Reimagining Computer Literacy

I agree wholeheartedly that that multiliteracy is crucial, and that teachers should focus on the three literacy categories mentioned- functional, critical, and rhetorical. That is easier said than done, and each class has its own challenges, but to understand the concept as well as the practice and theories makes for a well-rounded student with a strong grasp of the content and how to use it.

The best classes I have been in are the classes that explained the background of what we were learning, how to use it, how it applies to my life, and what effects it could have. The one really great math teacher I had always made sure to show us two different ways to approach each problem, where the math could be used in real life application, and so forth. When a teacher gives multiple approaches to content, and a broad spectrum of theory that applies more students can understand and apply it to more parts of their lives.

I like the thought that the approach to teaching should have a framework that is an “ongoing conversation about the special responsibilities of humanities teachers in a digital age”.  It stresses the importance of being open to new approaches with new technology, but not letting new approaches drive out the old. Reminds me of the old friendship song “make new friends, but keep the old. One is silver and the other is gold.” I know that emphasizes that the older is better, but I think in this context it could relate that new approaches can build off the old, so the older do have a stronger bond to us.

I also think a strong part of this reading emphasized that teachers and students both need to be proficient with technology, especially the basics. Coming into this course with no knowledge about the software we are working with has really driven this home to me. In middle school  and high school I took computer classes that gave me a really strong grasp on typing, Microsoft programs, and research tools and formatting. Those were electives though. Maybe that has changed now, but I think those classes are great stepping stones to successful classwork.

The Question Concerning Technology

You warned us that this reading was going to be heavy, and boy did it deliver. As fascinating at the content was, I found my mind straying when the terms were being delivered rapid-fire. The first line that gripped me was “the essence of technology is by no means any­ thing technological.” It went on to define technology with an instrumental and anthropological definition as a means to an end and a human activity. 

While this may be the correct definition, it is not one that shows us the true essence. 

The essay then says that while the four causes have been satisfactory for the last centuries, it is time to question why that amount. The causes “let what is not yet present arrive into presencing”. Such a clear and simple idea, but it rings as profound.

It says that the Greek word for revealing is “truth” in Roman translation and is taken further to mean the correctness of an idea. I find revealing to hold a stronger, more accurate meaning because it sounds like a process, whereas truth sound like a conclusion.

The essay concludes at this point that technology is not just a means, but a revealing.

When it is said that “techne is the name not only for the activities and skills of the craftsman, but also for the arts of the mind and the fine arts” it really painted the picture of how technology is being so completely underestimated. The word technology makes most people think of the tools at their most basic state, not the power in their entirety. What people generally think of is a tool they “conceive, fashion, and carry through this or that in one way or another” instead of what they no control over. 

This statement stood out to me, but I do not understand it. I would love an explanation: “In the realm of thinking, a painstaking effort to think through still more primally what was primally thought is not the absurd wish to revive what is past, but rather the sober readiness to be astounded before the coming of what is early. “

Also, I know this is a huge point as it will be an assignment, I really do not have a strong grasp on what a standing reserve is. Maybe someone could comment on a more simplistic meaning? 

The true freedom with technology (and any entity even) is explained: “For man becomes truly free only insofar as he belongs to the realm of destining and so becomes one who listens and hears [Horender], and not one who is simply constrained to obey [Horiger].”

The conclusion is that when we open ourselves to the essence of technology, and not fall into the trap of trying to master it, we find freedom, and that the saving power is when man can enter into the his own highest dignity.

“The closer we come to the danger, the more brightly do the ways into the saving power begin to shine and the more questioning we become. For questioning is the piety of thought.”

What a strong end to a strong reading! It reads like a prophet telling us to understand and not underestimate what we are dealing with in order to find our freedom.

Chapter Five

I was at first surprised when I read about the research on the texting-test result correlation. I thought, probably like most people, that research would show those who text and instant message more do worse on English examinations. Thinking upon it more though I understand why that may be in some cases. I know a few people who speak more than one language. They actually do better in English classes than I do. I think the more languages you acquire, the more you understand language itself. After making connections between two, it is easier to make connections with more. I know my knowledge of Spanish helped me out constantly in my Latin classes. English tends to stray more than the others in my experience. I think even using a language that strays from what is grammatically correct can enhance writing technique and style.

No matter what language you use, it is important to know that on paper or online words are what we have to express ourselves. If grammar rules are ignored and spelling is wrong, your writing does not make you look credible or intelligent. It is important to know your audience and how you want to convey yourself. Those two things may be important factors on the most effective language to use.

Chapter Four

While reading this chapter I kept thinking about movie adaptions. I realize this is not what Jones an Hafner mean when talking about Multimodality, but I feel it is parallel. In my experience there are basically two types of people. Those who welcome adaptions, and those who do not. There is some grey area. I lean more toward the welcoming crew. If I like something I want as much of it as I can get my hands on: writer’s notes, character sketches, prequels, sequels, plays, movies, songs inspired by, epilogues, et. I don’t see them as competing against each other or dishonoring the original. I view it as an opportunity. I enjoy the difference, while others think changing or making additions to the original ruin it. The idea of a different structure falls into place. Movies give more information at a time, like pictures on the websites. The books, like the text, are linear and you have to take in the information as it is given word by word. I enjoy reading a book and discovering pieces of the story with the character, but I also enjoy watching a scene and taking in more than not just the character but maybe also the person sitting next to me. In a book most people process the same information by reading the same line, but in a movie people can watch the same scene and select different information.
On webpages people get both types. I think pictures can show people what the article is telling. That can be dangerous though because with just text it is easier to understand there is a bias from the author. I think it is harder to recognize bias in a photo. On the other end, a photo can give away another perspective then the text and clue a reader in that there is bias. To remain credible, it is important to make sure the multimodality does not conflict itself. If it does, the text should acknowledge the conflict.

Chapter Three: Jones and Hafner

Not even a page in to Hafner and Jones  and it already had me making applications from my life. A quality I love about this class is that it is directly correlated to living in the modern world. Anyone can relate to these topics!

Multimedia- the ways to convey information that goes beyond print- is a highlighted term. A great example of this specifically is J.k. Rowling’s Pottermore. Rowling is the author of the international best selling Harry Potter series. The books came out in the ’90s. The last one came out in 2007 and the movie adaptions finished up a few years ago. However, fans just keep wanting more. Rowling delivered with an interactive reading web experience. Harry Potter fans can relive the beloved series online while listening, reading text, playing games, and unveiling clues and notes not in the books. The site not only allows for communicatin with the author but also let’s te reader communicate with other fans as well. As far as I have seen, no other reading experience has been so adapted to give the reader complete interaction with the story itself as well as the creator.

The reading critically section stated great points about realizing that hypertext is biased. People need to be especially cautious when reading articles that appear neutral because even they can slip in more articles favoring a side.

I understand that hyperreading and hyperwriting come with affordances and constraints, but I love the interaction between the two. In this case I think the constraints are affordable.

Information as Social Practice

In Chapter Two, James and Hofner say that information comes from a relationship between people and data.  While this idea is one I have not heard of, it resonates with me. I remember walking through my high school hallway with my headphones on, being more aware of my IPod than my surroundings. My friends would ask things like “Did you see that guy’s hair?” or “Was the kid in that window sleeping during lecture?” I would just shrug my shoulders. It’s not that I wasn’t present or that I couldn’t have seen what was going on around me. I chose to pay attention to a screen instead of the data surrounding me. If the data isn’t processed there isn’t information to relay.

The information value of what was going on in the hallway was high for those around me. Most people paid attention and could actually participate in the conversation my friends had tried to start with me. The data of trends and what other people were doing correlated with other data and the people around us. The value was low for me because I placed more value on 90’s alternative, and at the time I kept that to myself.

Tagging is another interesting idea to me. While I agree that having people add their own tags can lead to spam and misinformation, I think that is an affordable cost. I’ve seen on Instagram users tag photos with anything under the sun that might link any kind of person to their page to receive ‘likes’. I learned in Mass Communication class that ‘likes’ on social media can be seen as social currency. This was something I knew, without putting into terms. The more likes someone receives on a status, tweet, photo, or link puts value on that post. It is the equivalent of people saying they agree or just enjoy what you are saying. They are backing up that post. I think this can be considered information value as well as it is value of data that “comes from the number and strength of the relationship it has with other pieces of data and with other people” (26). The higher the likes the more merit it seems to have. The likes can give someone or some post a sense of power. If the tags stray from the picture and a user clicked over to see something that went along with that tag I don’t think they are very likely to ‘like’ it, but it can also lead them to something they do like that they wouldn’t necessarily have found on their own. Also, if other users can tag a post that is not their own it gives a post more chance to be promoted because other users may know a better term to use that opens it up to a wider audience.

I also thought the Database of Intentions sounded fascinating. How cool would it be able to see what certain cultures collectively fear and anticipate?

Jones and Hafner: Chapter One

I commend Jones and Hafner for writing a first chapter that is an inviting, clear, and interesting look into the class content. The overview about how mediational means give us capabilities and restrictions we didn’t have before. My favorite classes always involve taking a closer look at subjects I previously overlooked yet affect my everyday life.

Traffic signals allow people to drive without having to anticipate every move of the other drivers.  They are used to express what people mean while driving because the vehicle’s lights are the best way to communicate to other drivers. There is a traffic signal for most anything (and I say most to appease the devil’s advocates) a driver wants to convey to someone else. The relationship here is important. If the signals are not used to communicate what should be communicated both legally and ethically then someone will most likely be enraged or hurt. Some may even communicate their feelings with sign language versus traffic signals. Most likely a horn will also be used as communication. I don’t tend to think much about other people’s traffic signals unless they are not used properly. For example, I don’t think “Ooh, thanks for the turn signal buddy!” In any other tone besides sarcasm. However, my own traffic signals take constant thought although it usually is subconscious. The better one understands traffic signals, the etiquette of the road in general, they better they can assume the identity as a good driver. Disregarding the etiquette and laws can lead to consequences as well as being a reckless driver.

Digital Cameras allow people to take pictures and see afterward. They help express meaning because without the picture a person would have to describe what is being captured, versus showing. Being able to see the picture immediately helps people decide if they captured what they intended and try again if not. This helps make sure the right meaning is being expressed. Relationships are enriched because people can send pictures of things, people, and events that matter to them to other people who could not experience or see otherwise. Having the ability to capture a picture of something important or appealing can bring people satisfaction. They can share it or just hold onto it to look back on later.

Both traffic signals and digital cameras are part of wider social practices. Traffic signals can be used with simultaneous use of radios, mobile devices, or GPS. If there are more people in the car sometimes the passenger will text for the driver, navigate, or control the stereo. Because people want to divide their attention among the devices it can take their attention off of the road, or since their hand is busy they don’t signal at all. With digital cameras people usually use a computer to upload the pictures. If the person wants the pictures on their phone as well they can sync it to their computer. If someone wants a picture of a group and pulls out their digital camera, but someone else pulls out their phone and says it’s quicker the faster technology is usually picked unless the quality of the picture benefits from the digital camera. More often faster and easier is the preferred technological choice if quality doesn’t suffer.

What are Digital Literacies?

Lankshear & Knobel–Introduction and Chapter One

Digital literacy is not easily defined. Not only is there no clear definition, but the introduction emphasizes that the term is not even definitively plural or singular (although it makes a strong case for the plural). Literacy involves the  Social practices of coding and decoding to understand. Digital adds the component of technology. Paul Gilster, not the first to use the term, states it simply in that digital literacy is “literacy in the digital age”.  Simply put, for such a complex idea.

It is disputed whether digital literacies focus more on ideas versus technique. No longer does literacy solely involve reading and writing, but understanding information regards to the medium. Digital Literacies offer a broad spectrum. It broadens the pen and paper version to an updated one that requires people to read, write, and understand information using technology and apply it specifically.

When it comes to education Lankshear and Knobel assert that with digital literacy we can fill the gap between developed interest in the technology that requires a knowledge of certain syntax and more the academic components that can be applied. With an emotional investment already intact, people who would otherwise not be privy to certain information and terminology through the educational system have already learned the same information, just not in a classroom setting. Digital literacies can help gain situated meanings that deal with applications not just theory.  To gather information from a variety of sources is key to digital literacy, and helps make it a complex subject that is accessible through the educational system as well as every day application that most people have easy access to.

In grade school and well as high school I enrolled in computer classes, and every teacher stressed the importance of accessing information. The key term access was stressed on receiving as well as getting the message out. From reading the introduction as well as the first chapter I think digital literacy deals with access, and my teachers must have known what they were talking about then even if they never used the term digital literacy. They were more focused on making sure their students weren’t playing Pacman. However, maybe my interest in some of the off limits games gave me some situated digital literacy skills that I can apply in an academic setting.