Category Archives: Responses

Responses to drafts

By this point in the semester you’ve had the chance to form a sense of the projects most of the other members of this seminar are developing—the issues they’re dealing with, their aims in writing about them, the materials they’re working with. Your task now  is to write each other more focused and detailed advice toward revising the full draft of your digital essays. I’d like this response to be in two parts:

First, write the author a note in which you:

  • Define what you see as their project in writing. What’s their topic and slant?
  • Note what is working especially well in the piece. What should they make sure to keep or expand?
  • Try to describe one or two things (no more!) that you feel the author could work on to take their essay to the next level.This is a moment for big advice, not small criticisms.
  • Respond to any specific questions the author raised in their cover memo.

Address the author by name and sign yours.

Second, please point to at least ten specific moments in the text that the author might add to, delete, rework, reformat, or fix what they’ve written. These issues may be finesse points, or they may relate to the ideas for revising that you pointed to in your note. Use the attached form to keep track of your suggestions. (You can simply type in your note to the author at the top of the document.)

Please post your responses by Thurs, 5/01, at 4:00 pm. (This will allow authors time to review the comments on their drafts.)

Then, for our workshop next Friday morning:

  • Authors: Please print out the responses to your draft, read through them, and bring them with you to class.
  • Readers: Please print out one copy of each of your responses to your group members and bring them with you.

Good luck!

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Sainted Dead and Holy Relics: Manifestations of Catholicism in the Confederate Lost Cause

Apologies for my lateness, friends– I forgot how clunky iMovie is  and it ended up taking me far longer than I expected to sort my settings out.

Essentially, my video tries to give a (very) bare-bones explanation of a paper I’m giving in a few weeks about how the Religion of the Lost Cause deviated from the Protestant values and structures of its traditional Southern heritage and moved into the territory of Catholic ritual in its efforts to remember and memorialize the dead and the cause.

Here is my video–> Sainted Dead and Holy Relics

Here’s my abstract for the paper as well, should anyone need more in-depth information! –> VicariAbstract

 

x3- Books and Video Games as Interchangeable Vice

Davidson’s book got me thinking a great deal about how I experienced learning as a child and what it would have been like if the tables were turned.  As an elementary school student, I was “the bookworm.”  I carried at least one book on my person at all times and was caught reading Goosebumps under my desk in my first-grade math class on more than one occasion.  Eventually, the school librarians gave me a special dispensation of sorts where I was allowed to take out five or six books per week while everyone else only got to take out two.  I read to the exclusion of almost every other activity, and my teachers and parents encouraged me to read as much as I wanted.

My younger brothers, however, were a different story.  Although they were never opposed to reading, in grade school they would have much preferred to play video games.  In the late 1990s and early 2000s, however, parents and teachers looked upon video games with skepticism, which Davidson attributes to concern stemming from the Columbine incident (147).  Much to my brothers’ constant irritation, video games were a privilege at home- you had to ask Mom’s permission to play them, and you were restricted to an hour or so of playing time.  There were no Call Of Duty-esque games in the house until about 2006, when the older of the two was about fourteen, and even after that, both boys had very restricted gaming time.  In the absence of homework or chores that needed to be done, they’d be told to go “read a book.”

Davidson asserts that “games have been considered an important tool for teaching complex principles and honing sophisticated forms of procedural thinking,” and that such activities can teach players to recognize “all parts of a problem, all possibilities for winning and for losing, [. . .] and the best set of responses (procedures) to maximize success” (146).   Science has apparently proven that they improve multitasking abilities, hand-eye coordination, teamwork, and metabolic function, (149-50).  I was not aware of any of this, to be honest.  I’ve never been a gamer, and I don’t see the attraction.   However, now that I understand a bit more of the science behind how games work, things make a bit more sense.

It makes sense now that both of my brothers are great with team work and have a more positive view of dealing with other people.  On the other hand,  I loved the isolation and pure imagination that came with books, and am typically a bit more apprehensive of working with others.  Where I love endlessly discussing strange theoretical ideas and minutia, both of my brothers enjoy and are skilled in the application and processes of creating a cohesive product.  All three of us are skilled, but in markedly different ways.  Of course, all of this begs the question:  Do games and books attract people of a certain personality type, or do they have a heavy hand in creating them?  For space’s sake, I won’t go into that.

In the above clip, from the 2006 Doctor Who episode “Tooth and Claw,” the Doctor encourages his companions– including Queen Victoria herself– to arm themselves with books and knowledge in order to defeat the werewolf-like creature that is terrorizing Torchwood Estate.  In this context,  the books are defensive mechanisms, preparing the Doctor and his companions to deal with the aggressions of a dangerous enemy.   If books were demonized even half as much as video games have been, education and childhood for children around the world would have been markedly different.  If those tables were turned and books were limited and seen as a vice because they were regarded as dangerous and violence-inducing, the Doctor, Rose Tyler, and Queen Victoria might have been in a very different sort of situation.

I was fortunate to have teachers who understood how important reading was to me, and more than one of them made a point to encourage reading, response, and analysis as a part of their curriculum.  My third grade teacher created an optional advanced reading activity group for about twelve students, in which we read different books and had our own special binders for discussion and response.  Davidson seems to agree with my opinion that reading is one of the most important ways to encourage imagination and curiosity in learners of all ages, calling the kindergarteners “the luckiest children on earth” (98).  Not only do they they have the privilege of quiet time to spend reading whatever they choose, but they have an educator who recognizes and encourages independent, self-directed learning.

On page 129, Davidson poses the concept of a year-end “boss-level challenge,” a project (or several smaller related projects) produced from the cumulative learning and particular skills of each student.  It makes so much sense that I’m astounded it hasn’t been implemented more widely in the mainstream.  Instead of testing arbitrary and generally irrelevant knowledge, such a project would give students a platform to develop useful skills like reasoning, communication, the importance of community outreach, and research.  Basically, it sounds like a masters’ thesis for kids that is almost more applicable to real-world situations than an actual master’s thesis.  Whether the project incorporates the skills and ideas they learn from books or video games, all that matters is that it would measure their useful life skills and arm them to be productive contributors to society.

I realized that I never actually got to talking about a classroom educational experience, but I will say that I wish this book had been around when I was in elementary school.  If educators had realized the apparent potential that video games have for developing skills applicable to the classroom and real life, I feel like I would have had a very different and more diversely enriching school experience.  I wouldn’t trade my love of books and the enrichment that they’ve contributed to my life for anything.  However,  Now You See It has forced me to consider the value of video games, which I have generally viewed as useless and a waste of time, and think about how learning would be different if it was books that were considered dangerous vices.

Now You See It, Now I Don’t: How Schools are Failing Our Children

My fourth grade daughter reports that of each school day, she only enjoys 40 minutes. And surprisingly, it’s not lunch and recess.

For less than an hour, she and a handful of other “advanced” students leave the regular classroom and spend time in “enrichment” class. There, Evelyn and her cohort read (more) challenging texts, debate how to solve difficult word problems, and craft creative responses to writing prompts.

“Something I really like is when we break into groups and each group has a set of algebra problems to do,” says Evelyn. “I feel like I learn better that way because I have something that I can share with the other people, and seeing what other people did helps me too.”

As far as enrichment goes, Evelyn’s teacher requires nothing remarkably collaborative, challenging, or interdisciplinary. Yet compared to how learning happens in my daughter’s regular classroom, the approaches taken by her enrichment teacher look revolutionary.

When she goes back to class after enrichment, Evelyn must then make up the work she missed in class; she often brings home a stack of worksheets and worry about whether she will earn an NP (Nearing Proficiency), MP (Meeting Proficiency), or EP (Exceeding Proficiency) on her next standardized test. (How someone can *exceed* proficiency is beyond me, but that’s quibbling over semantics.)

In other words, the learning she and her friends do in enrichment isn’t seen as replacing or even extending the regular curriculum. She still must complete every worksheet in order to ensure solid results on the standardized test that Delaware requires she take three times a year, every year.

When I talked with my daughter about some of the classroom projects Cathy Davidson writes about in her book, Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century, she expressed admiration and a tinge of jealousy. The process-based methods used by innovative teachers like those at Voyager Academy and Quest 2 Learn were both alien and appealing to her.

Mostly what she longs for is to learn in interesting ways. Nearly every subject–from science to social studies, language arts to math–has the potential to interest her and her classmates, but the perpetual testing cycle and limitations of time and focus discourage fun, curiosity, and questions.

The elementary-aged kids I talk to know that the system is broken; they know that standardized testing, at least in its current form, is a chain hanging around their teachers’ (and by proxy, their educations’) necks. But they’re trapped.

“Standardized tests just show what you wrote. They don’t show what you actually know,” explains Evelyn. “Something like a project can show how much a student cares about their work.”

Evelyn, limited by her formal school experiences as well as by her youth, would probably admire Davidson’s idea of an “exciting end-of-grade test” (130). Davidson proposes an end of year “synthesis” that students would create that would use what they had learned that year. The project would show “each child what he or she could do in the world,” and these ideas would be on display at an “idea sale” (130).

In my searching online for a video intersecting with Davidson’s theoretical concepts and my hopes for my children, I found a video made by a class of 7th graders in Joanna Sanders Bobiash’s Grade 7 class at École Wilfrid Walker School. The video, which won the 2009 “Best in Class” Best Buy Contest, grew out of a collaborative text written by the students based on their goals for the future and the impact of technology on their lives.

See the video here (I’m having trouble getting it to embed from tubechop).

Now, there are many other more polished videos available on Youtube, even those ostensibly made by middle schoolers. This one did not stand out to me because of its professionalism; the video footage and editing is fine and the audio quality is okay.

What moved me deeply was getting to hear the words and voices of young adolescents speaking their goals and dreams. Not by themselves in private. Not to a friend or family member. But as a team, to the world (and in two languages, no less!).

One young woman says, “I want to share my work with the world and learn from their feedback.”

That simultaneous confidence in reaching out and acknowledgement of what one has yet to learn, it seems to me, are at the heart of Davidson’s manifesto: “Confidence in your ability to learn is confidence in your ability to unlearn,” writes Davidson, “to switch assumptions or methods or partnerships in order to do better” (86).

Schools that encourage and reward that simultaneous confidence (learning) and awareness of personal shortcomings (unlearning): that’s what I want for my daughters and my son.

But when another thick packet of worksheets and workbook pages land on the kitchen counter, it’s hard to feel hope that a place like Ms. Bobiash’s 7th grade class and Q2L and Voyager Academy are more than rare mirages in an educational morass.

reddit: The Virtual Coffeehouse

After finishing Writing on the Wall, my life’s new goal is to either locate or become the proprietor of a real-life coffeehouse that operates like the ones Standage describes in Chapter 6.  Whether or not they actually existed, the idea of an “egalitarian new intellectual space” (104) where all can exchange new knowledge in diverse fields and imbibe my favorite caffeinated beverage sounds like heaven on earth.  In the words of Liz Lemon:

Liz Lemon always knows what’s up.

Sadly, I can’t think of a single real-life commercial establishment that functions as such.  I have never in my life been in a chain or independent coffee retailer that fosters the actively social “speculative environment” of their predecessors; they are more often filled with people glued to their technology, books, or other distractions in an otherwise social and public place.

Where I do find those environments, or at least analogous cultural structures, is in the virtual world.  Like the alleged coffeehouses in the days of Samuel Pepys and Christopher Wren, certain online communities function as networks driven by discussion and transactions that are based around knowledge sharing.   As the resident reddit enthusiast, I have to admit that upon reading the chapter on coffeehouses, the self-professed “front page of the internet” was the first comparable website that came to mind.

In June of 2012, redditor /u/Dapper77 described reddit as “a place friendly to thought, relationships, arguments, and to those that wish to challenge those genres.”  Subreddits, or topic/theme-based forums within the site, parallel the coffeehouses that developed a specific client base.  Like Jonathan’s, which drew seventeenth-century businessmen, /r/history attracts historians and history enthusiasts for questions, debate, and other content that is relevant to their interests.  The site has areas for users to talk about literally almost anything they can think of, and if a subreddit doesn’t exist, you can create it.  Best of all, it’s all free!

The diversity and availability of content options can mean different things for different people.  Personally, I like it for the opportunity to learn new things about any topic that strikes my interest.  Serial killers, suggestions for slowcooker recipes, adorable corgis, colorized historical images, and tips on skincare routines:  I can find information and communities immersed in each topic online.

Like the coffeehouses, most of our myriad social networking or information-sharing sites have been vilified as “distracting people and encouraging them to waste time sharing trivia with their friends when they ought to be doing useful work” (111).  At least with reddit, you’re (generally) learning something new, whether or not it is actually useful information.  Plus, the site hasn’t been overrun with irrelevant content such as ads and games, like the fictional “Friendface” from British Channel 4’s The IT Crowd.

While the environment of intellectual sharing and discussion is one of reddit’s strong points, there are certainly detracting factors.  For instance, there will always be people whose sole purpose in life seems to be posting responses that are rude, offensive, or generally irrelevant or irritating.  Often, these exchanges function like the one that Standage describes on pages 40 and 41, particularly the “comment thread” between Severus and Successus.

Additionally, instead of having face-to-face, real-time interaction, users are separated by time and space, which negates the socialization aspect that makes the idea of coffeehouses so attractive.  If you wanted to get really meta, you could go to a coffeehouse and use reddit from there!  As someone who is often most comfortable interacting with strangers through friendly, down-to-earth intellectual discussion, and assuming that they did actually exist, I look forward to the day when coffeehouses make a triumphant return!

Trust and The Blame Game

While reading though  A Better Pencil,  I noticed that people experiencing the evolution of writing technology over time viewed it with the apprehension one might direct towards an invading army.

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Not sure if harmless tool, or harbinger of the apocalypse.

Subsequently, once the new technology’s purpose and uses were established, it seemed that people immediately latched onto all of the horrible things that could happen, and panic ensued.

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However, Baron conveyed the sense that the objects of this skepticism have shifted over time.  Socrates disliked writing because of its inability to actively dialogue, as he placed importance on direct intelligent discussion (4).  He recognized the inherent need for people and their thoughts to be a variable in the equation, and thus distrusted the developments because of the ways humans could use them.  Distaste for modern technology, however, seems to be directed at the technology itself, not the human minds behind it.

Which brings us to the blame game.  Baron writes that computers are “blamed by skeptics for a variety of ills” (xi).  Ned Ludd, if he existed, allegedly wrecked a loom because he “found the increased mechanization of the art of weaving alienating (25).  Placing the responsibility for perceived societal corruption on machines completely discounts their existence as creations of humans.  Technology will likely not develop sentience and the ability to create its own content without the programming or guidance of human action, yet many people seem to place suspicion and blame on the tools instead of stepping back and examining their role in its creation.

The one person in Baron’s narrative who appears to have held human beings responsible for technology and all of its effects was Ted Kaczynski.  As a disclaimer, I don’t advocate for attacking people with the intention of killing or otherwise harming them.  Kaczynski, even in all of his seriously misguided criminal actions, understood that it is people who further the mechanization of society, as well as use the conveniences it provides.  It’s the same idea of “Guns don’t kill people; people with guns kill people.”  Cell phones don’t kill people, drivers using cell phones kill people.  By targeting the progenitors and inventors of the things he so hated, Kaczynski demonstrated a twisted understanding of the ways in which people interact with new technologies.

As humanity explores new avenues for writing technology, we will be called, as Wesch notes, to redefine and reexamine what it means to interact with technologies.  Certain factions will continue to blame advances in language studies and composition tools for the destruction of civilization, and the trust and blame that we associate with the written word in all its forms will undoubtedly be the subject of further debate and revision for many years to come.  Hopefully, though, future critics will not forget the role that human innovation plays in advancing these tools.