachers lined up as mentors, so I am really happy to get to teach in front of/alongside them. I'm excited, but I'd be lying if I didnt mention that I'm still really nervous...but what are nerves if not to get our adrenaline pumping for the battle ahead! :)