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! :)

Four-day weeks? Classes year-round? Hmm...

Hello there, all my class-less friends...
(tee hee, get it?! Because we dont have classes this week! Sorry- bad joke I know.)

Just wanted to throw this article up on here that was in the Tyee a few weeks ago for you all to check out- it discusses the B.C school districts modifying school calendars to assist both student achievement and tight budgets.

Some school districts have already tried some of these tactics (like the 4-day school week), with mixed results. For the Gulf Island district, in which the students have to commute on ferries every day to and from school, the 4-day week has been very successful.  On the other hand, the Coast Mountains school district tried the 4-day approach, but then switched back due to a number of concerns.

Check out the article here to read more of the pros/cons...and let me know what you think!
Would you like to teach longer days, but only 4 of them per week?
Or get one month off in the winter rather than two in the summer?

"You are a mentor- do not disappoint."

On the last day of my 2-week observation, I had the opportunity to attend an Educators Against Racism Conference that was being held at my school.  The set-up for the conference was comprised of a keynote speaker, a morning workshop then afternoon workshop.  The keynote was Staff Sergeant Baltej Dhillon, who was the first turbaned Sikh police officer with the Royal Canadian Mounted Police.  He gave a talk on racism in the classroom and how we as educators can work to combat it.  The two workshops I attended for the day were "Working with Aboriginal Youth" and "Poverty as a Classroom Issue".  In the first workshop, we first discussed what life was like for Aboriginal people prior to contact, and how we should try and integrate those ways of knowing in various ways within the classroom.  We also discussed the issues that are plaguing Aboriginal education in the Canadian school system; the instructor showed us a video on Residential Schools, and we then discussed how this event (and similar oppressions) are the roots of many social problems that affect the Aboriginal students we will work with.  In the second workshop, we discussed the various factors that constitute poverty, how to spot students that are living it in your classroom, and some ideas/resources on how you can make their school life an enriching experience- even an escape from the realities of home. 

The conference was extremely enriching as I got a chance to explore some issues that will be of the utmost importance in our classrooms. Listening to Sgt. Dhillon speak about his experiences with racism and prejudice in school (and how it continued throughout his career) made me realize how prevalent it is and how we as educators need to vigilant as to making sure our classrooms remain a place of tolerance and respect.  In the Aboriginal workshop, I picked up some great tips and approaches for supporting those students in the classroom while keeping in mind the social factors that affect many of them.  Our instructor gave us some techniques of how to adopt Indigenous cultural practices into the classroom, as well as reminding us that we have to work to change the mindset of school itself for many Indigenous families- as school has not been a positive experience for many.  In the poverty workshop, I received a number of fantastic resources that not only explain the various factors that constitute poverty among students, but ideas/approaches on how teachers can assist in making learning easier and more accessible to those that are struggling. 



Sgt. Dhillon



I went up to Sgt. Dhillon after his presentation and asked him what he thought was a best approach to encourage multicultural tolerance in the classroom- whether it be Indigenous, Sikh, Chinese, etc.  He told me that the most important tool we can use is the very thing we are supposed to be giving students- knowledge. If you have students of diverse cultures in your classroom (which we no doubt will), give that student a chance to explain their culture/beliefs in a way so that the other students understand.  Take field trips to cultural sites, bring in cultural foods,  or have guest speakers; there are a variety of approaches to both teaching and learning that you could use to expand the knowledge of the students so that they become more tolerant individuals. "When it comes down to it", he said, " we are all human and when dialogue is made- we look past the externalities." 

NOTE: The title of this post were the final words about teaching I heard from Sgt. Dhillon in his keynote speech.

EDCI 336 Video Review

Here is my review of Mike's "G20 Protests and Arrests" video, which can be found here
.

336 G20 Review Review Podcast.egg on Aviary.