Literacy: June 2003 Archive Page

"We?re quite good at remembering when things happen. That has meaning for us. But imagine creating an individual document around every one of those individual blog entries and just having them there on your desktop or in a folder. It would be completely meaningless to you. And that's how we treat e-mail now. But imagine keeping e-mail a bit more like a blog. Then suddenly, you?ve got instant messaging qualities and e-mail qualities happening at the same time. So I'm guessing that we?ll start to see that sort of timeline become more and more important." Tim Brown --Master of Design  (Technology Review)

--100 Words Every High School Graduate Should Know (Houghton Mifflin)

The list stretches a bit to supply words for every letter of the alphabet. Confession: Last fall, I learned I had the meaning of enervate backwards.

There are a few others on that list that are in my reading vocabulary, but which I'd have a hard time defining -- such as jejune and ziggurat .

I actually use Miriam-Webster's online dictionary.

A package from Amazon invokes this lustful passage regarding the New Media Reader:

"I have been leafing through the book, and I already know it solved the problem of texts and examples for the little course I have promised to plan and teach in Media Theory this fall. But most important, it promises to sate for a while my hunger, my insatiable desire for more, more answers, more thoughts, more ideas. Sometimes, I think this hunger comes from a childhood of poverty, intellectual as well as material: starved for books I would spend what little money I could get on bus-tickets to the library and return with huge bags full, and then hide in all kind of inventive places in order to read in peace, without guidance but also without restrictions, anything that caught my fancy. My reading is still like this, driven by desire, and while Noah and Nick have organised their book neatly, chronologically and with nice links and suggestions to further reading, that book is dominated by the random nature of the writing. And as such it is chaos contained in one volume, a writing driven as much by desire as is my reading, and on topics as whimsical and complicated to harness and control as my own reading habits."

Toril Mortensen --Treasure Box (Thinking with My Fingers)

I ordered my copy a few months ago, and gave Seton Hill as the address, since at that time I was too busy to take on a reading project. I imagine it's somewhere on campus, waiting for me.

"I will be teaching a Freshman English class at a medium sized public university, in a computer classroom for next semester. Every student has their own machine with an internet connection. I am thinking about using a weblog for them to post their work and critique each other. Do you guys have any other cool ideas on what to do and what NOT to do?" flard --Innovative Uses for a Computer Classroom (SlashDot)

Replies to this post on Slashdot range from flame-bait to rather interesting. I didn't see any brilliant new suggestions in the comments I read, but it is interesting to see how these Slashdotters construct the "computers in the writing classroom" issue.

At UWEC, my fresh comp students were in the computer room three hours a week, and in the regular classroom two hours. But the room was a public lab that we had to reserve for teaching. Students who weren't in the class had a habit of marching in and taking a seat. A few students who sat in the back this year said they were distracted by the interlopers, and certainly whenever for a few moments I wanted to stop the keyboard clicking in order to have a brief discussion, or asked a student to read from his or her paper, the presence of strangers in the room was really disruptive.

Another huge problem with teaching in the UWEC labs is that the students were completely isolated from everyone except the people to their right and left. They couldn't see around their monitors (and reguarly tried to hide behind them in order to avoid being called on), and they couldn't hear each other over the whirring fans.

The classroom where I did my teaching demonstration at Seton Hill has recessed computer monitors, and I found it much, much easier to interact.

Because students are human, they will occasionally zone out and goof off. They will IM each other, check their mail, and play games. I really didn't mind that -- I learned to be generally tolerant of a certain amount of background noise (since some students used their computer during lectures to keep notes or to review the assigned readings). And the absence of clicking was generally a good sign that I had their attention... when the material was not riveting, even the most dedicated students started clicking just a little bit... and that would be a good sign that we needed a change of pace.

There were some weeks when I didn't really require three hours in the lab, so the presence of computers was distracting; and some weeks when the students wanted more lab time.

Pale Fire: Bloggers are both Kinbote and Shade (Literacy Weblog)

“Jerz's Literacy Weblog” has been classified as a “research blog,” even though I think of it as a teaching tool and memory aid.

My blogging sometimes reminds me of the obsessive behavior of Professor Charles Kinbote, the protagonist in Vladimir Nabokov’s Pale Fire. Kinbote compulsively catalogues every minute environmental detail, not in his own life, but in the life of poet John Shade, whose work is the subject of Kinbote’s research.

I should say more precisely that Shade’s environment is the subject of Kinbote’s research; spying through the window of Shade’s study, Kinbote records exactly when Shade composes each line of poetry, indexed against exactly what was happening in Shade’s life at the time.

In keeping a blog, I am both my own Kinbote and my own Shade; I peer over my own shoulder at my work, and occasionally catch glimpses of myself.

"Who would have guessed, when this New Hampshire YMCA camp was founded in 1905, that anyone would even have to think about an electronics policy?| But in today's world, where some teens are more tech-savvy than their parents, and they often won't leave home without their electronic toys, that's reality. And camp directors are having to respond to this new reality and decide how much they will let the wired world into their simpler, far more rustic communities." Jennifer Wolcott --Welcome to Summer Camp! Now Hand Over Your Cell Phone (CS Monitor)

"Professors are 'in the gist business.' But a vernacular sound bite, no matter how strategically placed in a text or a lecture, won't help students parse scholarly discourse. More important, getting students to write about what they know does not necessarily make them more adept at writing about more "traditional" academic subjects." Glenn C. Altschuler reviews Clueless in Academe: How Schooling Obscures the Life of the Mind by Gerald Graff. --A Prof Rips Peer for Failing, Even Refusing, to Communicate (Philly Inquirer)

Thanks for yet another good link, Jim. Even though the review is negative, I want to read this book.

"In June 1999, Bhutan became the last nation in the world to turn on television...Bhutan's isolation has made the impact of television all the clearer, even if the government chooses to ignore it. Consider the results of the unofficial impact study. One third of girls now want to look more American (whiter skin, blond hair). A similar proportion have new approaches to relationships (boyfriends not husbands, sex not marriage). More than 35% of parents prefer to watch TV than talk to their children. Almost 50% of the children watch for up to 12 hours a day. Is this how we came to live in our Big Brother society, mesmerised by the fate of minor celebrities fighting in the jungle?" Cathy Scott-Clark and Adrian Levy --Fast Forward into Trouble (Register)

"The instructional methods that help students learn technology ('Do X or else undesirable Y will result; don't do A or else undesirable B will happen; you must do Z first and then C, or else you will have to start over again') are so alien from the paradigms of humanities pedagogy ('Everybody's opinion matters; the instructor's voice should not dominate the classroom; don't damage anyone's self-esteem') that not only students but colleagues who might be observing your teaching may have a hard time adjusting to what you're accomplishing." Dennis G. Jerz --Teaching New Media (KairosNews)

This is from a post I made on KairosNews. Just trying to clear the cobwebs out of my brain after spending two weeks packing, moving and trying to unpack.