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.