"Teachers must bridge the gap between school and society and play some part in the fashioning of those great common purposes which should bind the two together." (Avila & Pandya, 2013, p. 123). This quote strongly suggests that as educators, we need to bridge the gap between what we must teach within our curriculum and what our students are learning on their own time outside of school within the media and new technologies. Students are so in tune with today’s society dealing with the internet and all that it entails, social media via computers and cell phones, text messaging, television, and all that they see in this society. Therefore, as educators, we need to be certain that we are not only involving these within our curriculum, but we are also teaching the safety that they need to keep in mind.
As students progress through this digitized world, they need to realize that the things that they are so accustom to and the things that they spend so much time engulfed in, need a lot of safety skills, as well as critical and analytical skills. As educators, it is our job to make sure that they are properly educated in this manner. “Technology plays an important role, not alone but as a constantly changing set of socially situated tools for literacy, for making sense of the world and ourselves” (Avila & Pandya, 2013, p. 104) I feel that this quote explains that not only are we to teach them the skills they need, we ourselves need to understand how and why we are teaching this. Therefore, we need to dedicate time into learning as much as we can about what our students enjoy the most. If the students enjoy the modes of technology within this digitally changed society, they will learn in this way as well.
To make sure that we incorporate these things into our classroom, we need to make sure that we take into consideration our curriculum. We can use PowerPoints, digital stories, constructing and deconstructing ads, etc. "The tools of digital storytelling, as well as the social relations that this type of activity promoted, provided the space and opportunity for youth to engage in meaningful practices to represent and extend their understandings of complex issues with which they grappled personally and intellectually." (Nixon, 57) As long as our students are extending their understanding and knowing the meaningful practices that are being used, they will grow as an individual, as well as, an academic student.
In closing, I feel that in this day and age, students are so dependent upon technologies that are handed to them, that as educators, we should not turn away from this. We need to embrace the powerful tools that they are utilizing, and use it ourselves. This way we can not only make the students better academically, but they will become digital learners. This will help them in years to come, and in the workplace. Therefore, we need to learn to love the new age, not try to cling to the older practices in which we are used to using.
Sources:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.
Links:
Digital Storytelling
Critical Thinking on the Internet
The Innovative Educator
Using the Internet
Internet Safety
Tuesday, December 10, 2013
Saturday, November 30, 2013
Friday, November 29, 2013
Educ 6810 - Reading and Discussion #14
"Students of narrative believe that we formulate notions of ourselves by telling ourselves stories about who we have been in the past and who we want to become in the future."
Hull, G. (2003). At last: Youth culture and digital media. 229-233. Retrieved from http://search.proquest.com.ezproxy.fairmontstate.edu/docview/215345891
I chose this quote because I truly believe it. I feel that telling a narrative like this helped me tell a story about where I have been, what I have been through, and how it has effected me, as well as, where I am now and in the future. I feel that students will feel this same way. Even though they may not have such a long past as some of us in this course, they have so much to look back on as well as looking forward to.
Retrieved from http://www.google.com/imgres?sa=X&biw=1280&bih=618&tbm=isch&tbnid=XqL_Ib1VzEHRlM:&imgrefurl=http://www.susangaddis.net/2011/10/how-to-live-free-of-your-past/holy-in-the-daily-past-present-and-future-signs/&docid=FK98YsCXDTukYM&imgurl=http://www.susangaddis.net/wp-content/uploads/2011/10/Holy-in-the-Daily-Past-Present-and-Future-signs-.jpg&w=400&h=300&ei=e_6YUtaBBs7eoAS_koDQBA&zoom=1&iact=rc&page=2&tbnh=179&tbnw=239&start=10&ndsp=20&ved=1t:429,r:27,s:0&tx=110.4000244140625&ty=82.80001831054687
I chose this picture because it shows that we are coming from our past, learning in our present, and then moving on into our future. I feel that this was great for this quote.
1. How does digital storytelling support academic literacies?
Digital storytelling supports academic literacies in so many ways. English is one of the most prominent. There is a lot of writing going on while making a digital story. There may be stories read aloud, however, it is still written at some point. Also, there are many things that are typed and the viewer has to read the text. It is also problem solving. The author has to think of the problem or the story that they are going to discuss and then decide how to put it all together.
2. Now that you have created your own digital story, do you think that using images, words and music to create a message is simplistic compared to traditional alphabetic print based argumentation?
Absolutely. I feel that the entire process is a powerful message to people. Most people that make these stories using images, words, music, and voice to tell their stories are telling these stories from the heart. Therefore, they are creating a masterpiece. It is much better than a traditional alphabetic print because someone can watch this powerful piece as opposed to being forced to read a long drawn out piece of work.
3. After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency in their own lives? Do you think this might have a positive impact on students academic lives? How? Why?
Yes. I feel that after creating my digital story, I now feel that it can help develop a stronger sense of agency in one's life. Also, it has a positive impact on students in their academic life. By utilizing this technology it is not only a way to learn how to use the computer program, it can actually be a fun assignment. I know that I always enjoy making assignments like this. Once again, it is helping the students in their English Language Arts skills as well as problem solving skills. This is a great project for developing agency and academic skills.
Hull, G. (2003). At last: Youth culture and digital media. 229-233. Retrieved from http://search.proquest.com.ezproxy.fairmontstate.edu/docview/215345891
I chose this quote because I truly believe it. I feel that telling a narrative like this helped me tell a story about where I have been, what I have been through, and how it has effected me, as well as, where I am now and in the future. I feel that students will feel this same way. Even though they may not have such a long past as some of us in this course, they have so much to look back on as well as looking forward to.
Retrieved from http://www.google.com/imgres?sa=X&biw=1280&bih=618&tbm=isch&tbnid=XqL_Ib1VzEHRlM:&imgrefurl=http://www.susangaddis.net/2011/10/how-to-live-free-of-your-past/holy-in-the-daily-past-present-and-future-signs/&docid=FK98YsCXDTukYM&imgurl=http://www.susangaddis.net/wp-content/uploads/2011/10/Holy-in-the-Daily-Past-Present-and-Future-signs-.jpg&w=400&h=300&ei=e_6YUtaBBs7eoAS_koDQBA&zoom=1&iact=rc&page=2&tbnh=179&tbnw=239&start=10&ndsp=20&ved=1t:429,r:27,s:0&tx=110.4000244140625&ty=82.80001831054687
I chose this picture because it shows that we are coming from our past, learning in our present, and then moving on into our future. I feel that this was great for this quote.
1. How does digital storytelling support academic literacies?
Digital storytelling supports academic literacies in so many ways. English is one of the most prominent. There is a lot of writing going on while making a digital story. There may be stories read aloud, however, it is still written at some point. Also, there are many things that are typed and the viewer has to read the text. It is also problem solving. The author has to think of the problem or the story that they are going to discuss and then decide how to put it all together.
2. Now that you have created your own digital story, do you think that using images, words and music to create a message is simplistic compared to traditional alphabetic print based argumentation?
Absolutely. I feel that the entire process is a powerful message to people. Most people that make these stories using images, words, music, and voice to tell their stories are telling these stories from the heart. Therefore, they are creating a masterpiece. It is much better than a traditional alphabetic print because someone can watch this powerful piece as opposed to being forced to read a long drawn out piece of work.
3. After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency in their own lives? Do you think this might have a positive impact on students academic lives? How? Why?
Yes. I feel that after creating my digital story, I now feel that it can help develop a stronger sense of agency in one's life. Also, it has a positive impact on students in their academic life. By utilizing this technology it is not only a way to learn how to use the computer program, it can actually be a fun assignment. I know that I always enjoy making assignments like this. Once again, it is helping the students in their English Language Arts skills as well as problem solving skills. This is a great project for developing agency and academic skills.
Educ 6810 - Reading and Discussion Week 13
"Keeping in mind the focus of technology integration within pre-service experiences, we begin with professional contexts, environments, and processes. Using technology for professional purposes, such as teaching within a subject area requires content-specialized knowledge." (pg. 136, Avila & Pandya)
I chose this quotes because I feel that it is true. I feel that this class has prepared me to utilize technology in my classroom. I feel that this can be considered my content-specialized knowledge. I have a specialization in mathematics; therefore, I not only need the knowledge to teach my students the basics and the concepts of mathematics, I need to be teaching them the technology skills and literacy skills to utilize technology within the math classroom.
Retrieved from http://www.google.com/imgres?sa=X&biw=1280&bih=618&tbm=isch&tbnid=aVbP09sP8lGO2M:&imgrefurl=http://www.usm.edu/thinkcenter/technology-in-the-classroom-does-it-belong/&docid=kFw9OclQXbY4gM&imgurl=http://www.usm.edu/thinkcenter/wp-content/uploads/2013/06/cartoon...outdated_technology.jpg&w=328&h=260&ei=yvmYUtaWEov7oATYpYDgAw&zoom=1&ved=1t:3588,r:13,s:0,i:141&iact=rc&page=2&tbnh=181&tbnw=228&start=10&ndsp=20&tx=117.20001220703125&ty=89
I chose this picture because it shows that students in this day and age make sure that they are involved with technology. They also want to be sure that they are being taught with the knew technology by their teachers. Therefore, they want to make sure their teachers are in touch with the digital literacies.
1. Why do the authors of this chapter chose to use the term "critical digital literacies" rather than just "digital literacies"?
I chose this quotes because I feel that it is true. I feel that this class has prepared me to utilize technology in my classroom. I feel that this can be considered my content-specialized knowledge. I have a specialization in mathematics; therefore, I not only need the knowledge to teach my students the basics and the concepts of mathematics, I need to be teaching them the technology skills and literacy skills to utilize technology within the math classroom.
Retrieved from http://www.google.com/imgres?sa=X&biw=1280&bih=618&tbm=isch&tbnid=aVbP09sP8lGO2M:&imgrefurl=http://www.usm.edu/thinkcenter/technology-in-the-classroom-does-it-belong/&docid=kFw9OclQXbY4gM&imgurl=http://www.usm.edu/thinkcenter/wp-content/uploads/2013/06/cartoon...outdated_technology.jpg&w=328&h=260&ei=yvmYUtaWEov7oATYpYDgAw&zoom=1&ved=1t:3588,r:13,s:0,i:141&iact=rc&page=2&tbnh=181&tbnw=228&start=10&ndsp=20&tx=117.20001220703125&ty=89
I chose this picture because it shows that students in this day and age make sure that they are involved with technology. They also want to be sure that they are being taught with the knew technology by their teachers. Therefore, they want to make sure their teachers are in touch with the digital literacies.
1. Why do the authors of this chapter chose to use the term "critical digital literacies" rather than just "digital literacies"?
I feel that they used the term "critical digital literacies" rather than "digital literacies" because digital literacy is such a broad term. It is much more than just the skills you need to be literate with technology. One needs the critical and analytic skills to be digitally literate. Therefore, the authors used the term "critical digital literacies" to motivate those to be critical and analytic.
2. How well did our own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?
3. What should teachers be thinking about when they engage in critical thinking as it relates to technology use in school?
4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.
2. How well did our own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?
I feel that I was as prepared as I could be. I was able to utilize SMART boards, digital tools, and create many lessons based on using technology. I feel; however, that it was both tools based and literacy based at FSU.
3. What should teachers be thinking about when they engage in critical thinking as it relates to technology use in school?
They need to think about being reflective, critical, and analytic. For me, I feel that I need to make sure I am correctly educating my students about technology and the correct ways in which they need to utilize it.
4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.
Yes, my students have these rights. Students are able to use the computer lab for all subjects. We also have mobile labs that move from classroom to classroom for other subjects. There is a computer class that allows students to learn about programs and typing. We also need to conduct Tech Steps for them to apply the skills they learn in computer class.
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.Sunday, November 10, 2013
Educ 6810 - Reading and Discussion #12
"Teachers must bridge the gap between school and society and play some part in the fashioning of those great common purposes which should bind the two together." (Avila & Pandya, 2013, p. 123).
1. How did the Ask Anansi game support critical literacies?
The students were using clues and working together to come up with a possible solution to the problem. This was using critical literacy skills as well as communication skills. They were also using something other than worksheets and instances in the classroom to better understand.
2. How did the Ask Anansi game support academic literacies?
They were analyzing, supporting, problem solving and working together to come up with content material.
3. How did the Ask Anansi game support digital literacies?
Well, to have digital literacy skills, one needs skills dealing with technology. Therefore, by using their content, they were using iPads to find the answers. This makes it easier for the children to go out into the real world and use the technology used for other things in life.
4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.
This quote really empowers the use of writing skills in the classroom. The students need bring world wide issues into the classroom; however, they need to utilize writing skills. In the reading, the students were asked to write a counter-narrative.
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.
I chose this quote because I have used the same wording in many of my posts this semester. I feel that we must close the gap with school and society. It is brutal for students to walk into school and only learn the procedural content of any subject. They need to learn based on real life experience, instances, and stories. Teachers really need to do this with their students to make them aware of their surroundings instead of just the content.
Retrieved from http://cheezburger.com/5814606080
I found this picture to be amusing as well as a great description of this quote. It seems that the squirrel is having difficulty; therefore, he looks like he is struggling. This is the same as teaching and bridging those gaps. There is no easy way - it will take work; however, it is worth the work.
1. How did the Ask Anansi game support critical literacies?
The students were using clues and working together to come up with a possible solution to the problem. This was using critical literacy skills as well as communication skills. They were also using something other than worksheets and instances in the classroom to better understand.
2. How did the Ask Anansi game support academic literacies?
They were analyzing, supporting, problem solving and working together to come up with content material.
3. How did the Ask Anansi game support digital literacies?
Well, to have digital literacy skills, one needs skills dealing with technology. Therefore, by using their content, they were using iPads to find the answers. This makes it easier for the children to go out into the real world and use the technology used for other things in life.
4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.
This quote really empowers the use of writing skills in the classroom. The students need bring world wide issues into the classroom; however, they need to utilize writing skills. In the reading, the students were asked to write a counter-narrative.
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.
Educ 6810 - Addressing the seven Elements of Digital Storytelling
Point of View - My point of view is first person. I am going to be telling the story to an audience who has the same feelings of appreciating things more now than as a child.
Dramatic Question - My Dramatic question is going to be along the lines of ... Have you ever taken anything for granted? I have never taken my family for granted; however, I feel like I appreciate all the time I spent with them more now as an adult than I did when I was actually spending time with them.
Emotional Content - The emotional content is going to be how much I adore my family and how I wish that I could somehow relive all the Christmas Eve's and Christmas's with them just one more time. I know that this will tug on heart strings of people that have lost members of the family, people that have grown apart with family members, or people that just simply cannot see the members of their family as much as they used to.
Voice - I will be talking through the whole thing. I may have some music in the background.
Storyboard
Dramatic Question - My Dramatic question is going to be along the lines of ... Have you ever taken anything for granted? I have never taken my family for granted; however, I feel like I appreciate all the time I spent with them more now as an adult than I did when I was actually spending time with them.
Emotional Content - The emotional content is going to be how much I adore my family and how I wish that I could somehow relive all the Christmas Eve's and Christmas's with them just one more time. I know that this will tug on heart strings of people that have lost members of the family, people that have grown apart with family members, or people that just simply cannot see the members of their family as much as they used to.
Voice - I will be talking through the whole thing. I may have some music in the background.
Storyboard
Sunday, November 3, 2013
Educ 6810 - Reading and Discussion 11
“Technology plays an important role, not alone but as a constantly changing set of socially situated tools for literacy, for making sense of the world and ourselves” (p. 104)
I chose this quote because I truly believe it. I grew up in a world where technology was just making it's way to us. Therefore, I lived a childhood without computer aged social settings. I used to use the house phone with a cord connected to it. This is now almost unheard of. I used to call my friends and play outside with them. Now - kids are online talking, tweeting, instgramming, and doing no outdoors play. It is a great tool; however, it has definitely changed socially. We can now communicate with people all around the world. It is a great tool with so many benefits; however, there are some down falls for children.
I chose this image because it is literally exactly what we are saying here in this post. Digital technology has become such a change for social needs. It is always a great thing to become a much more social world. We can communicate with anyone in the state, country, and the whole world. It is a great social change for us.
1. What is the difference between an "essentialist" "traditionalist" or "autonomous" "perspective of technology and literacy and a New Literacy Studies of "ideological"perspective on technology and literacy? Which perspective do you adhere to? Why?
Essentialist is all about the ability of using technology, not in the way that it is used. Ideological perspective is about the abilities in which the social aspect is used. The social life is affected with the ideological side is used. I am all about the essentialist perspective. I adhere to this because we need to be able to use the abilities to use technology. I feel that literacy is made through the surroundings and families of people - not having it already.
2. Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.
2. Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.
The teacher used blogging to let her students post pictures for feedback. This allows the students to post comments, and they can use it for their own work. She uses quotes that inspire her, in hopes that she inspires her students. She also wants the students to stay organized, which is a great set of skills for students to have. She also supported the new literacy ways because she actively posts and expects her students to post as well.
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.
Educ 6810 - Brainstorming my Digital Story
1. Describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?
The scene I remember the most is actually a scene that I appreciate more today as an adult. It's actually many scenes. When I was younger, Christmas Eve and Christmas Day were the best days in my life. I did not appreciate them then, but I do now. Now that it is not the same.
Every Christmas Eve we would meet at my Mammaw's and Pappaw's house. Everyone - my aunts, uncles, cousins, sister, mom and dad. We would eat dinner and then get ready for Christmas Eve service at church. Normally I was singing in the choir at the time, so it would feel great to get to sing for my whole family. Then we would return and we would get to open up our Christmas pajamas! We would of course pose for like a million pictures with our new PJs, and then we would eat nuts, veggies, crackers, and chocolate while playing games all night. Then, when it was time, we would all go home and get ready for Santa in the morning.
The next day my sister and I would wake up. I would normally wake up extra early. We would all meet in the living room - mom, dad, my sister, and myself, and we would listen to Christmas music while we opened up our stocking and presents. We would have a huge breakfast and end it with cinnamon rolls. =) Of course, my sister and I would fight over who got the middle one. Mom finally started making two so that we would have two middle ones. =)
After we would play with our gifts, we would all get ready to head over to Mammaw and Pappaw's house. Then we would all return for Christmas dinner and presents with each other. We would go youngest to oldest for the order in which we opened presents. I was the second to youngest; therefore, I always liked this rule! We would play games and just enjoy the holiday. I never realized how much I would miss those days. Now that we are all older, some of the 'kids' from back then have their own kids, some of the family members have to split the holiday's with their spouses' family, and not everyone is there to enjoy the time with. It is still a great holiday - but there are times that I wish I could just go back and appreciate what I never really appreciated before.
After we would play with our gifts, we would all get ready to head over to Mammaw and Pappaw's house. Then we would all return for Christmas dinner and presents with each other. We would go youngest to oldest for the order in which we opened presents. I was the second to youngest; therefore, I always liked this rule! We would play games and just enjoy the holiday. I never realized how much I would miss those days. Now that we are all older, some of the 'kids' from back then have their own kids, some of the family members have to split the holiday's with their spouses' family, and not everyone is there to enjoy the time with. It is still a great holiday - but there are times that I wish I could just go back and appreciate what I never really appreciated before.
2. Describe a negative scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?
I will not lie, this particular scene from my life has left my memories. Some days I will think about it and think - why was that such a hard time? This is because most of those horrible memories have left my head. For obvious reasons. Then there are times that I feel those feelings again, I remember why I had a hard time this part of my life and I think - wow, I have moved on just fine in life. Things just made me stronger. I will try to explain; however, I cannot promise that it will be in great detail.
When I was in the sixth grade, there were only 13 girls in my entire class. 13 girls. That really is not a lot. All through grade school there were the catty, mean girls. It got so bad, that the counselor had to come and give us 'talks' about bullying. It never worked, the 'mean girls' would just laugh and giggle. It was a little insane; however, nothing will beat my sixth grade year.
I was still in elementary school for sixth grade. There was a " Queen Bee" that ran everything. This Queen Bee was in charge, meaning everyone did as she said. If they didn't, life was going to be rough. If the Queen Bee did not like someone, the rest of us did not like that person. That is just how it was. I hated that I was a follower, but it was better to follow than to have no one like you.
One day, I was the person that she did not like. Along with one other girl. This was the worst time of my life. These girls did some messed up things to me and to anyone else they were mad at. I was a victim of harsh, horrible bullying. This all took place inside of school. I could not imagine what it would be like if it were on the internet. If I could, I would sit here and type up all the bad things that these girls did to me. Calling me names, making fun of what I wore, doing horrible things to my clothes, making fun of my hair, saying nasty things that really hurt. But I do not want to relive any of that. It made me a stronger person today.
I had a diary in the sixth grade. It was a purple fuzzy one with a monkey on the front. I wrote in it every day about the horrible things that these girls did to me. However, three years later there was a flood. My house was flooded, and I lost that notebook. At times it upsets me, because I would love to see how my life has changed. But on second thought, I love that it is gone. I no longer have the memories written down; therefore, I do not have to relive those moments.
I was still in elementary school for sixth grade. There was a " Queen Bee" that ran everything. This Queen Bee was in charge, meaning everyone did as she said. If they didn't, life was going to be rough. If the Queen Bee did not like someone, the rest of us did not like that person. That is just how it was. I hated that I was a follower, but it was better to follow than to have no one like you.
One day, I was the person that she did not like. Along with one other girl. This was the worst time of my life. These girls did some messed up things to me and to anyone else they were mad at. I was a victim of harsh, horrible bullying. This all took place inside of school. I could not imagine what it would be like if it were on the internet. If I could, I would sit here and type up all the bad things that these girls did to me. Calling me names, making fun of what I wore, doing horrible things to my clothes, making fun of my hair, saying nasty things that really hurt. But I do not want to relive any of that. It made me a stronger person today.
I had a diary in the sixth grade. It was a purple fuzzy one with a monkey on the front. I wrote in it every day about the horrible things that these girls did to me. However, three years later there was a flood. My house was flooded, and I lost that notebook. At times it upsets me, because I would love to see how my life has changed. But on second thought, I love that it is gone. I no longer have the memories written down; therefore, I do not have to relive those moments.
This helped me make friends in junior high school because I knew I did not want anything to do with those other girls. The moments in sixth grade still upset me; however, they made me much stronger today.
3. Describe a particular event from your teen-aged years that stands out in your memory
today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.
There are so many events that stick out in my mind. The teen age years were a hard couple to handle. Some of them were very, very personal that I do not feel that I can talk about. One that I feel I can discuss is an event that happened when was 17 years old.
One weekend, a friend of ours came back from visiting his mother in Tennessee. We were bowling on a Friday night and he and his friends came to say hi. We were all so happy to see him back. We didn't have school on Monday, so we planned a homecoming party for him on
Sunday night. He would spend Saturday night with his boys then Sunday night with everyone. Now, this boy and I were not the best of friends. I barely knew him. However, he was great friends with my great friends, so we were acquaintances.
Sunday morning after church I received a phone call. My parents and I were on our way to the mall to go shopping. I answered the phone and my dad instantly turned around when he heard my voice. It was my friend Jami. She was crying. She told me that our friend did not wake up that morning. There was alcohol involved with their party and he didn't wake up. We didn't know if it was from his intake or if he choked on his vomit. I did not believe it - she had to tell me over and over. My friends and I spent the entire two days together in the dark just hurt.
The next week was horrible. I was not that close to him I was closer to his friends. But I still went to the funeral home every night with my friends. It was the first funeral and burial I had ever been to. We were all so strong together, but when the slightest things happened, it broke us all down. I will never forget that week - it was very hard to handle. However, I could never imagine if it had been one of my close friends. I hated seeing my friends like that.
today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.
There are so many events that stick out in my mind. The teen age years were a hard couple to handle. Some of them were very, very personal that I do not feel that I can talk about. One that I feel I can discuss is an event that happened when was 17 years old.
One weekend, a friend of ours came back from visiting his mother in Tennessee. We were bowling on a Friday night and he and his friends came to say hi. We were all so happy to see him back. We didn't have school on Monday, so we planned a homecoming party for him on
Sunday night. He would spend Saturday night with his boys then Sunday night with everyone. Now, this boy and I were not the best of friends. I barely knew him. However, he was great friends with my great friends, so we were acquaintances.
Sunday morning after church I received a phone call. My parents and I were on our way to the mall to go shopping. I answered the phone and my dad instantly turned around when he heard my voice. It was my friend Jami. She was crying. She told me that our friend did not wake up that morning. There was alcohol involved with their party and he didn't wake up. We didn't know if it was from his intake or if he choked on his vomit. I did not believe it - she had to tell me over and over. My friends and I spent the entire two days together in the dark just hurt.
The next week was horrible. I was not that close to him I was closer to his friends. But I still went to the funeral home every night with my friends. It was the first funeral and burial I had ever been to. We were all so strong together, but when the slightest things happened, it broke us all down. I will never forget that week - it was very hard to handle. However, I could never imagine if it had been one of my close friends. I hated seeing my friends like that.
4. Describe a vivid or important memory from any time in your adult years. Again, this can be positive or negative. It can be about anything – family, work, whatever. The scene stands
out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?
Even though I mentioned above about a death, I barely knew the boy. I knew him enough to talk to him. However, once again in my adult years, I have had many many heart breaking and personal experiences that I do not want to talk about. The one event I will talk about, I call it my first death.
I was only 19 years old, in college when I found out my Pappaw had leukemia. It was in November. The doctors gave him 2 months. However, he lasted 14. That's my Pappaw, though. He
didn't go by what other people say, he did his own thing.
It was December 13th, 2010. My second to last exam for that semester. I finished and looked at my phone. My dad had called. I called him back to tell him that I aced that exam. He said he was proud but he had some news. Pappaw didn't make it...
I knew it was coming just not yet. I wasn't ready. But then again, would I have ever been ready? I had to sit down on a bench and collect myself before driving back to my house off of campus. I was greeted by all my roommates and the boy I liked. They were all waiting just to be there for me. It was so great to know I had friends like that.
I packed my things and headed for home. It was bittersweet to see all my family. It was like I wanted to see them, just not like that. The viewing and the funeral were the hardest things I had to ever deal with. However, I did with my family by my side. I still miss him so much.
But I know he is looking down on me so proud.
out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?
Even though I mentioned above about a death, I barely knew the boy. I knew him enough to talk to him. However, once again in my adult years, I have had many many heart breaking and personal experiences that I do not want to talk about. The one event I will talk about, I call it my first death.
I was only 19 years old, in college when I found out my Pappaw had leukemia. It was in November. The doctors gave him 2 months. However, he lasted 14. That's my Pappaw, though. He
didn't go by what other people say, he did his own thing.
It was December 13th, 2010. My second to last exam for that semester. I finished and looked at my phone. My dad had called. I called him back to tell him that I aced that exam. He said he was proud but he had some news. Pappaw didn't make it...
I knew it was coming just not yet. I wasn't ready. But then again, would I have ever been ready? I had to sit down on a bench and collect myself before driving back to my house off of campus. I was greeted by all my roommates and the boy I liked. They were all waiting just to be there for me. It was so great to know I had friends like that.
I packed my things and headed for home. It was bittersweet to see all my family. It was like I wanted to see them, just not like that. The viewing and the funeral were the hardest things I had to ever deal with. However, I did with my family by my side. I still miss him so much.
But I know he is looking down on me so proud.
5. In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life. Please choose one key turning point scene and describe it in detail. If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way. Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on. Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.
The most life changing event was actually the most recent event in my life. However, it was a few months of getting where I am that need to be brought up.
I graduated college with my Bachelor's Degree in Elementary Education - specialized in math grades 5-9 in December of this year. I then began to substitute teach in Marion Co. So many events happened to me in the months after graduation, it was unreal.
I was invited by an amazing professor to attend and speak at a National Teachers Conference in New Orleans, LA. It was an amazing experience; one that I will never forget. Also, later that month, I attended a State Conference where I saw Dr. Lindstrom :) present and talk about this Masters Program. Therefore, I decided to give it a try. Here I am!
I thought that I was on top of the world with all of this happening. However, I was not. I was not on top of the world until my home county - Marshall county - was putting up new bids for the school year 2013-2014. I knew that I had to give it a try. I was actually on my lunch break at a school in which I was subbing when my mother called to tell me about the bids. When I saw that there was an opening for a middle school math teacher at my old middle school - I was so excited to put that as my first bid. I actually placed my bids the day I was leaving for New Orleans as I was walking in the Atlanta, GA airport.
After the National Teacher Conference, I received that call that I was selected for the interview for the job! I was so excited! Yet, very nervous. I met so many great people at the state conference that talked me up for getting the interview, gave me advice on how to prepare, gave me advice for while I was in the interview, and wished me so much luck. I am so thankful for that conference because of the people that were behind me.
Once I walked into the office for the interview, I immediately got cold feet. Am I going to be good enough? Am I going to be better than the people that already interviewed? Do I have enough experience for them? Do I have what they are looking for? It was a hard five minutes in that office - but they called my name in and I did the BEST that I could do. I knew that if I was not chosen, that I did the best that I could.
Two days later, I received a phone call. "Emily, this is Mrs. Porter the principal from Sherrard Middle School. How are you?" I was so nervous. Why is she calling? Is she telling me to start looking for more jobs? Is she telling me that I was not good enough? Is she letting me know that I did not get the job? Will she at least let me know what I did wrong? "I was just calling to let you know that you can stop looking for jobs, and maybe cancel any interviews you may have. We have selected you as the candidate for our Sixth Grade/Mathematics teacher here at Sherrard Middle School. "
Holy Moly! I did it!! I am now in my tenth week of my first job as a teacher in my own classroom. I could not have done it without the experience that I was given, the teachers and professors along the way, and the support of family and friends. This is by far the most life changing event in all of my life.
The most life changing event was actually the most recent event in my life. However, it was a few months of getting where I am that need to be brought up.
I graduated college with my Bachelor's Degree in Elementary Education - specialized in math grades 5-9 in December of this year. I then began to substitute teach in Marion Co. So many events happened to me in the months after graduation, it was unreal.
I was invited by an amazing professor to attend and speak at a National Teachers Conference in New Orleans, LA. It was an amazing experience; one that I will never forget. Also, later that month, I attended a State Conference where I saw Dr. Lindstrom :) present and talk about this Masters Program. Therefore, I decided to give it a try. Here I am!
I thought that I was on top of the world with all of this happening. However, I was not. I was not on top of the world until my home county - Marshall county - was putting up new bids for the school year 2013-2014. I knew that I had to give it a try. I was actually on my lunch break at a school in which I was subbing when my mother called to tell me about the bids. When I saw that there was an opening for a middle school math teacher at my old middle school - I was so excited to put that as my first bid. I actually placed my bids the day I was leaving for New Orleans as I was walking in the Atlanta, GA airport.
After the National Teacher Conference, I received that call that I was selected for the interview for the job! I was so excited! Yet, very nervous. I met so many great people at the state conference that talked me up for getting the interview, gave me advice on how to prepare, gave me advice for while I was in the interview, and wished me so much luck. I am so thankful for that conference because of the people that were behind me.
Once I walked into the office for the interview, I immediately got cold feet. Am I going to be good enough? Am I going to be better than the people that already interviewed? Do I have enough experience for them? Do I have what they are looking for? It was a hard five minutes in that office - but they called my name in and I did the BEST that I could do. I knew that if I was not chosen, that I did the best that I could.
Two days later, I received a phone call. "Emily, this is Mrs. Porter the principal from Sherrard Middle School. How are you?" I was so nervous. Why is she calling? Is she telling me to start looking for more jobs? Is she telling me that I was not good enough? Is she letting me know that I did not get the job? Will she at least let me know what I did wrong? "I was just calling to let you know that you can stop looking for jobs, and maybe cancel any interviews you may have. We have selected you as the candidate for our Sixth Grade/Mathematics teacher here at Sherrard Middle School. "
Holy Moly! I did it!! I am now in my tenth week of my first job as a teacher in my own classroom. I could not have done it without the experience that I was given, the teachers and professors along the way, and the support of family and friends. This is by far the most life changing event in all of my life.
Sunday, October 27, 2013
Educ 6810 - Week Ten Activities 1&2
Activity#1
Element #2: See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?
Video #1 Why are they making a beautiful island ugly? It isn't resolved.
Video #2 This is about wasting food. The solution is a water pool.
Element #3: See if you can identify the emotional paradigms behind these stories.
Video #1 Teenage depression and suicide.
Video #2 Loss of a grandparent.
Video #3 Danger of strangers to children.
Element #4: What impact that the voice plays on the overall effect of the story.
Video #1 a woman's voice is answering a question.
Video #2 beautiful voices of little children.
Element #5: What impact does the music have on the emotional content or purpose of the story?
Video #1 Sounds to be some sort of chanting from their culture.
Element #6: Look at the examples in this section and consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces? Give an example?
Activity #2
http://m.youtube.com/watch?v=9X6brtJBMCs
Point of view:
The point of view is the granddaughter. This young woman is Karen Haney. This is in first person because she is describing points of her own experience with her grandmother.
Dramatic Question:
I feel that the dramatic question is when she says that her grandmother moves to Kansas City. However, they do not live together like she wanted them to.
Emotional Content:
The emotional content is that the speaker loves her grandmother and always wanted to hear her exciting stories. However, it tug on our heart strings when we hear about her Alzheimer's Disease. We realize that Karen can no longer have those conversations with her grandmother.
Element #1: Take a look at the two examples and see if you can identify the purpose behind each story. What is the point of view in each? Whose voice do you hear?
Video #1 shows the audience how to make salt. There are children talking in this video.
Video #2 shows that solar power can make energy. The voice sounds to be a male; however, we hear music as we'll.
Element #2: See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?
Video #1 Why are they making a beautiful island ugly? It isn't resolved.
Video #2 This is about wasting food. The solution is a water pool.
Element #3: See if you can identify the emotional paradigms behind these stories.
Video #1 Teenage depression and suicide.
Video #2 Loss of a grandparent.
Video #3 Danger of strangers to children.
Element #4: What impact that the voice plays on the overall effect of the story.
Video #1 a woman's voice is answering a question.
Video #2 beautiful voices of little children.
Element #5: What impact does the music have on the emotional content or purpose of the story?
Video #1 Sounds to be some sort of chanting from their culture.
Element #6: Look at the examples in this section and consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces? Give an example?
The videos had the same purpose.
Video #1 It is short; however , we can fill I the blanks that the child got a room.
Video #2. This is longer but we now know it's because of an uncle. We transition better.
Video #3 much longer. This May have lasted too long. Some pictures did not add to the story.
Element #7: How does the narrator use their voice to pace the story? Give a specific example.
Video #1 was a bit too fast. If I needed answers in this bit of information i would have to watch it many times.
Video #2 this one hay a better pace. I enjoyed the humor of it.
Activity #2
http://m.youtube.com/watch?v=9X6brtJBMCs
Point of view:
The point of view is the granddaughter. This young woman is Karen Haney. This is in first person because she is describing points of her own experience with her grandmother.
Dramatic Question:
I feel that the dramatic question is when she says that her grandmother moves to Kansas City. However, they do not live together like she wanted them to.
Emotional Content:
The emotional content is that the speaker loves her grandmother and always wanted to hear her exciting stories. However, it tug on our heart strings when we hear about her Alzheimer's Disease. We realize that Karen can no longer have those conversations with her grandmother.
Educ 6810 - Week Ten Reading
How has social media changed reading and writing processes in the digital age?
When it comes to social media we are forced to read, write, hear, see and create text. We are reading and writing and the importance of theses skills is equally important. With social media it makes it much easier to converse with others by commenting and even clicking simple links. Also, with using digital media, it is easy to edit text, comment on text, and share text.
Explain "cosmopolitan practice" in relation to digital literacies and it means for learning in school.
We need to be citizens in this new digital world. We must take part in world wide issues via digital media and social.media. Being digitally literate is a key component o living in this digital world. It helps to get better involved. Students may never leave this area, but they can talk to anyone around the world.
How did the cosmopolitan conversation video challenge support critical media literacy?
Students were able to communicate by voicing their own opinions. They were able to talk to others and get their information and opinions the same topics. They. Eed
4. How does this quote from the text, "In this digital age, traditional content creation such as book reports, unit projects and essays, cannot be merely digitized and regulated to the end of the unit as capstone demonstrations of content mastery," make you think about how digital technologies should
be used to support learning in school?
Because of the 21st century skills, students need to master so much more than the projects and essays provided by and expected by teachers. We need to do more than just type and view pictures on the computer. There is so much more that we can utilize in the classroom and we need to use it to its full potential. It is available to us. It is necessary to use it and teach it.
How do the digital stories you watch this week support the concept of cosmopolitanism?
Watching the digital stories this week support the concept of cosmopolitanism by letting me watch other people at I did not even know. This made it easy to watch videos dealing with issues around the world form around the world. Anyone can upload these videos and comment on them as well.
6. In a blog posting, copy and paste a quote from the text that have moved you in some way (i.e. surprised, confused, disagree, strongly agree) and in about 100-150 words state why you have selected the quote. Then find an article, video, podcast, blog posting, image related to what you have read and link to it or embed it in your Blog. Describe the resources and a brief explanation of how it is connected to the reading.
"Through social media outlets, more people of diverse ages, nationalities, genders, and socioeconomic positions produce news, comment on social issues, and even stage revolutions."
I chose this quote because social media has become the most insane thing to hit peoples'
entertainment. With Twitter, Facebook, Instagram, etc. it has become the greatest thing for people. So many people around the world can talk to anyone. It is amazing the friends people can make through these sites.
Retrieved from
http://www.edudemic.com/teach-students-about-social-media/
I feel that this shows that social media can be seen and felt around the world. People are creating media, stories, and moments all around the world and it is bringing people together.
Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang.
When it comes to social media we are forced to read, write, hear, see and create text. We are reading and writing and the importance of theses skills is equally important. With social media it makes it much easier to converse with others by commenting and even clicking simple links. Also, with using digital media, it is easy to edit text, comment on text, and share text.
Explain "cosmopolitan practice" in relation to digital literacies and it means for learning in school.
We need to be citizens in this new digital world. We must take part in world wide issues via digital media and social.media. Being digitally literate is a key component o living in this digital world. It helps to get better involved. Students may never leave this area, but they can talk to anyone around the world.
How did the cosmopolitan conversation video challenge support critical media literacy?
Students were able to communicate by voicing their own opinions. They were able to talk to others and get their information and opinions the same topics. They. Eed
4. How does this quote from the text, "In this digital age, traditional content creation such as book reports, unit projects and essays, cannot be merely digitized and regulated to the end of the unit as capstone demonstrations of content mastery," make you think about how digital technologies should
be used to support learning in school?
Because of the 21st century skills, students need to master so much more than the projects and essays provided by and expected by teachers. We need to do more than just type and view pictures on the computer. There is so much more that we can utilize in the classroom and we need to use it to its full potential. It is available to us. It is necessary to use it and teach it.
How do the digital stories you watch this week support the concept of cosmopolitanism?
Watching the digital stories this week support the concept of cosmopolitanism by letting me watch other people at I did not even know. This made it easy to watch videos dealing with issues around the world form around the world. Anyone can upload these videos and comment on them as well.
6. In a blog posting, copy and paste a quote from the text that have moved you in some way (i.e. surprised, confused, disagree, strongly agree) and in about 100-150 words state why you have selected the quote. Then find an article, video, podcast, blog posting, image related to what you have read and link to it or embed it in your Blog. Describe the resources and a brief explanation of how it is connected to the reading.
"Through social media outlets, more people of diverse ages, nationalities, genders, and socioeconomic positions produce news, comment on social issues, and even stage revolutions."
I chose this quote because social media has become the most insane thing to hit peoples'
entertainment. With Twitter, Facebook, Instagram, etc. it has become the greatest thing for people. So many people around the world can talk to anyone. It is amazing the friends people can make through these sites.
Retrieved from
http://www.edudemic.com/teach-students-about-social-media/
I feel that this shows that social media can be seen and felt around the world. People are creating media, stories, and moments all around the world and it is bringing people together.
Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang.
Thursday, October 17, 2013
Educ 6810 - Reading #9
"The tools of digital storytelling, as well as the social relations that this type of activity promoted, provided the space and opportunity for youth to engage in meaningful practices to represent and extend their understandings of complex issues with which they grappled personally and intellectually." (Nixon, 57)
I chose this text because this is how I felt about the digital story that I watched on Reel. I agree whole heartedly with this quote. Digital storytelling is definitely a way for youth to let out their personal problems and feelings. They also have a great opportunity to speak out for others. These tools let them spill out their hearts and souls and tell their story - through media. It is a great way for youth to not only allow their inner selves to come through, but it also lets them use the same tools that they enjoy to use.
I chose this image because it is everything that digital storytelling is. I love that it shows that digital learning is student engagement. It is engaging students in so much more than they even know. Also, they are able to reflect on their thoughts and feelings. The technology integration is an obvious part; however, it is a great way to bring technology instruction into the classroom. This is a must. Lastly, the Project-Based Learning. This is a great way to assess project based learning activities.
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.
I chose this text because this is how I felt about the digital story that I watched on Reel. I agree whole heartedly with this quote. Digital storytelling is definitely a way for youth to let out their personal problems and feelings. They also have a great opportunity to speak out for others. These tools let them spill out their hearts and souls and tell their story - through media. It is a great way for youth to not only allow their inner selves to come through, but it also lets them use the same tools that they enjoy to use.
I chose this image because it is everything that digital storytelling is. I love that it shows that digital learning is student engagement. It is engaging students in so much more than they even know. Also, they are able to reflect on their thoughts and feelings. The technology integration is an obvious part; however, it is a great way to bring technology instruction into the classroom. This is a must. Lastly, the Project-Based Learning. This is a great way to assess project based learning activities.
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.
Image retrieved Borchardt Elementary Library - from http://borchardtlibrary.edublogs.org/digital-storytelling/
Wednesday, October 16, 2013
Educ 6810 - Digital Story and Reel Works
At first, I saw that it was called No Cinderella Story - so I was interest. Then I realized it was all about sex so I almost turned it off. But then I realized that it was so true. Sex to young people is nothing anymore and there are more and more middle school and high school girls that become pregnant and are usually unfit for the pregnancy of motherhood.
Another part of this video talks about how instead of just hanging out, kids are drinking, smoking, and then having sex.
2.What did you learn from the digital story?
I have learned that they have sex because they are bored. Also - they drink and smoke; therefore, they want to have sex. Another great thing that these kids said was that because their parents were divorced. They feel that that has an influence on their decisions.
3.What surprised you about the digital story?
It did not surprise me so much that young kids are having sex; however, I learned that kids do know that they are either in the wrong or that they need to calm down. Instead of thinking that there is no romance in the world - they are realizing that they need to trust romance and love and not just have sex to get a 'name' for themselves.
4.How did the digital story provide an example of how digital storytelling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?
I loved this video because not only are some of the kids reaching out and saying what is on their minds, but other kids can see this and know that sex is not something that needs tossed around. They need to know that there is time for that and the time is not now. I also feel that it went along with the stereotypes; however, they can see that they need to wizen up about this topic. Kids need to be kids and not hurry up to be adults. I liked that the digital stories were informal and I enjoyed the videos that I watched.
Sunday, October 13, 2013
Educ 6810 - PSA
I created my PSA for teachers. Basically I say exactly what I needed to say - we, as educators, need to realize the generation that these children are growing up in. We need to make sure that we are making their time at school worth while and we need to teach them the critical skills of media - they need to be aware of the good and the bad. I used the plain folk technique as well as rhetorical questions. I start off with a question for teachers to understand the critical areas of the media that we need to be teaching as well as keeping up in our lessons.
Sunday, October 6, 2013
Educ 6810 - Story Board
https://docs.google.com/presentation/d/1a0bWD2OCo1B67OxpV3X3NLNDey1iwYauODcAE5yzNtw/edit?usp=sharing
Educ 6810 - Week 7 Reading & Discussion
Reading #1
According to Rideout, Foehr, & Roberts (2010), " Youth between the ages 8 and 18 have increased their daily media usage from 7:29 hours in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print, and movies." This is a huge chunk of time for youth to be dealing with digital media; therefore, since we know that they are using so much of their lives dealing with this - why not put it into our curriculum.
There are now standards in the curriculum that demand for digital literacies to be taught within the other literacies. Therefore, we need to continue this process. However, there are still many teachers in the education world who do not do this. Instead they steer clear of it because they do not like change. I feel that we need this change - and fast. We need to keep up with these children and make sure that they are receiving the correct curriculum and the standards of today, not yesterday.
Teachers say that they do not need to teach these literacies because they have time to do it on their own, so there is no point in teaching it in schools. However, this is false. We not only need to teach them how to use these medias correctly, but we need to show them how to be critical of the media that is put out there for them to see. Therefore, we DO need to teach this is school considering they only know what they can teach themselves, not what we know and what we can do for them.
The book says it best - we need to determine the definition for digital literacies so that we can explain ourselves, create connections with the critical digital literacies and foundations literacies, change the relationship between the two, and map out the changes.
I am one person who dislikes change; however, I feel that we need to make a change in our society and our eduction world for the better of our students. Change is good! Change is Critical Media Literacy in schools!
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Reading #2
According to Rideout, Foehr, & Roberts (2010), " Youth between the ages 8 and 18 have increased their daily media usage from 7:29 hours in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print, and movies." This is a huge chunk of time for youth to be dealing with digital media; therefore, since we know that they are using so much of their lives dealing with this - why not put it into our curriculum.
There are now standards in the curriculum that demand for digital literacies to be taught within the other literacies. Therefore, we need to continue this process. However, there are still many teachers in the education world who do not do this. Instead they steer clear of it because they do not like change. I feel that we need this change - and fast. We need to keep up with these children and make sure that they are receiving the correct curriculum and the standards of today, not yesterday.
Teachers say that they do not need to teach these literacies because they have time to do it on their own, so there is no point in teaching it in schools. However, this is false. We not only need to teach them how to use these medias correctly, but we need to show them how to be critical of the media that is put out there for them to see. Therefore, we DO need to teach this is school considering they only know what they can teach themselves, not what we know and what we can do for them.
The book says it best - we need to determine the definition for digital literacies so that we can explain ourselves, create connections with the critical digital literacies and foundations literacies, change the relationship between the two, and map out the changes.
I am one person who dislikes change; however, I feel that we need to make a change in our society and our eduction world for the better of our students. Change is good! Change is Critical Media Literacy in schools!
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Reading #2
I read the article "Critical Pedagogy and the Teaching of Reading for Social Action". As a sixth grade teacher of mathematics, social studies, and English Language Arts, I have found that reading is one huge problem in the middle school years. I have learned in my undergrad that children learn to read from kindergarten to third grade. Once third grade is complete, the children need to switch up the process instead of learning how to read, they need to read to learn. Therefore, they need that help with reading - which they are being left behind.
The article I read deals with discussing the meaning of the text that is being read. However, when any one reads, they realize that there can be more than one meaning. Children feel that when a teacher asks the question - "What did the author mean?" they feel that there can only be one answer. This frightens them; therefore, they do not want to accept the challenge to answer the question. Another point in this article is that students need to be actively engaged in what they are reading. Therefore, they can make connections with the content. By getting them engaged and connecting the content, students will be able to reason, argue, and give opinions.
The process behind this has steps for the students and for the teachers. Students must complete the steps: Identify the issue, understand the issue, make it meaningful to themselves, analyze the process, and then create a solution to the issue. Teachers go through steps as well: describe the content, define the problems for the students, personalize the problems for the students, discuss the problem as well as an alternative for the problem, and then guide them to an answer.
The article I read deals with discussing the meaning of the text that is being read. However, when any one reads, they realize that there can be more than one meaning. Children feel that when a teacher asks the question - "What did the author mean?" they feel that there can only be one answer. This frightens them; therefore, they do not want to accept the challenge to answer the question. Another point in this article is that students need to be actively engaged in what they are reading. Therefore, they can make connections with the content. By getting them engaged and connecting the content, students will be able to reason, argue, and give opinions.
The process behind this has steps for the students and for the teachers. Students must complete the steps: Identify the issue, understand the issue, make it meaningful to themselves, analyze the process, and then create a solution to the issue. Teachers go through steps as well: describe the content, define the problems for the students, personalize the problems for the students, discuss the problem as well as an alternative for the problem, and then guide them to an answer.
Source:
Sunday, September 29, 2013
Educ 6810 - Week 6 Reading & Discussion
1.What instructional moves (i.e. group formation, topic selection, scaffolding the process, assessment) did the teacher use that you might replicate in your own teaching practices that involve critical media literacy?
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Honestly, I would like to use them all in my own classroom. I enjoyed the way that the groups were formed. The 'leaders' to me were a great idea as well. I like that they were able to work together to create a product; however, they still needed to approval of the teacher himself. I feel that this was a great way to conduct this type of project, as well as let them have their own source of freedom.
2. What do you think about the student created PSA? Did it seem creative? Do you think it could serve as a legitimate assessment of writing ability? Do you think the topic would be appropriate for school? What if the students chose a pro-choice stance?
2. What do you think about the student created PSA? Did it seem creative? Do you think it could serve as a legitimate assessment of writing ability? Do you think the topic would be appropriate for school? What if the students chose a pro-choice stance?
I enjoyed the PSA topic and I also feel that it was very creative. The writing assessment could be legitimate; however, it is a risky topic, as well as a PSA as opposed to a writing prompt. I feel that it is very appropriate for school; however, the grade levels would need to be thought out. I feel that because of this project, this just makes perfect amount of room for someone to make a counter argument dealing with pro-choice; therefore, letting the pro-choice make a stand.
3. Do you share the researcher's concerns that the student created PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not?
3. Do you share the researcher's concerns that the student created PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not?
Once again, I am in the same boat as yes I agree and no i do not agree. I agree because the topic was common in society therefore the students were able to really focus on one thing. It shows that they need to stand out and wonder about teen pregnancy considering it is very close to their hearts. However, this was only a low-income girl. THis is not to say about working class or higher class may have the same result.
4. What concerns do you have about engaging students in critical media literacy?
4. What concerns do you have about engaging students in critical media literacy?
Students need guided throughout this process. Rules are the most important part of growing up. Students need to follow rules. Also, I feel that parents need to play an important role in this as well. They need to be aware of the issues that their students' are referring to. Also, students need to know that they need to be critical of these issues.
5. What topics might you use for a PSA that would that would help you meet your curriculum goals and content standards?
5. What topics might you use for a PSA that would that would help you meet your curriculum goals and content standards?
In the sixth grade - one of the RLA next gen standards deals with informational text. Therefore, I plan to use this and use everything that I have learned in these courses and share them with my students. Also, in social studies I can do this with any current event that may be going on. However, I am nervous about my math classes. I am unaware of how I can do this with them.
6. How would you implement the construction of a PSA in your own classroom to include aspects of critical media literacy?
6. How would you implement the construction of a PSA in your own classroom to include aspects of critical media literacy?
I would use the stories provided in the Literature Text book, current events that deal with anything in the media in today's society and I would have to research and think about how I would do this with my math classes.
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Educ 6810 - Week 6 Activity #1
Association: This ad is using association by using Jessica Simpson as the main focus of the ad. Therefore, people see her and want to look like her, have her facial quality, and want to buy the product.
Beautiful People: This ad uses a 'beautiful' person to try to sell the product. Therefore, other girls or guys are going to want to use this product to become beautiful as well.
Celebrities: Obviously this is a celebrity that everyone knows; therefore, they are going to want to use the same product as her.
Charisma: This is used by showing Jessica Simpson's confidence as she holds a bottle of Proactive.
After researching this product, I have found that not as many people are as satisfied as they make it seem. I have never used the product, fortunately I have never had a problem with acne; however, I know many of my friends who have. According to my research, I found that there are many LESS expensive products that will show the exact same results.
Also, I found that not EVERYONE can use this product. There are many side effects that can happen while using this product. Some of the products in the Proactive line can cause sever dry skin; therefore, removing the oil from pimples, but drying out the skin. They also may find that while the product is removing the unwanted blackheads and white heads, it will also cause a lot of skin irritations. Some of the ingredients within this product have also been found to show allergic reactions. Therefore, this product may even worsen the face of the user. One last thing that I read about in this review was that while this product may work, it will also cause major redness to the skin; therefore, leaving the face looking irritated.
In my counter-ad I used a girl that had acne - that was a plain folk person, as opposed to someone everyone knew. Also, I added the side effects that no one sees when they order the product such as skin irritation, allergic reaction, flaky skin, and redness of skin.
Retrieved from: http://www.toptenz.net/top-10-persuasive-tv-ads.php#_/term_
Retrieved from: http://www.facingacne.com/proactiv-solution/
Retrieved from http://medialiteracyproject.org/sites/default/files/resources/Intro_to_Media_Literacy.pdf
Sunday, September 22, 2013
Educ 6810 - Media Messages and Critical Pedagogy #2
http://www.youtube.com/watch?v=kYofm5d5Xdw
This message is from Cheerios. Cheerios paid for it and probably created it as well.
The target audience of this commercial looks to be any family - low, middle, or upper class. Anyone who eats cereal, Cheerios to be exact. The age, ethnicity, class, profession, interests can be anyone at all. The main focus of this commercial in particular would be people with heart problems.
The words of the little girl makes it known that her father may have heart conditions. We see a biracial little girl. To some people this may cause an uproar; however, this is reality of today's society. The mother is white, while the father is black. We see this little girl asking her mother questions about the health targets of Cheerios. We then hear the mother letting her know that Cheerios are indeed great for the heart. At the end of the commercial we see the that the little girl placed Cheerios on her father's heart.
I feel that the unstated meaning is that this little girl has heard other commercials and her father talk about how Cheerios are good for the heart. The little girl is obviously worried about her father's heart; therefore, believing that if she puts the cereal next to his heart, he will get better. When we know that we must eat the Cheerios for this to happen. The lifestyle seems to be middle class; however, it is also a biracial family. In my mind, this is one hundred percent okay and not an issue. However, in today's society this is still a problem in many peoples minds. It is an issue for some; therefore, some of the audience of this commercial would feel that they are incorrect for using this.
Also, the underlying or untold story here is dealing with the healthiness of cheerios. This makes us want to do our own research and to find out if Cheerios are really healthy for you, especially to the heart. After researching, we can see that yes, Cheerios are good for your health; therefore, realizing that more people should eat them. The main reason for using the biracial family is to let people know that Cheerios is for any audience. Cheerios are good for anyone no matter the race, gender, or any other reasons.
Also, the underlying or untold story here is dealing with the healthiness of cheerios. This makes us want to do our own research and to find out if Cheerios are really healthy for you, especially to the heart. After researching, we can see that yes, Cheerios are good for your health; therefore, realizing that more people should eat them. The main reason for using the biracial family is to let people know that Cheerios is for any audience. Cheerios are good for anyone no matter the race, gender, or any other reasons.
The values in this commercial are family, love, happiness, and healthiness. It is greatly shown in every part of this ad. I feel that association and plain folk are two great tools of persuasion that are used in this commercial. The positive messages that are presented are that family is important. Also, that Cheerios are great for your health, especially the heart. Another positive message is that children need to be aware of all things around them. The negative messages are not as important to me, as well as many others. However, the only negative message I can see that may be is the fact that it is a biracial family. This is not negative nor an issue to many; however, may be an issue to others.
This message empowers family oriented people, people with heart problems, and people that eat healthy breakfasts. It disempowers those who may not enjoy cereal. The part of the story that looks to be untold is what is actually wrong with the father. Also, does he have heart problems, or is she just being cautious.
The taken for granted realities are the biracial families. It is embarrassing that people only see this commercial as offending and not for the love of family, love, and health. I feel that this is a great ad; however, there are many people that would disagree. I am saying this because I have seen this commercial on social networks where people have commented complaints, horrible opinions, and threats that it needs taken off the television screens.
Educ - 6810 - Media Messages and Critical Pedagogy #1
Do you agree with the deconstruction? Why? Why not? Be specific.
Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? Does the Alltel ad really promote racism or stereotypes of immigrants? Why or Why not?
What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?
How are these deconstructions examples of individuals investigating manifestations of power relations?
How might conducting these kinds of deconstruction empower students whom have been historically and continue to be disenfranchised by "traditional schooling?
How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?
- I agree with both of the deconstructions. However, the Century Link one was very detailed - I am not sure that everyone viewing the commercial will have access to that information. The AllTel deconstruction was a bit extreme.
- The Century Link commercial was very interesting to me. I loved the slinkys being used as well as many different races and families being used. However, like I previously stated - I am not sure that the audience will be aware of all the information that the deconstruction posed.
- The Alltel deconstruction was a little extreme to me. However, I agree at some point to the points that the woman made. Yes, there was a white middle class family in a middle class house. However, I was not aware of the race of the men until I listened to the deconstruction. I agree that she is correct; however, I am not sure that it was that intense.
Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? Does the Alltel ad really promote racism or stereotypes of immigrants? Why or Why not?
- I am not sure that I do agree with EVERYTHING; however, I agree at some extent.
- The Century Link ad was a great ad that showed us everything we needed to see for what they were discussing. However, I do not believe that it is a company for making profits over customer satisfaction. I feel that they are very aware of the customer satisfaction and that it is what they ultimately want out of it.
- The AllTel ad does not particularly promote racism or stereotypes; however, they do bring up a few questions that may focus on that. However, they do need to make sure that they discuss all of the costs within this company.
How do these deconstructions disrupt taken-for-granted realities?
- I feel that the reality of these ads are middle class families, happiness, and connectedness. However, the deconstructions kind of take that away from us. It appears that the deconstructions are literally deconstructing the way we actually feel with these commercials as oppose to what we should be getting out of them.
What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?
- I feel that they are disrupting the ideologies that life actually can be happy and things may not cost that much. However, doing this - they cannot have small print or other realizations behind the scenes that people do not see.
How are these deconstructions examples of individuals investigating manifestations of power relations?
- These deconstructions are just proof that society is becoming more and more literate and aware of how to deconstruct their ads. It is now all about people who can see what the ads are really saying not about what it looks as if they are saying.
How might conducting these kinds of deconstruction empower students whom have been historically and continue to be disenfranchised by "traditional schooling?
- I feel that by students deconstructing these ads - they are steering away from traditional schooling in ways like actually picking apart an ad or a video as oppose to reading books that may have nothing to do with their everyday lives. This empowers them to feel more in control of their literate life.
How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?
- They will start realizing that ads may not be the exact reality. They may connect with their problems and realize that other people go through the exact same problems, experiences and day to day life.
How might conducting these kinds of deconstructions disrupt traditional banking systems of education?
- Instead of the students learning things that they may never use again, they are deconstructing real things and real ads that everyday people see. They are realizing that they can actually take a part in these activities in their every day lives.
Wednesday, September 11, 2013
Educ 6810 - Week Four Reading & Discussion
"You may not think advertising influences you. But marketers do. And in addition to millions of dollars, they have something else most people don't have: Access to data that proves their point" (Hollis, 2011).
I feel that this is not an ad that influences you to buy something or try something out. I feel that this is an influencing commercial that can tug at your heart strings. It makes the audience realize that yes, everything you do, children see it and then they do the same thing. It influences the audience to make sure that they are doing the right things.
Source:
How did the deconstruction and creation of a magazine cover address the 4 key concepts of media literacy programs? Give specific examples.
Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest.
I chose this quote because I know many people that are skeptical, as well as myself. I realize that commercials and ads can be silly and un-motivating; however, I also agree with this ad. Advertisers have the data to prove that people really do take their ads seriously, as well as, react to them. Some of the reactions lead to customers advertising without them knowing it.
I feel that this is not an ad that influences you to buy something or try something out. I feel that this is an influencing commercial that can tug at your heart strings. It makes the audience realize that yes, everything you do, children see it and then they do the same thing. It influences the audience to make sure that they are doing the right things.
Source:
Hollis, N. (2011). Why Good Advertising Works (Even When You Think It Doesn't). Retrieved from http://www.theatlantic.com/business/archive/2011/08/why-good-advertising-works-even-when-you-think-it-doesnt/244252/
Best TV Commercial Ever. Retrieved from http://www.youtube.com/watch?v=ZHCuA0KnITY
What reasons for teaching media literacy resonate with you? Why?
Best TV Commercial Ever. Retrieved from http://www.youtube.com/watch?v=ZHCuA0KnITY
What reasons for teaching media literacy resonate with you? Why?
- I feel that teaching media literacy is important. The reason that resonates with me is that this is what these kids are used to. They are always watching TV, on the computer, or on the internet; therefore, they are seeing media everywhere they turn. If we teach media literacy, I feel that we will be helping them with problems that they may come into contact with while they are doing what they do in their everyday lives.
Why is media production important for teaching media literacy? What are the challenges?
- There are so many opportunities for students to use media production: school radio, school news, music, broadcasting sports events, video taping events, making of digital media, and so on. Teaching the production goes hand in hand with teaching media literacy.
- The challenges are to get the students to focus and make sure that they are doing things correctly and that they know the risks of using different things and copy right laws.
How did the deconstruction and creation of a magazine cover address the 4 key concepts of media literacy programs? Give specific examples.
- Core #1 - All Media Are Constructed: We constructed our magazine covers and deconstructed the other magazine covers.
- Core #2 - Creative Language with its own rules: We used the language of the Media constructions to not only deconstruct one cover but to also construct ours.
- Core #3 - Audience Decoding: In the deconstruction, we pointed out which audience it was referring to. Then we commented on a peers deconstruction to see their differences. While constructing, we are all going to have different covers that portrays multiple audiences.
- Core #4 - Embedded Values and Points of View: We dissected the magazine cover to bring up all of the underlying meaning.
Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest.
- CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
- CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
- CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Source:
Hobbs, R. (2011). Teaching Media Literacy: Yo! Are You Hip With This? Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip
Educ 6810 - Week Four Activity One
The language techniques that I used were
The persuasion techniques I used were
- Grammatical Techniques (Main Heading: Brand New Graduate to speak at National Conference)
- Rhyme (Sub Heading: Girls: A Dog’s Best Friend, ‘Til The Very End)
- Alliteration (Sub Heading: Nifty Nails)
The persuasion techniques I used were
- Association: The assignment was about portraying me and what it means to be a woman. I basically used the “Nifty Nails” picture and headline because it is a great way to blow off steam. I agree that it costs money and it is a pain to keep up with fake nails; however, as a working woman, I enjoyed being pampered every once in a while.
- Plain Folk: Going along with the assignment, I was trying to ‘challenge the mainstream’ by showing that ‘plain folk’ like myself have great opportunities, as well as celebrities. I was chosen to speak at a National Teaching Conference right after my college graduation.
- Warm & Fuzzy: I decided to show the animal lover in me. I feel that this picture shows my HUGE dog; however, the headline says how girls can be dog’s best friends as well. This I felt would reach out to pet owners.
Wednesday, September 4, 2013
Educ 6810 - Reading & Discussion #3
The main arguments in this article are:
- Closing the 'gap' between the way schools teach our students and the outside world teaches our students. For example, schools are basically all print. The outside of our schools have so much more in store. The students have multimedia, visual communication, electronics, and virtual realities.
- The fact that we now have new literacies. Not only is there a new literacy definition, but there are multiple literacies that our students are facing. For example, computer literacy, information literacy, media literacy, television literacy, and visual literacy are all new literacies that we are facing.
- Teaching the students about all these literacies is another key point to this article. Basically, we, as educators, need to realize that we need specific trainings, time, and patience to teach this and to understand how to relate our core subjects to this way of learning for our students.
I absolutely agree with this article. I am a brand new teacher and I have three subjects that I teach. I teach math, which is my absolute favorite, social studies, which I know I will be struggling with, and English, which I am nervous/excited for especially with these technology courses. I feel very strongly about being there for the students, and there is no way that any one can be there or help these students unless they know how to speak or how to connect with them. There are so many new things that these students know and do that we need to be up on top of these things to relate to them. Therefore, I feel that we do need to encourage our fellow teachers to go to trainings and educate our youth with these literacies and try, try, try to close that gap as little or as much as we can.
I feel that the media has a lot to do with the self-esteem in women and violence in men. The main, if not the only, place that girls/women see tiny, beautiful, tall, muscular women is through media. Whether it be movies, television, magazines, internet, or news articles, they are seeing this through media. However, there is more of the violence going on in the 'real world', I feel, than the 'perfect woman'. However, I see that there is so much violence in movies, television, internet, video games (especially), and even songs - that our boys and men are seeing that this is obviously a trend.
The videos are exactly how I feel, as well as many other people feel, about the media. I know that we need to teach our students about the media and explain to them how exactly they need to analyze or evaluate it. However, it is almost as if media tries to trick them. They trick them into thinking that it is okay to be as thin as a rail or as mean and hurtful as the bad guys they see on TV. Us as educators need to touch upon all of this so that they know that this is false information and that they need to look between the lines, so to speak. It is important for us as educators and their elders to let them know that even though WE may even be bribed with the media, we need to come to a point and realize, this is not what we really need. We need to analyze and evaluate it and think to ourselves - is this really what society want? Or is this was media WANTS us to want/think.
Sources:
Semali, L. (2001). New LiteraciesL Defining New LIteracies in Curricular Practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html
Tough Guise: Violence, Media & the Crisis in Masculinity Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=3exzMPT4nGI
Killing Us Softly - Woman are used like pieces of meat Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=KVmcmePRqSk
Educ 6810 - Magazine Cover Deconstruction
Media language: This magazine cover has a lot of dark, but bright, bold colors of red and orange. It has white letters that stand out with the darker colors. Also, there are some black letters that also stand out. The actor on the front, Arnold, is very well known - especially for his physique; therefore, allowing the audience to become captured by his appearance. "20 inch arms" is right BESIDE his large arms; therefore, the audience is going to notice his arms, the text, and then become interested.
Institution: Front cover of Muscle & Fitness
Genre: Fitness, Body building, and exercise
Representation: This magazine cover represents a very fit, very large, Arnold. Therefore, this is geared to either someone who is as big, getting that big, or wants to become that big. This is a magazine for many young guys in this society.
Audience: The target audience 'screams' young men. However, this audience can actually vary. This targets mainly to men - really of all ages. Boys start the working out and getting into shape process at the young age of 13 or 14 years old. Also, men try to stay fit and muscular well into their 40s and 50s - some lucky ones even older. However, there are many girls that enjoy working out. some girls may just like to stay fit, get tighter, smaller, or just a little muscular; therefore, they may not be interested in this magazine - or at least the entirety of it. However, there are girls who enjoy being as big or bigger than some men. Therefore, this would reach out to them as well. Any ethnic race, class, or even profession could pick up this magazine because they are interested in fitness. The main reason I feel that this is mainly for men is because of the words "20 inch arms in three big moves" right beside Arnold's arm. Not every girl wants those 20 inch arms; however, there are some that would so I cannot leave them out.
Ideologies & Values: The values in this magazine cover are really that it is nice to be physically fit. It is showing ways that can be helpful to achieve this. Therefore, the positive aspects of this cover are being fit is a healthy lifestyle choice, burning fat is a must, exercise is a positive alternative. However, there are some negatives. They are not everyone can be that big, some people are healthy and fit but do not feel like it because Arnold is on the front cover taking up a fourth of the page due to him muscles. Therefore, I feel that it empowers fitness gurus and people who enjoy working out to get 'bigger'. It disempowers people who are either not fit, not in it to get bigger but simply lose weight, and people who may not think highly of Arnold. The media maker's interest is served due to having an icon like Arnold on the front of the magazine. He is a great model for those who WISH to be big and muscular and physically fit
Narrative: The part of the story that is not being told is how long did it actually take Arnold to get that big? Does it REALLY only take a few exercises and a few good meals to become as physically fit and big as Arnold? The information can be found within the magazine, in other fitness magazines, and through trial and error of these exercises.
What is the “text” of the message?
- The phrases: Recharge your routine Seven Exercises robbing YOU of results, Get Lean in less time stay out of the gym to burn more fat, 20 inch arms in 3 big moves, and an exclusive page all about Arnold, his new movie, and how he stays hit
- The other main 'text' we get out of this is Arnold showing off his large arms. He is also wearing sunglasses and a tight shirt to show his large chest
- It looks as if fire is behind him - or just dark reds and oranges
What is the “subtext” of the message?
- Arnold works out, lifts, and is a movie star
- Arnold wears sunglasses and tight clothes when he works out
- He is using a fitness magazine to promote the new movie Terminator Three
- There are many workouts that get you as muscular as Arnold
- You need to change how you work out
What “tools of persuasion” are used?
Association, Bandwagon, Beautiful People, Celebrities, Intensity, Charisma, Rhetorical Questions (or statements in this case), Simple solution, Card Stacking,
Wednesday, August 28, 2013
Educ 6810 - Reading & Discussion #2
1. In your opinion, is the potential for more people to create their own media a positive or negative influence on our democratic society? Use a quote from the reading to support your answer.
"Whether it is a visual of George W. Bush standing among the remains of the World Trade Center or a visual of John Kerry standing with his Navy comrades from the Vietnam era, there is a meaning conveyed in each case that goes beyond what words can describe in a short amount of time" (Schnell, 2008).
I feel that it is a positive thing for people like me. I am a huge visual learner. I would much rather watch a video, view images, or look at a picture than read about something. I would also rather watch the news on television as opposed to simply hearing it on the radio. However, there are many negatives within this as well. People see things in different ways. Stated in the quote above, Schnell claims that there are so many meanings that can be conveyed that words cannot even describe. Therefore, I am unsure about whether I feel there is an exact positive or negative with this.
"These types of developments are not necessarily cause for concern but they are landmarks that should be noted and recognized for what they are" (Schnell, 2008).
2. Is visual cultural a good thing or bad thing? Use a quote from the reading to support your answer.
I do not believe that they are a bad thing. I agree with this quote, I feel that we as educators need to realize what these images mean and what our students see in them. We need to be sure that our students note and recognize the images for what they really are.
3. Do you think you are a critical consumer of visual images? Give an example.
"Anytime we feel ourselves being influenced we should instinctively query ourselves regarding what influence we are feeling, how that influence is occurring and ask if the claims we are digesting are rational."
3. Do you think you are a critical consumer of visual images? Give an example.
I personally do not see myself as a critical consumer. I never paid that much attention to the images that I was exposed to. However, I do see myself trying to become one. This is why I chose this particular quote. I need to make sure that I know what is influencing me and how that is affecting the way that I feel.
4. How does the article influence your thoughts about teaching media literacy in school? Use a quote from the reading to support your answer.
"The more we engage in this process the more we can be startled by the findings from such analysis and this can act as reinforcement for developing the habit to view visual images in such a manner" (Schnell, 2008).
4. How does the article influence your thoughts about teaching media literacy in school? Use a quote from the reading to support your answer.
I feel that this article opened my eyes more to the fact that I need to become more critical when using media literacy before I start teaching the media literacy. I need to continuously engage myself in critically analyzing the media. However, it also taught me that the more I do this - the better it may be; therefore, I can carry that on into my classroom to my students.
Source:
Schnell, J. (2008). Suggestions for Addressing the Increased Emphasis on Visual Imagery over Aural Messages. Media Psychology Review. Vol. 1(1) Retrieved from http://mprcenter.org/mpr/index.php?option=com_content&view=article&id=36&Itemid=123
Schnell, J. (2008). Suggestions for Addressing the Increased Emphasis on Visual Imagery over Aural Messages. Media Psychology Review. Vol. 1(1) Retrieved from http://mprcenter.org/mpr/index.php?option=com_content&view=article&id=36&Itemid=123
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