Final discussion

I have been a teacher for only five years and my philosophy of education is an ever developing process. When I first started teaching it was ‘my way or the highway’. As I grew as an educator my teaching philosophy began to evolve from a variety of my personal experiences, education and as a champion of health sciences. My teaching style now focuses on the development and importance of the student’s role as life-long and self-directed learners as well as community servants. “As educators, we want students to be empowered to travel across both formal and informal learning environments; we also want them to define themselves, and be defined, as proficient and capable.” (Availa & Pandya, 2013,pg 2). I am also traveling across the learning environments as a student and educator. Each course of my Master’s journey put another level into my teaching philosophy.

I have learned that our job as educators is not impart our knowledge and have the student spew it back in the traditional norms mandated by the administrative powers that be. The classrooms of today are integrating the digital literacies we only heard about a few short years ago. “The traditional hierarchy of adults as teachers and children as students also did not exist in the digital-storytelling learning environment because today's youth are 'digital natives' who bring their own areas of expertise with new-media practices to the activity." (Avila & Pandya, 2013 pg. 57). The students can become the teacher. Once I learned to get over my superior attitude and believed in technology, my classes became fun and learning was enhanced.

The technology used respiratory therapy changes constantly, so then should the technology in the classroom. “ This requires an acknowledgement that successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology, both in our professional lives as educators, and in our everyday lives” (Avila & Pandya, 2013, p. 149). I have also learned with modern technology comes the responsibility of the educator to teach accountability and the power of social media. Our capstone course involves mock interviews and we show them what they have on Facebook©, it opens many eyes. I hope , that in the end when my students graduate, they have become digitally literate critical thinkers and as asset to the profession.

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York:       NY: Peter Lang Publishing Inc.

http://trackstar.4teachers.org
Lesson plan for research: To teach how to determine authentic research and validate their research articles. My students started with trackstar to develop the research needed for their senior projects.

 

 This is the student presenting her research to our Dean, this year. ( permission was granted for this picture)

https://evolve.elsevier.com

This is our text book site, it also has many simulation exams that can be down loaded to any type of digital media.

http://www.turningtechnologies.com/polling-solutions/turningpoint

This an excellent program that uses clickers to get the student involved with quizzes. I put them in teams and can become quite competitive. This also can be used on any type of digital device with any type of text. 

http://webquest.org/

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.

 

My Digital Story

November was a very difficult month for me. My digital story evolved into the final cut before you.I hope you enjoy it.

Week 14 reading and Discussion

“Students of narrative believe that we formulate notions of ourselves by telling ourselves stories about who we have been in the past and who we want to become in the future. Certain life changes have special import for one's sense of self- critical periods like adolescence or events such as changing jobs or the loss of a family member as was the case for Doris.”

Hull Glynda A.  At Last: Youth Culture and Digital Media: New Literacies for New Times Research in the Teaching of English, Vol. 38, No. 2 (Nov., 2003), pp. 229-233

I found this statement particularly hitting close to home, as I just recently lost my mother. Her loss was just one of many life changing events for me this year alone. I found by exploring the events of her life for my digital story, I also discovered things about me, who I was and who I still want to be. My mother was a strong inspirational woman, I hope to emulate.

 http://justhappyquotes.com/i-know-the-strong-women-in-the-world-women-quotes/ 

1. How does digital storytelling support academic literacies? It allows the student to look up important facts about the past and perhaps the future, beyond the usual text book information. It empowers the   student to make contributions that are recognized by their peers.  

2. Now that you have created your own digital story, do you think that using images, words and music to create a message is simplistic compared to traditional alphabetic print based argumentation? I don’t think simplistic is the right word. It’s different. One still needs to do the same research to tell their story, but putting it in a format that everyone can understand.

3. After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency with in their own lives? Absolutely.  Everyone’s story is different, even within the same family. Their perspectives of time and events . Case in point would be the 50^th anniversary of J.F.K’s assassination. Where were you?, is totally different for each and every person. Now storytelling can express their feelings of that day.

 Do you think this might have a positive impact on students’ academic lives? It depends on the story. Not everyone has a positive tale to tell. It may be cathartic. I think teaching  this in a positive light may make it a positive experience.

Reading and Discussion Week #13

Week 13

I found this quote to be a little disturbing.

In response to the ISTE standards of 2007 in paragraphs 4 and 5 … “Yet much pre-service education technology instruction focuses overly on the use of technology as a tool for digital creation. ... Furthermore there are many factors that can impact successful technology integration.” ( Avila & Pandya ,2013 pg.127)

 

What I found to be disturbing is that the teachers’ desire for integration is thwarted due to frustrations with university IT departments; lack of readiness of equipment, software or awareness by administrations when attempting to integrate technology i.e.  Pierpont switching to Google—what a disaster or in the real world Obama Care anyone?

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang 

This an old time favorite but  seems appropriate on many occasions over the semester.

 

http://www.laughnet.net/archive/toons/hammerd.jpg

1. Why do the authors of this chapter chose to use the term "critical digital literacies" rather than just "digital literacies"? It is not good enough to be just digitally literate anymore. Although technological skills are important it is the analytical aspect of understanding and the engagement of these skills within the broader context of technology use; such as the personal, professional, environment and practice.

2. How well did our own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?

I wish I had more than one or two semesters to learn about technology. I came into technology based education late in my career. Newer younger teachers have the time and expertise to develop programs in their classes and better prepare students for college and technology based careers. I learned tons both with tools and literacy. I plan to continue using what I have learned to make my students responsible digital technology users. 

3. What should teachers be thinking about when they engage in critical thinking as it relates to technology use in school? They should be thinking about developing critical, reflective curricula, where they, as teachers, understand the uses, functions and influences of technology.

4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.

 All students have these rights. However, whether or not they are actually endorsed is not always the case. Words are very powerful, actions speak volumes. I think teachers at every grade level would be happy to enact all of these rights. But dollars, education and the support from administration is not always forth-coming.

An example is Right#1 “The right to access and use up-to-date new technologies building on everyday (or out-of –school )practices. “ ( Avila & Pandya 2013) The two biggest set of words; up-to-date and out-of school, I feel are biggest contradictions, because not every student or school district is created equal. In West Virginia, for example, there are very poor districts that don’t have computer access yet.

 

Reading and Discussion Week#12

“Though role playing may not seem like a necessary component of critical literacies education, it functions in several imperative ways. First it adds relevance to the curriculum in ways that the students are able to understand.”( Avila & Pandya , 2013)

I like this statement because this is enabling the students to take some responsibility for their education. It is not just the teacher dictating what they need to learn and them repeating back to the teacher what they memorized. In some cases role playing may be a luxury, but I think it could be utilized in the curriculum in small doses. This also gives the students a stake in their education, they learn to critically think, ask questions and listen to others.

We use role playing in the allied health field all the time. I have students be the therapist and patient. There are many  programs that have actual simulations to practice, and you can kill someone and not get into trouble.

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang

 

 

http://d3emqam57x9hee.cloudfront.net/uploads/service_leader-led-digital-learning.jpg

 

1. How did the Ask Anansi game support critical literacies?

The critical literacies were supported through social play. Students incorporated literacies of resistance and amplified their own emerging critical points of view through performance. This also encouraged students to approach future classes with questions, critically and playfully.

2. How did the Ask Anansi game support academic literacies?

The game allowed students to act, question and engage in critical and playful inquiry. This tool empowered the students in a learning experience that would help shape ways people participate and interact in the real world.

3. How did the Ask Anansi game support digital literacies?

Each class member was given an iPod Touch which centered around the basic features of most mobile devices. The students took notes, texted, conducted research and documentation through photo and video production. Quick response codes customized this information.

4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.

I think this could mean that digital literacies go beyond the borders of the students’ homes, school or city. The whole world is open to them. There are no limits to the universe as defined by their own physical constraints. They need to learn to make literacies relevant to the larger context of society and culture. They learn to put meanings to events and process the everyday world and process ,reinterpret and reread the world.   

 

Digital story board

Begin by addressing each of the following elements of a digital story and post your decisions about each element to a blog titled "Addressing the seven Elements of Digital Storytelling.

■Point of View. My story will be told by me.

■Dramatic Question. How has technology changed over the past century? It will be according to my Mother’s life. 1920- to now.

■Emotional Content. It is a story of profound loss----as my mother is taking her last breaths in hospice from a devastating stroke and I am sitting at her bedside, I reflect on the past century and what incredible changes have occurred.

■Voice. I absolutely hate my voice, but I will bite the bullet and narrate.

■Soundtrack. I’m still looking for the appropriate background, music. Not something sad or dark. I am celebrating her life.

■Economy. This will be tough as a lot has happened over the past century. I will try to keep my script short.

■Pacing. I don’t want to say a lot, but will try to keep informal type of talk---around a cup of coffee. This will take some practice. If I can’t get it by the due date, there will be  a lot of music.

My story board

Reading and discussion week #11

“The myth of the outdistanced teacher…. Although some teachers are reluctant to use computers in class, many things the students value about using computers are things they have learned from teachers in school.” (  Avila & Pandya 2013)

I am learning to believe that there are teachers passionate about the digital classroom and promote the possibilities as a way of inspiring students and enhance learning. I am learning about the positive effects of digital media and students’ ability to use computers in new and improved ways. I am learning that social media isn’t all bad but users need to be taught to be responsible.

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang

I choose this picture because teachers are getting connected and passing this on to their students.

http://www.cabletechtalk.com/public-policy/schools-and-education/cable-in-the-classroom-whos-teaching-digital-citizenship/

1.     What is the difference between an "essentialist" "traditionalist" or "autonomous" "perspective of technology and literacy and a New Literacy Studies ot "ideological"perspective on technology and literacy? Which perspective do you adhere to? Why? 

The essentialist says - this digital media and these are the programs that you will learn. Hopefully you will be able to use these skills in the real world. A tradionalist says – this is a digital media these are the programs were chosen to be in the curriculum. You will learn these programs to graduate. Autonomous teaching is independent to the student. Students learn their skills and concepts  but these are tied to the students’ socioculture, intellectual and actual settings of the classroom.

2.     Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.

1. Anne used the computer as tool for production, sharing and making the students’ activities matter.

2. Anne enabled her students to develop their own ‘ voices’ to participate out in the open and share thoughts and ideas.

3. Literacy practices  enabled and empowered the students to be critically aware of language and technology in an intelligent manner in the public arenas.

 

Brainstorming my Digital Story

I pondered the last 6 decades of my life and ended up with a headache. It’s amazing how time heals old pains, accentuates the good one. I was born on Mother’s Day in 1951. I now look forward to retirement in 2017, just 4 more short years. It’s true, they say about time flying faster as you get older. I remember being 5 and waiting for Christmas and now Christmas is just a few minutes away. I honestly don’t have specific scenes from my childhood positive or negative. Those years have blended into decades. I lived in the suburbs with my older sister and younger brother, my mom stayed home and my dad was the bread winner. I was active in Girl Scouts and learned to always be prepared. Something I carry to this day.  

I am using some of my critical media knowledge and taking a cue from one of my classmate’s blog. I decided to explore digital media through the decades of my life. Did you know that in the ‘50’s the transistor radio was invented? It only had AM stations and when my sister got one, it was the ‘cat’s meow’. The ‘60’s brought the first televised Presidential debate between John F. Kennedy and Richard Nixon. Nixon lost because he looked ‘sinister’. Kennedy’s funeral was also the first televised in 1964 as well as Lee Harvey Oswald’s murder. My brother got a calculator that added, subtracted, multiplied and divided and cost a $100.00.   The 70’s brought civil rights, women’s rights, bra burning and draft card burning. It brought the end of the Vietnam War and computers. We had pong, a digital tennis match. Music was on cassettes and we tries to tape off the radio. Anyone remember 8 track tapes?

I think you get the idea of what I want to do. Trying to find pictures of myself through those decades will be the problem. Nothing was digital back then. Events in the world and in my life made the person I am today. I really don’t think is a whole lot I wish to change.

Week 10 reading and discussion

EDUC 6810 Reading and Discussion #10

Read Chapter #4: Critical Literacies and Social Media: Fostering Ethical Engagement with Global Youth and answer the following questions:

1. How has social media changed reading and writing processes in the digital age?

 The relationship between reading and writing  has changed in the sense that readers use social media to edit , click on links, add comments or change content. According to our text, they may actually be expected to do these things. The ability to be consumers and producers of knowledge  is now more widely available. This then lends itself to necessitate new ethics of exchange and interpretations to those distant and unknown.  

2. Explain "cosmopolitan practice" in relation to digital literacies and it means for learning in school.

This is a growing understanding of how to interact and exchange ideas across language, views and global boundaries.  It is a practice of hospitable stances in reading and composing, with emphasis on inclusivity and mutual respect. Many students have never  traveled outside of their neighborhood and now they can contact students from across the globe. They must learn that they are responsible for their writings.

3. How did the cosmopolitan conversation video challenge support critical media literacy?

The students were asked to think about the issues that were important to them and reflect on how it may affect others. They were asked to critically think and consciously maintain or alter their views, beliefs and values. They had to research, what and how they wanted to communicate their meaning, thus taking the responsibility for their video.

4. How does this quote from the text, "In this digital age, traditional content creation such as book reports, unit projects and essays, cannot be merely digitized and regulated to the end of the unit as capstone demonstrations of content mastery," make you think about how digital technologies should be used to support learning in school?

Mastery in the 21^st century involves more than the standard regurgitation of information in the form of a book report or essay. They must be able to interpret, critique and post creative compositions. They to chat amongst themselves , experiment with construction and maintenance of an online profile. And this should be done with the teacher who has interpreted, critiqued, posted compositions and guide the students in ethical and listening manner.

5. How do the digital stories you watch this week support the concept of cosmopolitanism?

These would all be considered cosmopolitanism because these students were from way around the world and taught through pictures, words and song about them and their country. These videos are something that would lose much of their knowledge through print. They can also be viewed all over the world and not just in specific texts, that may never be seen by other students.

6. In a blog posting, copy and paste a quote from the text :

 … “ Not only do we see this [complexity of student-produced texts or processes] as not representative of the writing/composition necessary for college, career and the 21^st century in general , we would argue that youth need experience composing across modes of communication, with others who are distant and unknown…exchange with these distant and unknown to others.” (2013, pg 80)

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang.

I feel we talk and talk about critical medial literacy but it is not incorporated into the curricula and pedagogies of the digital age students. If it is , it is as supplemental course or courses for children at risk for failing. In this age of digital everything, technical jobs and college classrooms are vacant due to the lack of skills these high school graduating student have.  Tyson and Eva developed skills in 4 weeks, but what happens after? These classes should be typical not extraordinary.

I am sure this is sure how many teachers feel. I know I did and I think this is one reason why it is just a complement to curriculum, and not the curriculum.

Which Came First - The Technology or the Pedagogy?

 

http://edt514tpack.wikispaces.com/file/view/techanded.jpg/90649811/techanded.jpg

Week 10 Activities

Activity #1
In a blog posting complete the tutorial on The Seven Elements of Digital Storytelling by answering the questions as you go.

Element #1: Take a look at the two examples and see if you can identify the purpose behind each story. What is the point of view in each?

• #1’s purpose is to show how the children 'make' salt. They are teaching us a life’s lesson.#2 Through mother nature all things are possible. Solar power to make electricity, rain water to fill the tanks for the fish. Cycle of life.   Whose voice do you hear? I hear the children in #1, they explain their jobs. I hear the adult very briefly explain the project.

Element #2: See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?

• #1 question is why are people satisfied with making their beautiful island ugly? The children are bringing it out to the public. #2 is about wasting food and how to fix that problem with a salt water pool.

Element #3: See if you can identify the emotional paradigms behind these stories.

•  #1 Is about the personal issues of teen depression that can lead to suicide. #2  Is about finding their roots through listening to their elders, and passing their culture to the next generations. #3 Is how children perceive stranger danger and what reality is true. They need to be taught that everyone may be dangerous.

Element #4: What impact that the voice plays on the overall effect of the story.

• #1 the woman’s voice personalizes the story. She is not narrating but answering a question without script. #2 The children singing makes me happy. I don’t understand a single word, but their little voices are so sweet.

Element #5: What impact does the music have on the emotional content or purpose of the story? The chanting sets the mood and makes it seem that we are included in their rite.

Element #6: Look at the examples in this section and consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces? Give an example?

• All 3 scenarios are stories with  different takes on the same theme. #1 was short and to the point. Each slide served a purpose and the narrator explained the story as it went along. It had a beginning, middle and end. #2 This is basically the same as number 1 only a little longer. However, each slide transitioned into the next with a narrator telling the story. There were no wasted moments or words. #3 Was a bit long, with a long transitions that made me lose interest. There were also added pictures that really didn’t add to the story. 

Element #7: How does the narrator use their voice to pace the story?

• The first story was too much too fast. The author was attempting to put a lot of information into a short period as a result spoke way too fast and sometimes words were not clear. Number two I felt was well done in the sense that a day in a small school was not typical of every other big schools. It was done with a sense of humor. 

Activity #2
Choose your favorite digital story and embed it in your blog and answer the following questions: I choose the health care stories and I cried through just about every one of them. It was very hard to pick one.


Point of View. What is the point of view in each?

• Each point of view had to do with the ordeal of disease of themselves or a loved one.  Whose voice do you hear? I heard from the caretakers. I am a care taker myself and I felt their pain on more than one story.

Dramatic Question. What is the dramatic question?

•  Not so much a dramatic question, but a dramatic statement. A statement that 

Emotional Content.

•  Every one of these videos were extremely emotional. I don’t think anything is worse than finding a parent is dying either from cancer or Alzheimer’s is causing the parent to forget. What is the emotional content of the story? How or why do you relate to it? I can relate to these, and I think that’s why I choose one, is because I have been there and now I am doing it. My Father died from leukemia and my Mother is slowly losing her memories. I thank heaven every day for my sister who shares the responsibilities with me. Where some of the authors were alone. 

Reading and discussion week #9

" The traditional hierarchy of adults as teachers and children as students also did not exist in the digital-storytelling learning environment because today's youth are 'digital natives' who bring their own areas of expertise with new-media practices to the activity." (Avila & Pandya, 2013 pg. 57).

I choose this because;  I am the teacher! I am the adult! I am also what is called a digital immigrant. I am trying to keep up. "Students between the age of 9-28 years old, are the digital natives".( Prensky, 2001) They bring their expertise to the classroom. A small portion of teachers today actually use digital media literacy in their class. I was one of those just a few short years ago. How many of us have asked our kids, either students or our own, to set DVRs, fix the computer,  teach us digital media? Once we, teachers, get over our own superior attitudes and believe in our youth, there may be peace in the classroom. Until then there will be tension between the students and constraints of the educational environment.

This presentation and it is very informative about today's teachers and students. 

 Go to http://www.d.umn.edu/~hrallis/

Then click on the link, under “recent professional presentations” for this 

presentation: Digital Natives & Digital Immigrants: Exploring the Intergenerational Digital Divide

 

 References:

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang.

 

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, NCB University Press,9 (5), October 2001. Retrieved October, 2013 from http://www.marcprensky.com/writing/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Digital Storytelling and Reel Works

Reel Works

1.What do you like about the digital story?

• I liked the positive, happy feel of this video.
• I liked the positive influence that the Key Club has on students of diverse cultural populations, socioeconomic statuses, ages and genders.
• I liked the fact that this is a place where any student can go to get support from everyone. Not just the Mentors. Everyone participates.

2.What did you learn from the digital story?

• I learned that this club promotes equality in a diverse cultural societies.

3.What surprised you about the digital story?

• I was surprised at how mature and self-confident these women have become.

4. How did the digital story provide an example of how digital storytelling can build self esteem, help young people voice an opposition to social problems,  or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?

• This was all about the story of how this club helped them when times were tough. One will never know if there were rules at what they could say, it seemed uncensored. This was about success building. There were many different cultures in this video and these students were showing that everyone can work together.

Media Literacy PSA

I think the Oscars are safe for another season. I'm afraid I am woefully inadequate. I was not real thrilled with this project. I absolutely hate my voice on tape so finding just the right pictures, text, colors and music was quite daunting. I am not proficient with videos so I am not real adept at creating this. I am satisfied with the final product, but there was more I wanted to do if, I had the appropriate knowledge on how to use my program, Photostory 3.
     ◾How did you create your PSA to reach your intended audience?
I want my audience to know that media literacy is very important in school curriculum for all ages. I used facts that I researched about adolescents and high school seniors. I think this appeals to all parents, teachers and administrators.
   ◾What persuasive techniques you used to get your message across?
I wanted to use flashy pics and text that I could move around. I ended up just using black and white pics so the text would show up better. Although it is still difficult to read. In the real world, I would have James Earl Jones or Robert Redford to narrate, and use better imaging.

PSA Storyboard

My PSA for digital literacy

Significance of Issue to the Public:

• My proposed issue is that if so much funding has gone NCLB, Reading First and Common cores why is there a problem with reading?
•  Describe the problem and why it is important to the public? The problem is 8 million adolescents are poor readers, 2/3 of high school seniors are not proficient.
• Are there any statistics involved which might be useful? Yes http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/writing/poorlyprepared.html

          www.arts.gov/research/ToRead .pdf

Target Audience:

• Whom do I want to speak to? (Choose One: Classroom teachers, parents, administrators) I really want to address them all. Anyone can read it.

Message:

• What is the proposed message?  Digital media in the curriculum is very important and should be addressed. What do I want the person who is watching this to understand? Funding is not going to high schools

Action Step:

• What is the call to action? Call the State and Federal legislators and complain. squeaky wheel gets the grease.What do I want the person to do? same thing What can an individual do in the home or community? Call , write letters. When I was in the PTA we had big campaigns for and against state actions. Some actually worked , especially at election time. How will the action solve the problem? It may not solve the problem, but no action will definitely NOT solve the problem.

Very rough draft PSA storyboard

Reading and Discussion Week #7

Reading #1
Identify three ideas you will use to inform your PSA of the need to teach critical media literacy in school

1.One of my ideas for my PSA comes from the comment… “Long range studies have shown increases in youths’ digital literacy habits in a relatively short period of time.” (2013 ,pg219) What I find interesting is that some studies were written in the late 90’s and in one article I read, 30 years ago. Digital literacy still seems to be looked upon as a passing fad. 86 % of teachers interviewed admit to technology in the classroom but 2/3 believe it to be supplemental and not a central part of the curriculum.

2. The other idea is very close to my teaching experience and that is the preparation of learners for life after graduation from high school. Whether it is college bound or workforce. My limited experience with college freshman is that they are not prepared in reading, writing and math. All of which are very important in the health careers field where I teach.

3. My third idea is about the IRA Standards for Reading Professionals which looks great on paper but several barriers to integration persist. Such as lack of resources, support, teachers’ attitude and beliefs and lack of professional development. I feel critical literacy goes much higher than the teacher. The policy makers need a wake-up call.

Reading #2:
Find an article that helps you understand how to implement critical pedagogy into your classroom setting. In a blog posting, summarize what you learned about enacting critical pedagogy in your own classroom and detail what like about critical pedagogy and what concern

The article I found described me exactly as I was 6 years ago when I started teaching at Pierpont C&TC in the Respiratory Care program.  I had read a little and attended a conference or two but didn’t have a lick of digital literacy. Today with the conclusion of my Master’s fast approaching, I am proud to say that through these digital learning classes I have incorporated critical literacy in my curriculum. Although this article centered on elementary educators, I felt some connections to these teachers.

In summary this article synthesized all of the definitions of critical literacy into four dimensions:
 1) disrupting the commonplace : study language to analyze how it shapes identity , constructs cultural discourses and supports or disrupts the status quo.
 2) interrogating multiple viewpoints: reflect on multiple perspectives, paying attention and making a difference.
 3) focusing on sociopolitical issues: using literacy to engage in daily life, challenging the unequal power relationships.
 4) taking action and promoting social justice: engaging in praxis, using language to exercise power to enhance everyday life. Challenging students to understand other diverse cultures.
They are all interrelated as none stand alone.

What I learned about enacting critical pedagogy in my classroom was mostly employing critical thinking in my students. I wanted them to be able think about a problem and not recite the textbook answer. I started research projects where they could not spout what they read. They have to present their findings in a public venue. I am having them create their own PSAs in the form of a teaching moment to the class. What I like is that they like it. They can choose their topics and this engages them in their own education.

My concerns are that high school students are not prepared for  rigors of college. They can text with the best, but can’t write a coherent sentence. Their critical thinking skills are nonexistent and rely on memorizing facts to pass classes. If critical literacy has been around for so long, why is it not a central part of curriculums?


References:
 Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.

Lewison, M., Seely Flint, A., Van Sluys, K. (2002). Taking on critical literacy: the journey of newcomers and novices. Language Arts 79(5) May 2002.

Reading and discussion week #6

Read Chapter 2" Designing spaces for student choice in a digital media studies classroom.

1.What instructional moves (i.e. group formation, topic selection, scaffolding the process, assessment) did the teacher that you might replicate in your own teaching practices that involve critical media literacy?

            I think I would use them all. Particularly in a class that has never had this experience.. They can learn from each other in groups. Topic selection is important for their interest. Scaffolding to watch and learn then do. Assessing the outcome to see where and how corrections are necessary. 

2. What do you think about the student created PSA? Did it seem creative? Do you think it could serve as a legitimate assessment of writing ability? Do you think the topic would be appropriate for school? What if the students chose a pro-choice stance? 

           I think the girls that created the PSA are thoughtful and concerned about teenage pregnancies in their community. I thought  it was totally creative. You see so many pro-life PSAs with infant feet and other shock values that, in my opinion , defeat the purpose of pro-life. I do think that this is a legitimate assessment of writing. They need to make a script and a story board. Both need to be read and understood by others. It is an appropriate topic for school. Teen pregnancies and abortions are at an all time high, especially in the lower economic societies. There was no ‘blood and guts’ but a well thought out video. I don't think pro-life or pro-choice would make a difference.  

3. Do you share the researcher's concerns that the PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not?

           It's hard to say. The author only researched the lower income social class . I think it does represent  a dominant representation of adolescent and the working class. It showed a teen visiting a free clinic, typical of limited substandard care available to those who can’t afford to purchase quality healthcare. The “ PSA  perpetuated the notion that poor and working-class teens are more likely to become teen parents than their wealthier peers, thus positioning them as responsible for failing to move up the socioeconomic ladder.”      (Avila & Pandya, 2013 pg 27)

4. What concerns do you have about engaging students in critical media literacy? 

        The students must have guidance and rules to follow. They need to be taught responsibility to the public.

5.  What topics might you use for a PSA that would  that would help you meet your curriculum goals and content standards?

         The health care field has about a zillion. Curriculum goals would include written, oral and technical literacies. Critical thinking and writing. I'm attempting this now.
My students are in placed groups and topics are chosen at random Guidelines and rules are reviewed. I have the video equipment and they must design a storyboard, script etc. It will be presented in class at a designated time.  This is my first year trying this---should prove to be interesting.

Reference

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.

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Activity 6 Counter ad

 Original ad.

The search for the fountain of youth is a multi-billion dollar business. According to Forbes Magazine L'Oreal ranks 25th in the world.
The persuasion techniques used in this ad are directed at that fountain of youth.

A young youthful beautiful woman is more than 1/2 the ad.
Black and sparkly pink create a seductive cover.
The first line , although small, states than after 20 the skin begins to slow. What does that mean? But it can be rejuvenated with Youth Code.
Subtext makes claims that with ONE drop, skin improves and in one month your skin acts younger.
More print states that 95% women saw improvement.
 However there is some card stacking going on here. There is some untold facts.

The research I did on L'Oreal was a bit disappointing since I use many of their products---guilty--- trying to find that fountain of youth. This site Misleading marketing  shows that L'Oreal after 10 years of research the product, Youth Code does not do what is advertised.
Another link  Youth Code ingredients shows that ingredients in this product don't do what is advertise.
Animal testing has been a huge problem in the cosmetic industry. However this link L'Oreal's position on animal testing states that they have developed new research techniques for skin and makeup products and have not used animals for testing  since 1989.
                                                             
My counter ad

                                                             
  My persuasion techniques

I used the same seductive black and sparkly pink background.
But I used a beautiful  more realistic age appropriate  model
I used a few fun facts and had liar liar pants on fire. And money flying away. Because that's all that going to happen with this product. I have a teeny bunny, because although they claim they don't use animal testing. They have not been totally exonerated.

References:
Retrieved from http://www.forbes.com/companies/loreal-group/

Retrieved from http://realhairtruth.com/2012/10/08/real-hair-truth-loreal-pariss-pervasive-and-misleading-national-marketing-campaign/

Retrieved from http://www.topwrinklecream.org/loreal-youth-code-daily-lotion-spf-30/

Retrieved from http://answers.loreal.com/animaltesting/en/what-is-loreal-doing-to-try-to-end-animal-testing-for-cosmetics-purposes/

 

Read and Discussion Week #5

 What does it mean to "interrogate texts"?

• To me interrogation means asking many questions. Not taking anything at face value. So to interrogate a text would be an active participant of the text and not just passive consumers.

 How would you respond to the question "should we just question everything then?"

• I would answer --- yes.

 What are "traditional banking systems of education.

•  The teacher delivers information and makes deposits into an empty bank account, known as the student. The student then patiently receives, memorizes, and repeats this information. This concept of education, allowed to students, extends only as far as receiving, filing, and storing the deposits.

 What does it mean to reformulate the learning process as a participatory one?

• It is turning the classroom from ‘us’, the teacher against ‘them’, the student, into ‘we’ who share the roles of experts and teachers thus, participating in their education.

Who was Paulo Freire?

• Paulo Freire was a leading  advocate of critical literacy. He challenged teachers and students to think critically about their education situation.  This way of thinking allows the student to learn that through learning they can make and remake themselves. They must take responsibility for themselves as beings capable of learning. Freire also argued that teachers and students must be made aware of the "politics" that surround education. The way students are taught and what they are taught serves a political agenda.

What is critical pedagogy?

• Critical pedagogy includes relationships between teaching and the students. It’s not ‘us’ the teacher against ‘them’ the student but ‘we’ working together to engage in critical literacies in the classroom. Thus empowering the student to deal critically with reality and discover how to participate in the transformation of their education.

What concerns do you have about the goals of Critical Pedagogy?

•  My concerns are not with critical pedagogy but with the educational system that is in place now and has been for centuries. The school systems have always been the fight between the haves and have nots. If anyone would go to a school council meeting and mention critical pedagogy, they would be met with crickets. But then argue over the sense of buying modern technology for their students. The politicians do not want to ever give up the power over the teachers and the teachers over the student, critical pedagogy would allow the students to think and question their education. Particularly those students that believe they have been historically and continue to be disenfranchised by what they call "traditional schooling".

What questions do you have about Critical Pedagogy?

•  How to get technology and the responsibilities that go with it, into the classrooms of every student.

 

Media Messages and Critical Pedagogy #2

Whose message is this? Who created or paid for it? Why?

•  Maybelline of New York. They want to sell their product.

Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.?

• The target audience is women, girls or tweens who want to have pretty nails like Sarah Michele Geller. This audience crosses all ages, ethnicities, classes, and professions.

What words, images or sounds suggest this?

• Maybelline is a well-known beauty product that has been making women beautiful for many decades. Just ‘Maybelline’ in big bold letters tells the consumer of quality. The subtext NEW YORK tells where the headquarters are located.

What is the “text” of the message?

• Ms Geller is portrayed in a bright red dress with a sky blue background and a white anarondeck chair which signifies summer fun. Her finger nails are polished the same color as her dress. On the other side is the type of polish and all of the summer colors.

What is the “subtext” of the message?

•  Explanation of the product in smaller but equally bright print that last for 5 days without chipping.

What kind of lifestyle is presented?

• Women  or men with disposable income, are impulse buyers, with a 16 year old girl shopping .

What values are expressed?

•  No one likes chipped nail color and by using this nail polish you will have that ‘just polished look’ for 5 days.

What “tools of persuasion” are used?

• Sarah Michelle Geller , cute celebrity, bright bold summer colors.

What positive messages are presented?

• You will look as good as Ms Geller if you wear this finger nail polish. What negative messages are presented? You are a loser if you don’t wear this nail polish.

What groups of people does this message empower?

• Everyone is empowered. Regardless of your status or income nail polish is an affordable way to make one feel better about themselves. 

How does this serve the media maker's interests?

•  It makes profits.

What part of the story is not being told?

• That Maybelline is capitalist and they are only into beauty for the money. Women want to beautiful .How and where could you get more information about the untold stories? Google Maybelline

What are the taken for granted realities?

• Life is perfect if you wear this nail polish.

What power relations are exposed as a result of your deconstruction?

• The student is becoming an expert.

Media Messages and Critical Pedagogy #1

ABC’s Saturday Morning show was discussing medications and the consumer. How ads overstate the medications ability to act like they propose. Such as antidepressant medications and how the ads promote life is wonderful. The commentators stated that the consumer must pay close attention to the ads and ask lots of questions. I thought this appropriate for what we are doing now.
 

Do you agree with the deconstruction?

• I don’t trust any communication company. I think it’s because I have been burned and the trust just isn’t there.
•  I do agree to a small degree with the Century Link deconstruction. They use what appear to be real people and a warm and fuzzy theme. The Slinky is a universal toy that most people are familiar with and relates to happy times. I did not interpret all the stairs as moving up, because the Slinky only works on stairs going down. I also thought the green Slinkys looked a little creepy coming down the steps en mass. I do agree that they pushed all the right buttons, such as symbols of the world, cultural diversity and ethnicity. The music was catchy, but I would still go to the fridge when this ad came on.
• I also agree with some of the AllTel commercial deconstruction. The family is definitely the stereotypical middle class America, in this case they are Caucasian instead of African American which tends to be the other choice, with husband, wife, son and daughter. I totally missed the fact that the 3 men were culturally different. I did pick up on the music and singing as happy, but did not consider it racist. I did not relate the chicken to the men, because usually a pet is also included in the mix. After the deconstruction, I now realize it was very poor taste.

  Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction?

•  All ads are used to make a profit. It works and that’s why we are constantly bombarded with ads. Communication company’s ads are no different than any other company out to make a buck. Do they care about customer satisfaction? No, that’s why they make you sign two year contracts. You don’t like their service? Tough they have you for two years. I don’t think Century Link is any different from any other business trying to make a profit. The fine print is in every commercial.  Buyer beware.  
•  Does the Alltel ad really promote racism or stereotypes of immigrants? I don’t believe Alltel is racist. I think it was poor taste. No company can afford to be labeled racist, it would ruin them. These ads don’t get put out there without a strict process, especially in a company as large as Alltel. They are definitely guilty of stereotyping the American family.

How do these deconstructions disrupt taken-for-granted realities?

• These deconstructions emphasize the real reason behind the ads. They disrupt the consumers’ ideal world. The consumers want happy, funny,  warm and fuzzy ads. They don’t want to be told that Century Link is a cover for profit, or that AllTel is racist.  I think consumers may be a little smarter than that. They may already know these things, but I don’t think they let one commercial decide their spending habits.

What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?

• These deconstructions are disrupting the ideologies that life is perfect and they really do care about the consumer. Also that by using AllTel you will save money that you won’t need to rent a room. But read the fine print, it‘s probably the same or more.

How might conducting these kinds of deconstruction empower students whom have been historically and continue to be disenfranchised by "traditional schooling”?

• Students feel disfranchised when they are locked into the empty bank account system and no way to make a withdrawal. Critical literacy is asking questions which empower the student to “use technological tools to engage with, respond to, and create both text-based and multimodal forms of literacies.” (Avila & Pandya, 2013, pg.3)

How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?

• Students need to be taught that they have the power to investigate for truth. They need to learn critical literacy thinking, because then they will learn that maybe they are not alone and other experiences will make them smarter.

 How might conducting these kinds of deconstructions disrupt traditional banking systems of education?

• Instead of making deposits into an empty account, the students are empowered to take an active role in their education. This is one opportunity, of many, that allows the student to critique the world they live in.

Reference

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.

Reading and Discussion #4

“Crafting a compelling message or creating an engaging impression is not easy (particularly when trying to reach an increasingly digital distracted and time poor audience). It is equally difficult to make sure that the intended memories stick to the right brand.” (Hollis, 2011)

I pretty much agree with the entire article, picking one quote was difficult.

•   I choose this quote because the trick to advertising is the first impression and grabbing the viewer quickly.
• Everyone is distracted these days except, perhaps, the very old and the very young. The agencies want those with the expendable incomes and impulsive buying tendencies.  
• Ads are placed everywhere, including laptops and social media. We are constantly bombarded with every brand at every moment. So in order to get noticed the advertiser must craft a message that is quick and powerful. 
• With bright bold colors, celebrity images and, if TV or radio, loud booms or love songs.
• It is all about the good vibrations.
• It’s also about brand recognition. Bells and whistles don’t work if the target audience doesn’t remember the product. A tween girls needs that Maybelline® fingernail polish, while shopping with her Mom. The guy needs the Axe® body wash to appeal to the ladies. 

                            

Hollis, N. (2011). Why Good Advertising Works (Even When You Think It Doesn't). Retrieved from http://www.theatlantic.com/business/archive/2011/08/why-good-advertising-works-even-when-you-think-it-doesnt/244252/


I choose this ad because:

http://www.visit4ads.com/advert/Maybelline-Water-Shine-Nail-Polish-Maybelline-Make-up-Range/4872

• It appeals to women of all ages .
• It is bright and bold 
• Maybelline is a well known brand
• Sarah Michelle Geller is a celebrity known across generations.

• What reasons for teaching media literacy resonate with you? Why?

Because teaching media literacy must include the ability to skillfully read and write in a variety of message forms. It’s not your grandfather’s pencil and paper anymore. These forms include iphone cameras, camcorders and computers. Media includes so much more than television and radio. Media literacy must be used as a tool to build links between the classroom and culture. What I feel is tragic is that comprehensive media literacy programs are so far behind the curriculums.

• Why is media production important for teaching media literacy? What are the challenges?

Because posting videos on social media is a common as breathing; students need to learn skill and responsibility. Unfortunately the reason many of these videos go viral is because their creative abilities are squashed by parents and school systems’ who will only approve what the parent or school system wants. This is not new, during the sexual revolution of the 60’s and the Vietnam War of the 70’s , journalism students were not permitted to express their views, but only those of the administration. This is true today, parents and communities become very uncomfortable when the topic turns to concerns of the student.  

• How did the deconstruction and creation of a magazine cover address the 4 key concepts of media literacy programs? Give specific examples.

1.       Messages are constructed. Becoming aware of the size of print and images that make the message. Arnold was promoting his new T3 film. He was the biggest image. To entice people to look like him the magazine but text next to his bicep.

2.      Messages are representative of the world. Arnold is a world renowned figure and fitness is universal. The message of the magazine appeals to many cultures.

3.      Messages have economic and political purposes and contexts. The Esquire  magazine with Arnold had  big political context. He was elected governor of Calif. The purpose of texts and subtexts are to sell the magazine. Advertisements and teasers are the big money makers.

4.      Individuals create meaning in media messages through interpretation. Everyone will read a message differently. I am older and more cynical and really don’t believe what I see at first glance. Deconstructing the magazine covers only proved to me, that a book, magazine or video cannot be judged by the cover.

• Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest.

I teach adult students in a fast paced health career program. Students should graduate from  high school prepared to read,  write, listen and speak. I choose 3 writing standards, because our students come to our program very weak in these areas.

CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

·         My students must be able to assess a patient and write in a clear and coherent way. We call it SOAP for subjective, objective assessment, plan and place it in the media program the hospitals use.

CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

      ·         I have my seniors do a project that involves research and presentation. So they must be able to do all of this standard.

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

·         This fits right into Pierpont’s and probably Fairmont’s general education requirements. My students are required to work in groups to present a class lecture. All of these core standards are used.