The Media Literacy Award

I found this on YouTube. It's not in English, but the concept is interesting. Apparently "mediamanual.at host annually a competition - the media literacy award® (mla) - for the best and most innovative educational media projects in European schools" (YouTube). Take a look.

Media Literacy and Hobbs

While reading Chapter 8 of Hobb's Reading the Media: Media Literacy in High School English, I felt a lot of what was being said was repetitious. With that in mind though, I did find a few elements of the chapter both interesting and pertinent to my education and future as a teacher:

1. Multiple Forms of Literacy
In this section, Hobb's states that "literacy must be reconceptualized to include these new message forms and to exploit their potential to help students master the demands of reading more sophisticated texts" (131). "These" refers to "visual, electronic, and digital forms of expression and communication" in such literacies such as visual, critical, informational, and digital (131). To continue, Hobbs explains that students use technologies to "create their own messages" (132). This is where it made sense. Students creating their own messages... If students are actively involved in something they like, involving technology they know, they will be more motivated in the work they do.

2. Learning that Connects Literacy to Life
Since media literacy can connect what students learn to what students live, it can increase student motivation and learning. This coincides with what was said above: creating own messages, life relevance, content that connects to students lives. Hobbs confirms that critical think skills, reading comprehension, and writing skills are all impacted (positively) by media literacies.

3. Students' reflection on their Literacy Learning
This is something that we-- students and teachers-in-training-- take part in consistently during the semester. Every course we take is likely to have us reflect on our work, and 3007 alone has us reflect on our work with Media Literacy and Literacy Learning. As students reflect on their work, they can understand what they have learned, how they have learned, the amount they have learned, and what else they can learn. They also begin to understand the material they have learned and why it was presented in such a way. For example: "what critical decisions were made about certain shows/songs/commercials/etc, and what impact does this have on my life?"

Second Life

Alright... well... Megan and I decided to create Second Life characters/profiles. Yea... It was more fun than I thought it was going to be and I feel like a huge nerd. But that's OK. I created my profile, and had SUCH A HARD TIME coming up with a name. Every name I wanted was already taken; it was frustrating and disappointing. But, eventually I decided on one-- it's such a stupid name but it's all in good fun: Kiti (as in Kitty... but I couldn't have THAT spelling...) Koba. I wanted Roxie Rossini or Lily Lilliehook, but they were taken, along with every alternate spelling I could think of. Anyway, I created the character, then I fiddled with my character's appearance. It's hard to make it look as much like you as possible, but I tried. I doubt I succeeded. Anyway, Megan and I found each other on Second Life and joked around a bit; she sat on a car while I drove it around. We actually had trouble finding each other at first. The game puts you in orientation worlds and we were put in different worlds; so i had to send you an invitation to the world I was in. Anyway, that was our first adventure as nerds on Second Life :)

Block III Media Literacy

Megan and I have been trying to focus out Media Literacy Project even further, but we are realizing that we are having a difficult time doing this. We are setting time aside towards the end of the week to specifically work on this and get a good portion done. Currently, Megan and I want to compare Remakes and Originals of movies/TV shows. For example, Charlie's Angels and The Dukes of Hazzard. We will focus on why the remakes were made, how they are different/why they are different, the violence that was changed and why it would be changed, sex appeal between modern day and the original makes, and why the sex appeal is different, which version the audience seems to prefer and why, etc. So, that is where we are heading.

"Pokinitis"

I went to Will's blog and read through the first one to pop up: Pokinitis. I couldn't help but think "This is what it's about": getting students' interests making them think, peaking their ideas. In fact, I loved this blog entry so much, I had to respond to Will. At the end of his post he wrote "You know what else?' I say. 'You could write it, draw the pictures for it, and then when it’s all done, we could make a movie of it with you reading it so other kids could even listen to it.' Oy, I think. Overload. The curse of being so invested in all of this. But she’s thinking about it." I disagreed that he overloaded her. He was right when he said he got her thinking though. When Tess said "we'll see," she wasn't disregarding the idea. Rather she was thinking about it, figuring out if it could work or if it couldn't. This is the important moment that Will should show his daughter that it can work. He talks about audio books, to which I briefly mentioned Bruce Coville's Full Cast Audio company; showing Tess this could spark her interest in creating he story about Pokinitis further.

It's all about giving students the idea, courage, and belief that they CAN do it. Once you have them thinking about it, you just have to help them follow through by showing them it's possible.

Shape-Shifting Portfolio

After reading Shape-Shifting Portfolios: Millennial Youth, Literacies, and the Game of Life, I had to sit back and consider what was included in my shape-shifting portfolio and how I was building onto it. I kept going back to the definition given at the beginning of the article: a "collection of skills-- for example, educational, social, service, and sports experiences and achievements that can be arranged and rearranged in order to define and redefine oneself as a certain kind of competent person" (114). Well, in that case, I've been building my shape-shifting portfolio all throughout the semester during ENG 307, even if I haven't realized it or felt like I have. For example, in the physicality of the portfolio, I have contributed to groups and collaborated with others to create projects using technology and programs that I have never used before. Metaphorically, I have built onto my by attending events centered on both ENG 307 and the English Department: Scholars' Day, the D.A.T.E. Conference, and presentations such as the one given by Bruce Coville. My physical and metaphorical contributions all add to my portfolio, but I'm still unsure how to showcase the shape-shifting events that can't be shown through "hard-copy."

The article does a wonderful job explaining Katie, Thomas, and Mario's shape-shifting portfolios; how the world around them, their cultures, lives, and literacies all contribute to the portfolios. But how would Mario showcase his culture's influence (and his influence on his culture) in his portfolio? I feel this is where I would help students when they were building their own shape-shifting portfolios. Students need to understand that when representing themselves, they need to show more than hard-copy works. granted, the hard-copy papers, projects, etc. are beneficial and should be shown, but that is not what makes a person who they are. Rather, it is everything in their world that contributes to what they are becoming. So Katie needs to know how to implement her Web use into her portfolio, even if she sees it as her "down-time" from her work; Thomas would include his literacy and literature influences; and Mario would stress his cultural influences.

In other words, the teacher is a guide for students to help students realize what they can put into their shape-shifting portfolios.

Mrs. Megan Bottle

Of all students in our 307 class, Megan would have to be most inspirational to me. She's down-to-earth and never afraid to admit when things are getting tough. It's her realistic take on her work, while still adding an element of humor, that I admire most. Furthermore, she's able to create a stress-free environment. I work with Megan a lot during the week-- we have nearly every class together-- and Megan is always willing to help out when needed. As a team player, Megan also knows the importance of getting help when she's in need of it. To top it off, Megan knows when to separate school life from, well, out-of-school life (part of the de-stressor).

So, in all, I'd have to declare Megan as my inspiration for this semester during 307.

EDUTOPIA

I checked out George Lucas' EDUTOPIA site- began searching around to see what section titles seemed most interesting to me, and here's what I came up with:

1. "Amount You Spend Out of Pocket Each Year on Classroom Supplies"
I was very curious in this section because I am more than willing to spend my own money to benefit my students' and classroom needs. At the same time, I'm worried how much I will have to provide because my budget can't. While this site didn't provide a lot of answers, it let me in on a little secret that I didn't know before. Check it out.

2. "Best YouTube Video about Education"
I was glad with this short article. It sums up that you can use sites, such as YouTube, for educational purposes without having to focus on the junk that may be on there as well. In other words: why boycott something useful and educational to students, which they can relate to and enjoy, just because there might somewhere be something not useful on it.

3. "Best Technology Product for Less than $100"
I enjoyed this article for one reason: the flash drive. During my Observation at Newfield High School, I noticed students saving their papers onto CD's so they could bring them into class and work on them. Unfortunately, that wastes a lot of space on the CD AND sometimes the information doesn't save properly or at all. One student in particular couldn't pull up her paper on the school's computer. When I went to help her I realized that she hadn't saved the information to the CD. Now her four page paper, which they were finishing in class and which was due at the end of the day, was sitting at home on her computer. I pulled out my flash drive, showed it to her, and told her she should get one. She mentioned to me that her father had a lot of them lying around, but she didn't know how to use them. So I should her and told her to ask her father for one. This piece of technology is helpful for students to keep their work organized and available.

What I Learned from Jo in Class Today!!!!

Jo aught me how to put stills (photos) into iMovie. We saved some pictures off google of penguins onto the desktop, then imported them into iPhoto, and then imported them into iMovie. The photos end up in a library section on the right side of the iMovie page. All you have to do after that iis drag them into the track and arrange them how you want. You have to connect the photos together, otherwise it will only play one photo. After that, we were going to put in background music using garage band. Instead, Jo wanted to know how to get a ClustrMap on his blog. So I took him through the steps of getting one and now he can see who visits his site!

The MySpace/Hook-Up Generation

I was on my MySpace homepage, doing nothing imporant honestly- because there really isn't anything important one does on there- and I noticed a review for a new-ish book; Unhooked by Laura Sessions Strepp discusses the "MySpace generation" and how "today’s high school and college kids have replaced relationships with 'the casual sexual encounters known as hook-ups'” (MySpace Review).

When I saw the review and visited the page, it discouraged me... a lot. Mostly because random hookups are happening. They happen on our campus, between our friends and classmates; and so many of us have become accustomed to this that we don't think twice about it happening half the time. The MySpace Generation (which, are we a part of?... right now I will classify them as the students we will be teaching) are also taking part in late night parties, hookups, and all the dangers that accompany those.

The MySpace Generation... at first I thought it was odd that Strepp connected the two together. But then I realized the hookups happen online too; teenagers, requesting and accepting friends over MySpace daily, don't always know who they are talking to, though they think they do. They might go to the same school, live in the same town, whatever, and decide to meet and "hookup." I don't know. This is one case where technology isn't always good for being mainstream and needs regulations.

"Video-on-Demand" and the Technorati

With the onset of "Videos-on-Demand" in classrooms, it seems to me that the blogging Technorati tracks will continue to increase in numbers. Videos in classrooms, at least ones accessible right at their fingertips, allow educators to create new lessons and activities for students to participate in; by joining one form of technology with another (especially technology students have some interest in), teachers will gain students' focus and interest. Students can blog about the videos, or, even better, create video blogs in relation to the class videos. Many students already have a familiarity with most of this technology; bringing into the classroom would 1) make school work more relatable to their lives, and 2) make it more interesting and fun.

Block II and III Projects

Block II
Megan, Jami, and I are almost done with the iPhoto book. I don't think we realized at first what a hassle it was going to be to put it together due to the school's computers deleting everything at night. But now that we were able to use Dr. Stearns Mac, everything should be ready to go early next week. Monday, we will be going over the final touches with Dr. Stearns (ie: making sure pictures are in a "good" order, making sure captions are grammatically correct, free of spelling errors, etc., and anything else that needs "tweeking"). Hopefully the book will look good.

Block III
Megan and I are working on the Media Literacy Project this block. We've thrown around a lot of ideas-- brainstorming at it's finest-- but we think we are going to focus on violence on television. Still, this needs to be narrowed down. We'll be talking with Dr. Stearns sometime this week to talk about possible ideas we have or that she might have on narrowing this subject.

What Have We Become?

Bruce Coville

Last Thursday I attended the Bruce Coville presentation Karen had arranged for the Grad student's Adolescent Lit course. Coville discussed Full Cast Audio, his audio book production company based in Syracuse, NY. The presentation and discussion was amazing; Coville is quite the entertainer and speaker. After discussing audio books and the company he asked students to volunteer to participate in an activity; they were instructed to read a skit similarly as those working for in Full Cast Audio would. After reading through the script once, he gave the Grad students advice and had them begin reading it again, interjecting when he had more advice. By the end of this mini-workshop, the performance had evolved and become better. The end of the presentation concluded with Coville handing out Full Cast Audio booklets, a worksheet of how to include audio books in the classroom reciting one of his poems, and audio book short stories, as well as him reciting one of his poems.

In all, the presentation was phenomenal. More undergrads should have attended; you really missed out.

Live Chat Transcript: Lagging Behind

In ED WEEKS live chat transcript of “Technology Counts 2007: A Digital Decade,” Susan Victor, a teacher at Holbrook Jr./Sr. High School, asks “What do you think is the biggest roadblock to the successful implementation of technology in schools. It is the digital divide (lack of monetary resources), or is it the digital generation gap (lack of awareness of the value of technology in education by administration), or both?” I found this question intriguing considering we have touched about similar discussions in class. First, we have asked how to integrate technology in classrooms and schools that have low funding. Andrew Trotter acknowledges this situation: “there are a lot of external forces that are reducing the digital divide, as prices drop and families are motivated to sacrifice to buy trendy and/or increasingly useful technologies.” While Trotter makes a good point, he still fails to fully answer the question at hand. Yes, more families are buying computers and technologies that are useful to students. But what about the SCHOOLS that can’t afford this equipment? ED WEEK’s article, “A Digital Decade,” mentioned “E-rates” for discounts, and the fact that 95% of schools are now connected to the internet. But that doesn’t mean their technologies are sufficient enough for student use. That means 95% of schools can connect to the internet; but how many computers do these schools have, how often are students using them, which students are using them, what other technologies does the school offer? I would like to see that part of Victor’s question answered more in-depth. One comment from Trotter I did agree with, that I feel corresponds to this question, though was not directed to this question, stated, “Being a laggard, as opposed to middle-of-the-packer, results in missed opportunities.” I feel many schools are still missing opportunities they can provide to their students by not having the funding or budget for technology they should—digital divide.

ED WEEK

ED WEEK’s article, “A Digital Decade,” discusses the differences in technology between ten years ago and today, explaining “how the terrain has changed—and how it is likely to do so in the future.” The “terrain” has already come a long ways; going from “fewer than two-thirds of U.S. public schools had Internet access, and just 14 percent of those schools had connections on computers located in classrooms” to “around 95 percent” of schools being online, students are gaining more technological knowledge and access through their school day. But what happens when students’ school atmosphere doesn’t meet the home atmosphere several have in terms of technology? Another article in ED WEEK, “Outside Interests,” focuses on just this. Students have more and better access to digital technology in their homes and lives outsides of school than they do in the classroom. The reasons? Budgets and/or educators unsure of how to apply technology to lessons. This is where our class, ENG 307: Technology in the Classroom, comes in. As we—currently students and teachers in training—practice using and learn the functions of several technological applications, we begin to understand how to apply them in our classrooms and lesson plans for the future. “Outside Interests” discusses the use of iPods, video games, pod casts, and blogs within classrooms; we’re already doing this in ours. I couldn’t help read through this article and agree with the schools who are integrating technology, while at the same time questioning those who are having trouble due to unknowledgeable teachers in the area of technology incorporation. Granted, budgets can cause some problems when trying to incorporate technology into schools; but this is addressed “A Digital Age” with the “education rate” (“E-rate”) program, created by the federal government. By offering “telecommunication discounts” and “provid[ing] more aid to disadvantaged school,” the federal government was able to “furnish billions of dollars to help get schools […] up to speed.” If we are spending the money on the actual technology, let’s also spend money on programs for educators that offer knowledge in how to incorporate this technology. That way, students won’t be left at school with inadequate access, limited equipment, or an ancient version of the technology they use at home.

2020 Vision

Goes with this blog post - http://thefischbowl.blogspot.com/2006/11/2020-vision.html