THE EPIC WIN

   Before starting this course, I never really thought much about new literacies and the impact to society.  I used the technology that was of benefit to me and basically discarded the rest. This course revealed from misconceptions that I had about literacies.  Literacy is not just reading and writing in the traditional manner.  Literacies encompasses learning through books, electronic courses, discussions and dialogues with others and even games.  Learning through playing games was my “ah-ha” moment. There is a whole another alternative culture that thrives in the gaming world.  Gamers challenge themselves, gather feedback, collaborate, build relationships, and help others learn.  There is a sharing of knowledge.  Everyone is invited regardless of race, color, beliefs or location. There was so much to learn from participating in the “affinity space”.  Affinity spaces do not have boundaries, they are “sustained by common endeavors that bridge differences in age, class, race, gender and educational level” (Gee, p. 9).  ). In affinity space I was free to interact with others who may or may not share all of my beliefs. I learned from them and them from me.  

     I realized that there was more to literacy, the ability to read and write, than just books.  Donna Alvermann, Professor of Language and Literacy Education at the University of Georgia made the statement that summed up my thoughts.  She said that “books aren’t out of the picture, but they’re only one way of experiencing information in the world today” (Rich, 2008).  I have lost myself so many times in books.  It’s an alternate world.  Students of the 21st century have that same opinion about games, the intranet, texting and social media.  It changes their lives.  The tools take them to places beyond their boundaries; across space and time.  We can cultivate relationships with people across the country or right next door without leaving our living room.

          After readings and discussions on Jane McGonigal, Jenkins and Gee, I gained a deeper understanding of how vast literacy is and how much it impacts our lives.  Having my eyes opened to a world of knowledge through gaming was a complete shock to me.  I have been taught that games are for small children, adults can’t learn from them.  I have learned how to accept the truth and change my thinking.  There are so many 21st century skills that can be learned from games:  play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgement, transmedia navigation, networking, and negotiation (Jenkins, p. 4).  We cannot throw that baby out with the bath water (as my mother used to say).  We cannot discard the good along with the bad.  We have to sort the ideas, use the good, identify the bad and teach others the difference.

     Since starting the course, I have become more willing to experiment with new literacies.  I have broadened my horizons.  I have created a video and uploaded to YouTube.  I merged a video and a power point presentation syncing the two so that there was a logical flow to the information.  The presentation may not have been flawless, but I was extremely proud of myself for accomplishing the task.  While I never blogged before, this class helped me to form opinions based upon readings and communicate those ideas clearly in a blog that is read by others.  I have created a participatory culture; a “culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations and some type of informal mentorship whereby what is known by the most experienced is passed along to novices”(Jenkin, p. 3).

     As I was assembling my final project, I thought to myself how much more effective I will be in my church.  I will be able to use these skills to present information to the congregation that will capture and hold their attention.  One of the concerns of my church is that we are losing our young members.  If I can bring these skills into the church, maybe we can reach the youth.  I envision using Zentation to merge the pastors’ message and my presentations and posting them on YouTube for others to view.  With the ability to produce and distribute amateur productions, I would be able to help propel my church into the next stage of broadcasting.  I would be able to distribute our church services to the masses with the use of the internet without any added cost to the church.

     I am completing the Research Methods course this week.  I have thought of ways to incorporate the new literacies that I have learned in this course into my final research project. There may be restrictions placed on the project criteria.  Before making any changes, I plan to discuss with my first reader.  I would like a more exciting and interactive presentation than the research papers I have spent my entire summer reading.  I believe that we will reach our children through new literacies. We, the adults, must learn to incorporate these literacies in our lives .

     Some are still waiting for the EPIC WIN (McGonigal, 2010).  I found mine in this course.  An epic win is defined as shock to discover what an individual is capable of; an outcome so extraordinary positive that the individual has no idea it was possible until it was achieved (McGonigal, 2010).  As I leave this class, I feel that I have accomplished something that was completely impossible.  I never thought that I could create blogs, create an YouTube account, create a video, merge the video and the power point presentation, use a program to create a voice over or add music to a presentation.  The final products may not have been perfect, but they were my best.  I have achieved an EPIC WIN.

References

Gee, J. P. (2005, November). What Games have to Teach US: an Interview with James Paul Gee. (B. Sheffield, Interviewer)

Gee, J. P. (2012). Digital Games and Libraries. Knowledge Quest, 60-64.

Jenkins, H. (2006). Confronting the Challenge of Participatory Culture: Media Education for the 21st Century. Chicago, Illinois, USA.

Jenkins, H. (2006, June 23). Fun vs Engagement: The Case of the Great Zoombinis. Retrieved from http://henryjenkins.org: http://henryjenkins.org/2006/06/fun_vs_engagement_the_case_of.html

McGonigal, J. (2010, May 17). Jane McGonigal: Gaming can Make a Better World. (T. Talks, Interviewer)

Rich, M. (2008, July 27). http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=2&. Retrieved from The New York Times: http://www.nytimes

Information Literacy

Information Literacy

     The term information literacy has evolved as the medium in which information is transported has evolved.  The idea of what students need in order to be successful started with being able to, identify, evaluate, organize and use information (Mackey & Jacobson, 2011) to include “the ability to synthesize and build upon existing information, contributing to the creation of new knowledge” (Mackey & Jacobson, 2011, p. 63).  Information literacy has several subsets with which adult learners should be familiar:  Visual Literacy, Digital Literacy, Media Literacy and Information Fluency. 

Media Literacy

     Media literacy involves being literate in all media forms.  It is more than knowing the media forms such as television, radio, hard copy print, electronic print) exist.  One must be able to control the interpretation of what one sees and hears.  Most educational institution define this process as critical thinking; the ability to question the information that we have to ensure that the evidence presented supports the conclusion the author has drawn.  Through critical thinking we control the interpretation of the information instead of allowing the author to give us an interpretation.

Visual Literacy

     Visual literacy includes such popular items as video streaming, production, remixing and on line gaming.  Jane McGonigal in her video, Jane McGonigal:  Gaming can make a better world (2010), describes gaming as a means to collaboration and changing what individuals are capable of doing.  Through gaming individuals believe that they are capable of changing the world.  This sense of accomplishment may carry over into reality and the individual will be motivated to make changes in the real world.

Digital Literacy

     Many forms of literacy fall under the heading of digital literacy.  Digital literacy encompasses software use, emails, web blogs, and all social media applications.  Social media is growing rapidly with the use of Facebook, Twitter, Instagram, and Skpe.  Digital literacy allows the flow of information through a two-way street through web blogs, Wiki and web pages.  Individuals or groups gather information and present it on the internet in an organized thought invoked document.  These sites encourage feedback from others making the contents a major collaborative project with individuals learning from each other.  Digital literacy is encourages collaboration and the sharing of information. 

Information Fluency

     Information fluency is the ability to critically think while engaging with, creating, and utilizing information and technology regardless of format or platform. Being information fluent allows the individual to recognize the need for information and then be able to interact with the information, learn from it by drawing new meaning and providing knowledge to others.  Being information fluent creates a participatory culture. There are benefits to participatory cultures such as peer-to-peer learning, respect for diversity, and development of workplace skills (collaboration, multi-tasking, networking and negotiation) according to Jenkins.  Not only are we expected to understand this new information literacy, but we are expected to speak the language; to participate and contribute.  Sitting on the side line and observing is no longer thought of as learning. 

Transliteracy

     Information literacy continues to expand across cultures; a concept known as transliteracy.  Sue Thomas of the Institute of Creative Technologies, defined transliteracy as the “ability to read, write and interact across a range of platforms, tools and media from signing and orally through handwriting, print, TV, radio and film, to digital social networks” (Thomas, 2009).  It allows all communication types across time and culture.

Conclusion

     With more knowledge comes more responsibility.  We are encouraged to be critical thinkers.  Gail Bush, author of Think around the Corner:  The Power of Information Literacy, made a statement in her video that in the 20^th century we were taught to “answer the question” and in the 21^st century we are taught to “question the answer”.  Today, there is so much information at your fingertips (literally, at your fingertips through the use of the computer).  Information is just a few keystrokes away.  There was a time where we believed what was in print.  It was valid and reliable.  With so much information available through collaborative digital sources, it becomes vital that we learn to question the answer….question the information….question the source.  We have to move from an era of blind faith to one of determining validity and reliability. 

References

Bush, G. (2009). Thinking Around the Corner: The Power of Information Literacy. Phi Delta Kappan, 446-447.

Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognising the learning needs of students. Assessment & Evaluation in Higher Education, 565-576.

Lankshear, C., & Knobel, M. (2011). Literacies Social, Cultural and Historical Perspectives. New York: Peter Lang Publishing, Inc.

Mackey, T. P., & Jacobson, T. E. (2011). Reframing Information Literacy as a Metaliteracy. College and Research Librarires, 62-78.

McGonigal, J. (2010, May 17). Jane McGonigal: Gaming can Make a Better World. (T. Talks, Interviewer)

Rich, M. (2008, July 27). http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=2&. Retrieved from The New York Times: http://www.nytimes

Adolescent Interview

     After viewing the video, NPR Interview with Sherry Turkle “In Constant Contact We Feel ‘Alone Together’” and “Jane Gonigal:  Gaming can make a Better World”, I developed a set of interview questions to ask an adolescent.  I wanted to confirm that their theories on how adolescent view and react to technologies were indeed accurate.  The interview questions were divided into six categories:  general questions regarding the social media accounts and use, adolescent view of parental use of technology, communication/social skills learned through social media, cellular telephone use, view of self through social media and education.  I interviewed a 17 year old male student.

     The interviewee stated that social media is a distraction from homework because one is expected to be connected at all times.  There are advantages as well such as getting help with homework.  When the interviewee was asked about the reason for the first social media site, the response was that it was what all his friends had and he wanted to be like his friends.  The interviewee makes a valid point here.  What is seen as an advantage can become a disadvantage when not used with caution. 

     When asked about the parental use of technology, the interviewee felt that his parents needed to use more technology to “catch up with the world” (Anonymous, 2015).  Technology is seen as the future and parents are not pacing with the changes.  The interviewee felt that his parents have never placed technology ahead of communicating with him and he does not feel that his parents expect him to be constantly in contact with him.  The reason for his parents never placing technology ahead of him was not explored.  It is possible that the parents don’t have the technological skills necessary or it could be because connecting with their son is more important.

     With the increasing use of social media, the concern has been a declining emphasis on face to face communication and social skills.  It appears that adolescent still prefer to communicate face to face than through social media.  The interviewee wanted to see and hear the reaction of others.  His communication skills were rated 4 on a scale of 1-5 with 5 being the best.  The interviewee is able to communicate in a variety of ways with people who have different characteristics and personalities.  Social media has not impacted his communication skills.  However, social media does make it easier to talk with someone face to face because you have already read about them.  “Most people will put their lives on Facebook so you already know what they like to do and talk about” (Anonymous, 2015).  It appears that not everyone puts their complete lives out there for all to view.  Some people are selective in the parts that are shared.  You will neve4r learn everything about a person from their social media site.  Face to face interaction is still important.

     The above comment transitioned the discussion into whether social media is a reflection of the interviewee.  The interviewee portrays some feelings accurately on social media such as sports and relationships.  Other issues are private and should remain private.  When asked about social media, the interviewee stated that cyberbullies were not cool and bullying make them look bad.  It’s the coward’s way.  The interviewee was never a victim of bullying and has never bullied.  I felt that the questions regarding bullying were person and probably better suited to an anonymous survey. 

     Cellular phone use was explored as Turkle believed that children are receiving cellular phones at an early and earlier age.  The interviewee received his first cell phone at the age of 11 because he was playing baseball and traveling without his parents.  The cell phone was bought to stay in contact with them.  The interviewee does admit to spending all day connected through his cellular phone.  This is normal behavior because his generation uses technology for everything.  When asked if there was ever a time that he was without his cell phone, what did he do, the interviewee responded that he was once grounded and his phone was held hostage.  During that time, he slept and did exercise. He felt completed disconnected from society.

     The final issue discussed was who is responsible for educating our adolescent.  The answer I received was shocking.  I expected the interviewee to place responsibility on teachers and the educational system.  Instead, the interviewee felt that the “world around us”  (Anonymous, 2015) is responsible.  “We see it every day and by seeing it every day you begin to pick up on things” (Anonymous, 2015).  Teaching technological skills is the responsibility of all of us…..in the classroom and outside of the classroom.  Parents, we need to do our part.  We can’t push this enormous task off to the school systems.  Our adolescents have spoken.  It is up to all of us.

     I have made assumptions based on a sample size of one.  This sample would need to be much larger in order to make any convincing arguments.  While technology is important to our future, adolescent acknowledge this fact, they are also aware of the societal limitations.  They are fully aware of our part and their part in teaching future generations.  Even with all of the technological advancements, face to face communication still has a place in society.

References

Anonymous. (2015, July 25).  Adolescent Interview on Social Media. (C. Truitt, Interviewer)

McGonigal, J. (2015, July 24). Jane McGonigal:  Gaming Can Make a Better World. Retrieved from www.youtube.com: https://www.youtube.com/watch?v=dE1DuBesGYM&feature=youtu.be

Turkle, S. (2015, July 24). NPR Interview with Sherry Turkle “In Constant Digital Contact , We Feel Alone Together”. Retrieved from www.npr.org: http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=163098594&m=163179068

Deconstructing: Budweiser: Lost Dog

     The video advertisement Budweiser: Lost Dog (Budweiser, 2015) was deconstructed.  This advertisement was selected because it was originally aired during the 2015 Super Bowl which meant a large audience was captured.  Generally, companies pay large sums of money to air their advertisement during prime Super Bowl time.  In the year twenty fifteen air time was $4.5 million dollars for 30 seconds of commercial time.  Budweiser spent $9 million dollars to air the 1.01 minute commercial (Herbert, 2015).  The commercial features a white, working class man wearing jeans, flannel shirt and a corduroy jacket, the perfect image of the American working class, a yellow Labrador retriever puppy and of course the Clydesdale horses.  The Clydesdale horse images represent Budweiser beer.  The advertisement begins with the puppy getting lost, separated from his “best buds”, the Clydesdale horses and his owner.  Through many tragic experiences the puppy finds his way home, but before crossing the field encounters a vicious wolf.  The Clydesdale horses break free of their stales and save the puppy.  The scene ends with the man, his puppy and the Clydesdale horse sitting in the barn with the man drinking a Budweiser beer.  Then the scene flashes to a large red banner with large bold white text displaying the words:

Budweiser

#Best Buds

Enjoy Responsibly

ã2015 Amheuser Busch Budweiser @Beer.  St. Louis, MO

     The interesting component of this advertisement is that the character never says a word.  It’s like a silent movie.  The camera zooms in on the face of the man that shows sorrow for the loss of the puppy, the horse’s fight to leave the barn and find the puppy, the fight within the puppy when confronted with the wolf.  The colors of the advertisement are neutral except for the red hat with the product logo and then the final banner at the end.  The advertisement appeals to man’s sense of fight, loyalty to friends and the desire to celebrate after adversity.  After viewing it, I was left with a desire to grab a beer and celebrate the reuniting of man and his best friend (the puppy).

   The assignment has helped me to understand that we cannot let the emotions generated from viewing media dictate the actions we take.  We must consider the reasons for the advertisement and the consequences if we indulge in the product being advertisement.  The advertisement makes us want to be like the images shown.  We have to be aware of the techniques used to illicit the desire to consume the advertised product. 

References

Budweiser. (2015, January 28). Budweiser: Lost Dog. Retrieved from www.youtube.com: https://www.youtube.com/watch?v=xAsjRRMMg_Q

Herbert, G. (2015, February 02). best_super_bowl_commercials_budweiser_lost_dog_2015_ads_winner. Retrieved from www.syracuse.com: http://www.syracuse.com/news/index.ssf/2015/02/best_super_bowl_commercials_budweiser_lost_dog_2015_ads_winner.html

Marshall McLuhan

     McLuhan’s theory states that media influences our contemporary life and has an effect on human behavior (Marshall McLuhan Speaks Special Collection:  Introduction by Tom Wolfe).  It alters who we are and our pattern of thought.  Any great new medium of communication alters the entire outlook of the people who use it.  The new media (telegraph, television, radio, internet) when it emerges changes how we think and our behavior.  The recent analysis of a video advertisement supported McLuhan’s theory.  The purpose of the Budweiser advertisement was to sell beer.  I am not a beer drinker, but the communication of their message was so gentle.  You didn’t realize that your thoughts regarding beer were being changed.  Instead of thinking of the consequences of drinking, I kept thinking how nice it is to have best buds reunited and enjoying a refreshing beverage.  The advertisement changed the way I felt about beer. Beer is just a small product.  Think of the influence media has on how we make decisions about bigger purchases like cars and homes.  Who doesn’t want to drive the bright red car that just expanded itself because a little blue pill feel into the gas tank or the car that can go from 0 to 60 in 1.2 seconds and hugs the road around sharp turns?  Media has this effect on even bigger issues like endangered animals and starving children. Who isn’t drawn to the images of the children suffering from hunger or the sad faces of injured puppies?
     The way we think and later react is influenced by the media.  It impacts society and our culture.  Media has the potential to modify our knowledge, belief, morals, laws, and customs.  The essence of who we are and what we believe can be swayed by media.   Remember the modest dress of women and men.  Over time, men and women have been portrayed with less and less clothing and more and more exposed skin.  We have become desensitized.  The same can be said of profanity.  Profanity has become the norm instead of the exception.  The outcome of exposure to media has not been all negative.  Media has also helped society except the differences of people.
     McLuhan is said to have observed his children studying for school, watching television, talking on the phone and listening to music all at the same time.  He believed that the new generation of students was bound to sit bored in classrooms run by print bound teachers.  I’m not sure if all students are bored, but our school system does lack the proper training to teach our students to critically think about media.  New York State common core has standards that require students to be able to “evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea”, “integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally” and integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data” (www.engageny.org).  It is the responsibility of the educational system to ensure that the next generation has the necessary skills to make informed decisions.  In order for the teachers to guide the students, the teachers must have proper training in new media literacy.
     New media literacy is a powerful tool.  It can help a diverse society connect or it can be used to guide people in the wrong direction.  In of all itself, new media literacy is not an evil to be dispelled.  It’s a tool to be understood and utilized in a positive manner.  Society has to be able to critical think about the components of the medium being used and determine its usefulness.

References

http://www.marshallmcluhanspeaks.com/introduction/. (n.d.). Retrieved from Marshall McLuhan peaks Special Collection: Introduction by Tom Wolfe: http://www.marshallmcluhanspeaks.com/introduction/

www.engageny.org. (n.d.). Retrieved from New Yorl State Common Core Learning Standards: https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

Social Media

      An interesting statement made by Raquel Recuero in the You Tube video, Digital Youth, Social Movements, and Democracy in Brazil (2012), in regards to social media was that social media is not creating the problem; social media is showing the problem .  When considering the problems associated with social media such as bullying, lack of privacy and the sharing of too much information, I realized the truth of the statement made by Recuero.  These issues always existed in society.  There was always bullying, there was always a threat to the young when sharing too much personal information with strangers.  It’s this very reason that parents warn their small children not to talk to strangers.  Social media just emphasized problems that always existed in our society. 

    Weblogs and the Public Sphere and Digital Youth, Social Movement, and Democracy in Brazil both discussed the use of blogs in effecting change within society.  The problem identified is that while everyone has access to blogs, not everyone is able to be heard.  The larger blogs with the time and money are so big that interaction and collaboration is limited.  It’s mainly one person sharing their opinion and controlling what stories circulate through the system (O’Baroill, p. 5).   

     One of the benefits of social media mentioned by Recuero is the ability to impact change in social movements and critical thinking.  Social media when used effectively draw attention to social movements.  Recuero mentioned the attention that social media brought to a polluted river.  Citizens banned together and had the river cleaned.  There are cultural benefits to social media.  The problem is the inability of smaller blogs to reach the right people in order to make these types of changes.  Weblogs and the Public Sphere refers to it as the “propagation network that serves to privilege some over others” (p. 5). 

     While social media can have a positive impact on society, it remains a bit one sided, with the haves still controlling the have-nots.  I am concerned about the possibility of the loss of network neutrality as discussed in Networked Publics.  Without network neutrality, those with the means and time will be able to impose their views on the many.  Opposing views will be lost and unable to be heard. 

References

O'Baoill, A. (n.d.). Weblogs and the Public Sphere. Retrieved from Into the Blogshere: http://blog.lib.umn.edu/blogosphere/weblogs_and_the_public_sphere.html

Recuero, Raquel. Digital Youth, Social Movements and Democracy in Brazil. N.p.: Connected Learning TV, 24 July 2012. YouTube.

Varnelis, K. (. (2012). Networked Publics. Cambridge: The MIT Press.

Simultaneous Place

     The topic that interested me most from Networked Publics was Simultaneous Place:  Networked Publics.  Simultaneous Place:  Networked Publics suggests that even with the benefits of technology (conversations via cell phones, surfing the Internet on laptops, listening to music on iPhones, texting, reading books or newspapers from electronic sources, we still gather to somehow enjoy the companionship of others even in our solitude.  We have managed to exist in simultaneous places…the world of technology and a physical location. With so many ways to stay connected, why gather in a common place and not physically communicate with those most proximate to us?  The gathering is not by chance. It is an innate need developed in the eighteenth century. We had a desire to gather in cafes and salons to have critical debates about the latest newsletter or pamphlet (Varnelis, 2012, p. 16). It is not the physical place that is important, but the discourse that occurs.  Those gathering in the physical location (Starbucks in this example) are seeking meaningful discussions, critiques and analysis utilizing non-place such as laptops and cellular telephones. It is not necessary to assemble, but we desire the interaction even without the spoken word.

      Anthropologist Marc Ange suggests that our sense of place will end (Varnelis, 2012, p. 18).  He believes that we will exist in a non-place such as spaces of transitions absent of identity, human relationships or traces of humans (airports, airplanes, garages), data (in front of the computer), goods and capital (the space in front of the ATM, mall or supermarket)as solitary individuals (Varnelis, 2012, p. 18).  We will lose who we are in this non-place…our identities, language, and rules will be lost.  Ange believes that we will jeopardize our cultural approach to literacy according to Green’s three dimensions of Literacy and Technology. We will lose our ability to transfer languages and rules to future generations.  We will lose who we are and forget how we came to be who we are. We will forget why we do the things we do.  We will forget why the things we do are the right things.  The critical approach to literacy allows us to make meaning and participate in society.  Without the knowledge of the culture, we cannot hope to be an active participating member of society; one capable of effecting appropriate changes when necessary.

     I believe that regardless of the technological advancements, we will continue to seek interaction.  Our identities are formed through these interactions.  We will still gather in the smoke areas, at the water cooler and near the coffee maker.  We will find ways to fulfill this need.  A recent company initiative to include photographs of all employees on the company telephone directory proves this point.  As soon as the photographs became available on line, employees were searching for individuals that they have had contact with via email.  There was a desire to put a face with the name.  I believe that we will always have that desire to associate with others.  That is the reason we gather in crowds at Starbucks to just text, surf the Internet or listen to music on their iPhones. 

Reference

Varnelis, K.(Ed.).(2008). Networked Publics. Cambridge, Massachusetts: The MIT Press.

Literacy Debate

     Literacy is considered the ability to read and write.  If reading and writing are thought of in the narrow sense one would only consider printed text as falling into the category of literacy.  A broader definition would encompass anything that can be read or written or anything where meaning can be drawn.  Texts, electronic articles, blogs, Facebook, magazines and comics would be considered reading under the broader definition.  Images are part of reading as well.  Meaning can be drawn from images.  Therefore, videos and illustrations should be considered a component of literacy.  Any medium where meaning can be drawn can be considered literacy. Reading is described as an interaction with text.  The same interaction can occur through digital literacy.  Students enter a world of critical thinking, decision making, and considering alternate possible outcomes.

     The new interactive world allows the students to understand based upon prior knowledge and the new experiences they gain through the choices made.  They read from sources that they enjoy.  Online communication continues to evolve daily.  We must evolve as well and acknowledge and capitalize on the benefits of technology.  With the click of button, project discussions are underway, thoughts are shared and solutions are found.  However, using the appropriate communication method must be taught.  A text to a friend and a letter to the corporate office will use different forms of written communication.  A friend accepts and expects a text using abbreviated word spelling.  Abbreviated word spelling is not appropriate for business communication. Businesses expect documents written using the conventions of the Standard English Language.

     Donna Alvermann, Professor of Language and Literacy Education at the University of Georgia sums up the argument best when she stated “books aren’t out of the picture, but they’re only one way of experiencing information in the world today” (Rich, 2008).  Books and digital technology are essential to our world.  Both means are valuable to the survival of society.  We can no longer consider learning as only being acquired from books.  Books are important to learning, but are not the only source of learning. Technology improves participation, collaboration, thinking and creativity. 

Reference

Rich, M. (2008, July 27). http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=2&. Retrieved from The New York Times: http://www.nytimes.com

Literacy as Social Practice

“The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives”.

     According to the psychologist, Lev Vygotsky, learning takes place through social interaction (Santrock, 2012). In addition to Vygotsky’s emphasis on social interaction as a role in development, he also maintains that language and culture are key components (Eggen & Kauchak, 2013). Our learning is tied to our environment and the way in which we interact within that environment and with others in that environment.  Literacy in social practices involves what people do, what they understand and how that information is applied to their lives to bring meaning.  How do we are learners use technology to show our understanding?  Literacy can no longer be confined to reading and writing from written text. 

     Literacy involves the use of text, images, music, and even the spoken word.  Kress contends that the combination of these multimodes makes literacy more complex  (Gillen & Barton). One must think not only about the text, but about the meaning of all the modes and how those modes combine to form meaning.  No longer can we view the written word and ignore the surrounding images or view a movie and ignore the music.  These additional components tell a story.  While watching a scary movie, the music changes to that eerie sound, you immediately know something horrible is about to happen. Perhaps you are reading Annabel Lee by Edgar Allen Poe electronically and there is the sound of waves crashing against rocks in the background, immediately you are transferred to a beach setting and the words of the text come alive.  Maybe you are reading a documentary about child soldiers and there are images on the page of young boys with sad eyes holding guns, the image evokes sympathy for their plight and we want to help.  That is the power of digital literacy.  It transforms our world and has the power to change who we are and how we interact with others. 

     Learning can never be isolated to the just the classroom, especially digital technological learning.  Our culture shapes our learning and literacies shape our culture.  Social interaction plays a fundamental role in development. What students are learning outside of the classroom out paces what is taught in the classroom (Lankshear, 2011). There is a connection between people and the social culture in which they act, interact in and share experiences.  We learn through our experiences and see the world through the eyes of others.  My knowledge would be limited without the ability to experience the world through others.  Technology helps us see and understand those experiences faster.  The faster we understand, the sooner those experiences can enrich our lives.

     An environment that changes as fast as digital technology comes with a “hazardous material” warning.  There are benefits, but there are also dangers. There is the chance of abuse and harm to the users when not used wisely.  With sites that allow collaboration and the ability to voice opinions, it becomes easy to accept information as facts when that information has not been proven to be fact.  Users of the tools must be aware of the potential dangers.  Social media in the hands of irresponsible users becomes a means to target and torture.  Unfortunately, it’s easier to torture someone from a distance than when face to face with the individual.  Cyber bullying affects more people than we realize.  As we grow and learn in the rapidly changing digital environment, we have to “tech” responsibly and teach others to do the same.

   

References

Durrant, C., & Green, B. (2000, June 1). The Free Library. Retrieved  May 15, 2015 from http://www.thefreelibrary.com/literacy+and+the+new+technologies+in+school+education%3a+meeting+the...-a063132991: http://www.thefreelibrary.com

Eggen, P., & Kauchak, D. (2013). Educational Psychology. New Jersey: Pearson.

Gillen, J., & Barton, D. (n.d.). T.L.R.P. Technology Enhanced Learning. Retrieved May 15, 2015 from http://www.tlrp.org/docs/DigitalLiteracies.pdf: http://www.tlrp.org/docs/DigitalLiteracies.pdf

Lankshear, C., & Knobel, M. (2011). Literacies Social, Cultural and Historical Perspectives. New York: Peter Lang Publishing, Inc.

Santrock, J. W. (2012). Adolescence. New York: McGraw-Hill.