Changing Literacies; Changing Pedagogies

Chapter 7

"'Computer literacy' seemed to be associated with detailed knowledge of equipment rather than the uses to which that equipment is put."

 -Cathy Burnett

(As cited in Carrington & Robinson, 2009, p. 119)

Before reading these texts for this class, I would've also thought computer literacy was associated more with the equipment rather than the uses of technology. I consider myself somewhat computer literate (I've gotten better and more confident this past year); however, if my computer decides to crash, I wouldn't know the first thing about fixing it.

Chapter 8

"Criticisms of the course persisted in relation to inaccessibility to hardware and software, despite the decision by the teaching team to use an application like PowerPoint precisely because it is so widely available."

-Rosie Kerin

(As cited in Carrington & Robinson, 2009, p. 140) 

Teachers have to realize that not all students will have access to these applications.  They cost money!  The text went on to say that many "students had pirated versions of Windows on home computers" and other students didn't have the equipment (microphone, headphones, cameras, or computer) needed to complete the assignment.  It's difficult to assign a project to be completed at home, when the students do not have the necessary tools needed for the assignment.

Chapter 9

"In literacy education, we find ourselves in a strange time period in which movements pull us in disparate directions."

-Kevin Leander

(As cited in Carrington & Robinson, 2009, p. 160)

This quote rings true for teachers.  It is hard to incorporate digital literacy with the demands of standardized testing.  This past year, the test was computer-based, so any opportunity we had to get in the computer lab was used to practice for the test.  

Conclusion

"Take a walk through any town centre or shopping mall and you will share the space with people who simultaneously inhabit physical and digital space as they walk and text, upload and download on mobile phones."

Carrington & Robinson, 2009, p.165 

This quote made me smile and nod my head.  I am guilty of doing this, and I know a lot of other people are too.  I see families out to dinner, and everyone of them has their nose in their phone, no interaction with each other.  I worry that these "digital natives" will have little to no social skills.

Digital Practices

I honestly don't know how I will use digital technologies in the world outside of school. The only time I use these technologies (other than social media) is for school purposes.  While I have learned a lot this semester, I do not feel 100% confident in my digital abilities.  I would have to really take time and prepare myself in order to feel comfortable teaching a new technology to my class.  I will be teaching first grade, so I'm not sure if I will have them create media messages to communicate their understanding of the content.  I will be mostly teaching basic computer skills; however, towards the end of the year, the students may be able to use create media messages with assistance.  

Illuminated Text

The quote I chose to do the illuminated text was the quote from the Conclusion:

"Take a walk through any town centre or shopping mall and you will share the space with people who simultaneously inhabit physical and digital space as they walk and text, upload and download on mobile phones." p.165

Reference
Carrington, V., & Robinson, M. (2009). Digital Literacies Social Learning and Classroom Practices. London: SAGE Publications.

Media Ecology and Learning Case (draft)

Follow this link to my Media Ecology and Learning Case (draft)

Changing Literacies

Chapter 4

"In each of these articles, Wikipedia is represented as an inferior source of information and its use is linked to a perceived deficit in the young: they are not achieving; they are lazy; they are not critical; and they do not appreciate the significance of traditional forms of knowledge."

-Victoria Carrington
As cited in Carrington & Robinson, 2009, p. 70

When searing for research, many young people will pick the first site that comes up in Google (I have done this).   I feel like this quote is rather hash toward young people.  To categorize them as "not achieving" or "lazy" when they haven't been taught how to research information correctly is unfair.  It is hard to be critical when researching when you haven't been taught how.

Chapter 5

"Young people come to classrooms with a range of digital technology experiences, and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring, and do not bring, to the classroom." 

-Davies & Merchant

As cited in Carrington & Robinson, 2009, p. 85

I totally agree with this quote.  Young people have all different levels of abilities in all subjects, not just technology.  Some can read or do math above level, while others struggle with below grade level material.  The same with digital technology, some students are very tech savvy, while others struggle with computer/internet skills.

Chapter 6

"Nevertheless, a common theme that unites these studies is the need for careful consideration of how to integrate these new ways of leaning into classroom context."

-Guy Merchant

As cited in Carrington & Robinson, 2009. p.98

The words "careful consideration" jumped out at me when I read this quote.  As a teacher you have to be aware of the safety issues that may arise while students are using the internet. Many sites are blocked by the school board due to inappropriate content or access to inappropriate content, but some students seem to always find something inappropriate. It is also difficult to try to integrate technology into the classroom when resources are scarce or limited by time.  

Technology in the Classroom

The readings are helping me realize that, even though I will be teaching first grade, I can still integrate technology in my classroom.  There are so many Web 2.0 tools out there that can be adapted for young children.  Although, they may not know how to read yet, my students can still play educational games involving letters and sight words to help them practice. While I don't think they are ready for blogging, I hope to implement some sort of digital project for them to complete throughout the year, possibly a Wiki.


Illuminated Text

The illuminated text I chose was the quote from Chapter 5.

"Young people come to classrooms with a range of digital technology experiences, and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring, and do not bring, to the classroom." 

-Davies & Merchant

As cited in Carrington & Robinson, 2009, p. 85

Reference
Carrington, V., & Robinson, M. (2009). Digital Literacies Social Learning and Classroom Practices. London: SAGE Publications.

Analyzing The Interview

Hanging Out
Larry doesn’t use the computer for social media; he uses his iPhone. He uses the computer to upload his Go Pro videos that him and his friends make while riding bikes and ATVs. 

Messing Around
Larry likes to look up YouTube videos and music on the computer, where he has downloaded music and games from online sources. His use of the computer is not as great as his use of the iPhone or iPad though. He also uses the Play Station 4 more often than the computer for playing games.
 
Geeking Out
Larry has taught himself how to upload the videos from his Go Pro with little help from his stepmom.  He can edit and alter the videos; he also can add music that he downloads to the videos. He has uploaded a few videos to Facebook, but he mostly just shows his friends and family. 

Schooling
Larry didn’t mention anything about using correct spelling vs. text message spelling, although being a 15 year old, I’m sure he uses text lingo when texting his friends. The majority of Larry’s literacy practices are digital. He stated in the interview that he uses the computer at school for typing practice, research, and testing. He did not elaborate on any traditional genres like poetry or essays.

Quotes From the Text

"The emergence of digital technologies has enabled the development and use of a range of digital text, many of which are enabling practices that challenge the informational and moral economies built around print text." p. 66 

"One technological determinist view represents contemporary children as increasingly 'active' and 'worldly' because there are now technologies that enable and encourage this." p. 66

"Young people come to classrooms with a range of digital technology experiences,  and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring, and do not bring, to the classroom." p.85

Reference
Carrington, V., & Robinson, M. (2009). Digital Literacies Social Learning and Classroom Practices. London: SAGE Publications.

Interview With A Young Person

Background

The young person I chose to interview is a 15 year old soon-to-be high school sophomore who recently got his driving permit. He enjoys riding his bike and is an avid four wheeler rider; he participates in the GNCC Racing Circuit during the season. He said he enjoyed his first year of high school and earned good grades.  After the interview, he immediately 

wanted to ride his bike around town and hang out with friends. The pseudonym my young person chose for himself is Larry.

Do you have a computer, Ipod, MP3 player, Wii, ect.?

• Yea, I have a computer, Iphone, Ipad, Play Station 4, X-Box, and a Wii

What kinds of things do you use the computer for?

• I like to look up YouTube videos and I upload my Go-Pro footage of four wheeler races and bike tricks 

What is your favorite thing to do on the computer?

• Watch YouTube videos and play games

How did you learn that?

• I pretty much taught myself

What are some other things you use the computer for?

• I listen and download music

What is your favorite game? Why?

• NBA Basketball on the Play Station 4 because I like basketball

Do you know other people who do this?

• Yea, my friends and some of my family

How do you use the computer at school?

• Research, typing, and testing

How would you like to use the computer at school?

• To play games

Do you think teachers would let you use the computer to do these things? Why? Why not?

• Maybe if we had some free time or as a reward

Anything else you want to tell me?

• I would rather be outside playing and hanging out with my friends on nice days than inside on the computer.  I usually only play video games or go on the computer when I'm board or when it's raining.

Quotes From Readings

"Increasingly, a fluid movement between print and digital text characterizes the lifeworlds of children and young people."

Carrington & Robinson, 2009, p. 11

"As they engage in discussions which are immediate and relevant to them, and which relate to their cultural surroundings, these young people are learning how to negotiate their positions as readers and writers of media texts." 

-Rebekah Willet

As cited in Carrington & Robinson, 2009, p. 23

"Literacy is not just about decoding marks on a page; it is also about performing social acts of meaning, where meanings and practices vary according to context."

-Barton & Hamilton, 1998; Street, 1997

As cited in Carrington & Robinson, 2009, p. 29

"Online text making is an activity that can disrupt and interrogate traditional ways of doing things, such as using 'txt' message spellings and 'emoticons'; mixed fonts and cases; the creation and counter-intuitive valuing of very blurred or very boring images; videos of unusual topics ; and sites with 'resistant' or irreverent messages."

-Davies, 2004; 2006a

As cited in Carrington & Robinson, 2009, p. 31

Reference

Carrington, V., & Robinson, M. (2009). Digital Literacies Social Learning and Classroom Practices. London: SAGE Publications.

Digital Text In and Out of School

Introduction

"It is time our classrooms became places where digital and print literacies come together to allow children opportunities to develop the skills and attributes they will need to navigate complex urban sites and social forms."

- Carrington & Robinson, 2009, p. 3

I totally agree with this quote, it is time that classrooms become places where digital and print literacies merge together, allowing children to develop the skills for their future.  The only problem I see with this wonderful idea is funding.  Until every child in school can have access to a computer (with no time or day restraints), this is going to be a hard task to accomplish.  

Chapter 1

"One of the significant changes in relation to learning with digital technologies is the scaffolding that current technology provides for learners.."

-Rebekah Willett

As cited in Carrington & Robinson, 2009, p. 18

Children seem to "catch on" to new technologies faster than adults; I think, in part, because of their video/computer game use.  Many new technologies are set up with the same functions and menus as those of a digital game.  Children are more likely to play video/computer games and therefore are able to navigate their way through functions and menus of new technologies. 

Chapter 2 

"This is where schools can intervene, providing new challenges and direction, making learning less random, helping everyone to access digital texts, and to become self-aware, critical readers and producers of new literacies."

-Julia Davies

As cited in Carrington & Robinson, 2009, p. 33

The school where I teach has two computer labs, allowing classes 40 minutes a week to use the computers; this is not a lot of time. If a child was absent on computer lab day, they were two weeks behind the rest of the class; if there was a snow day or assembly on your scheduled day, another week went by with no computer lab.  With testing this past year, those two labs were occupied form April to the end of school.  When my class was able to go to the lab, we were required to do typing activities or practice tests to prepare for the upcoming real tests. School is the only place a lot of children have access to a computer, and it's hard to teach new technology to students when there isn't enough time or access to technology.

Chapter 3

"The notion that it is increasingly hard, yet necessary, to safeguard children in online contexts is occurring at a time in England when high-stakes testing in schools, and the enhancement of parental accountability, remain high-profile political issues."

-Clare Dowdall

 As cited in Carrington & Robinson, 2009, p. 46

This quote caught my attention because of the words "parental accountability," I thought it was interesting that parental accountability is considered a political issue.  If you have a child, you should be accountable for aspects of that child's life, especially when safety issues are involved.  When it comes to safeguarding children in online context, parents need to make sure they are doing everything possible to keep their child safe online.  

Technology In The Classroom

The readings are definitely changing the way I think about technology in the classroom.  I used technology with my students last year, but not as much as I would've liked.  As stated before, the school where I teach only has two computer labs and classes are scheduled a certain day and time to use those labs (about 40 minutes a week).  Each classroom has 4 computers, but most of those computers are outdated or do not work at all.  It is difficult to get 20-25 students rotated through computer time.  The kinds of academic literacy practices we want young people to develop through schooling are those discussed in the readings. We want young people to create individual works and profiles in school, the safe way, instead of unsupervised.  We want young people to be interested and excited about using technology in the school and have it carry over in real life, instead of "power down" when walking into the school. 

Illuminated Text
For this illuminated text, I chose the quote from chapter 2.

"This is where schools can intervene, providing new challenges and direction, making learning less random, helping everyone to access digital texts, and to become self-aware, critical readers and producers of new literacies."

Reference

Carrington, V., & Robinson, M. (2009). Digital Literacies Social Learning and Classroom Practices. London: SAGE Publications.