Philosophy of Education

            “The function of education is to give children a desire to learn and to teach them how to use their minds and where to go to acquire facts when their curiosity is aroused” (The Eleanor Roosevelt Papers Project). Education can provide children with the foundation they need to grow not only physically but intellectually in this ever-changing society. As an educator, it is my role to provide a strong foundation for my students, so that they will be able to make a living in this world. I want to make a difference in my student’s lives, I want to make an impact. I want to leave them with the knowledge that an education is not something that is required but something that one should want to acquire.

            Not only is it my role to provide my students with a solid education, but it is my role to embrace the new and ever-changing ways of the world. I cannot prepare my students for the world, if I am not prepared myself. This involves a deep understanding of new literacies that are not just developing, but taking over our world. By this, I mean the new digital age. “ 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). In understanding the vital role that educators play, I must be able to communicate critically in this digital age and interact with others through technology. In doing this, I will be a model for my students and they will be exposed to the media not just at home, but now in the classroom.

            As in any classroom, the student also plays a very vital role. In my classroom, I do not want my students to feel as if I am the dictator and they are the passive listeners. I want the students to feel as if they are a member of a community of learners. I want my students to feel as if they are contributing to their education. One way that I can provide this opportunity is through bridging the gap between school and society. As Avila and Pandya (2013) state, “with participatory and mobile media tools, there is more potential to bridge this gap than ever before (p. 123). As an educator I must embrace this potential, allowing my students to combine their school life with what is happening outside the door.

            Put simply, I want to make a difference in young minds by utilizing a critical media approach to education. As stated above, the gap between school and society needs to be bridged. As educators, we often state that we are preparing our students for the real world. I feel that this statement is used too often. Are we truly preparing them for this digital age? Are we allowing them to not only create digital media, but to participate and analyze it? “Technology plays an important role, not alone but as a constantly changing set of socially situated tools for literacy, for making sense of the world and ourselves” (Avila & Pandya, 2013, p. 104). In my classroom, I do not plan on using technology as a supplement to my curriculum, but as the central focus. In order to truly make a difference, in order to truly prepare my students for society, they have to play a vital role in it at a young age. We can’t expect them to simply know how to survive once they graduate high school. We must provide them with these skills in the classroom. In understanding this, if you were to step into my classroom, you would see this hands-on and new-age curriculum taking place.  

Resources for Paper

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

The Eleanor Roosevelt Papers Project. (n.d.). Good citizenship: The purpose of education.             Retrieved from http://www.gwu.edu/~erpapers/documents/articles/goodcitizenship.cfm

Critical Media Literacy Resources for Planning Curriculum

1.      Lesson Plan

Henry, L. (2013). Critical media literacy: Commercial advertising. Retrieved from             http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-      literacy-commercial-97.html?tab=4

2.      Lesson Plan

Project Look Sharp. (n.d.). “real bugs” identifying stereotypes. Retrieved from             http://www.ithaca.edu/looksharp/General Media Literacy Lessons/Real Bugs/Real             Bugs Teachers Guide.pdf

3.      Lesson Plan

Project Look Sharp. (n.d.). “white towel” media production activity . Retrieved from             http://www.ithaca.edu/looksharp/General Media Literacy Lessons/White    Towel/WT Teacher Guide.pdf

4.      Video for the app BeSeen

Web Wise Kids. (2012). Beseen app demo [Web]. Retrieved from   http://www.youtube.com/watch?v=jQF7Rxer1zE

5.      Introducing Media Literacy-lesson

SMARTArt. (n.d.). Introductory media literacy lessons for elementary school students. Retrieved              from http://www.medialit.org/sites/default/files/LP_TeacherIntroLessons.pdf

6.      Photo Essay Lesson

Brown, A., Mahoney, K., Ojalvo, H. (2009, May).Critical lenses exploring the new lens     blog with a critical eye. Retrieved from    http://www.nytimes.com/learning/teachers/lessons/20090522friday.html

7.      First Grade Media Lesson

Bond, K. (2000). Cereal box investigation . Retrieved from                 http://www.ltl.appstate.edu/436/student/medialit/s00/bond/medialitplan.html

8.      Media Violence Lesson Plan

MediaSmarts. (2012). Facing tv violence: consequences and media violence. Retrieved      from http://mediasmarts.ca/sites/default/files/pdfs/lesson-            plan/Lesson_Facing_TV_Violence_Consequences_Media_Violence.pdf

9.      Video

TEDxTalks. (2013, February). Creating critical thinkers through media literacy: Andrea     quijada at tedxabqed. Retrieved from     http://www.youtube.com/watch?v=aHAApvHZ6XE

10. Article (chapter from a book) that will assist teachers in understanding critical literacy

Demystifying critical literacy. (n.d.). Retrieved from                 http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/Sample_pa                ges_Critical_literacy.pdf

Reading and Discussion 14

1.       How does digital storytelling support academic literacies?

Digital storytelling supports academic literacies in many ways. One way is through English Language Arts. In creating a digital story, a lot of writing is involved. Whether it ends up being read aloud or scrolling across the screen, the author must work to edit and revise his/her writing for the final copy of the digital story. Creating a project like this also involves higher order thinking skills, where the author must picture what he/she wants and then create the piece.

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 feel that using images, words, and music to create a message is a more powerful way of communication than the traditional alphabetical based argumentation. Not only is the text displaying the message, but the message is also becoming more powerful by the use of music and images. It allows the audience to not just be reading the message, but to thoroughly understand what the author is trying to display. From an author’s point of view, I also think creating a digital story is more powerful than a traditional assignment. It allows the creator to truly explain his/her message not just through text, but through music and pictures.

3.       After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency in their own lives? Do you think this might have a positive impact on students academic lives? How? Why?

I strongly believe that digital storytelling can help develop a stronger sense of agency in one’s   life. I also think that digital storytelling could have a positive impact on academics. Let’s say for example that I am assigned to write a paper about something personal in my life. I will do it, I may even enjoy it a little. Once it is finished, I will submit it and forget about it. On the other hand, let’s say I am assigned to create an emotional digital story. It already sounds more  interesting than the paper. This project could have personal pictures, music, and text. How         much better could it get? I really want to have a powerful story to tell, so I think about it a lot, search for pictures, and brainstorm what message I want to display. Even before creating the digital story, I have put forth more effort than I did for the paper. Although this is my           personal belief, I truly feel that most students would also act in this same manner. Through digital storytelling, the author will now take a closer glimpse at his/her own life, and notice the things that he/she values. Once creating the story, the author may realize how truly important that topic was to him/her and may no longer take it for granted. Academically, I feel that most students would put forth a lot more effort in creating such a hands-on and personal project, as opposed to just writing the usual paper. The student will probably work harder, therefore learn new skills, and probably earn a better grade than what would have been earned through a traditional paper.

“It has become a commonplace to say that ours is an age in which the pictoral turn has supplanted the linguistic one, as images push words off the page and our lives become increasingly mediated by a popular visual culture.”

This quote summarizes how everything has truly changed in this new age. As the old saying goes, “a picture is worth a thousand words.”  The saying must hold true, because images are now replacing moments when dialect when normally take place. Look at social media for example, people talk and post statuses, but the main reasoning behind it all is the images. No one really cares about being “facebook friends” with the person who doesn’t even upload pictures. As the quote above states, text is being shoved off the page by images that are dominating this new culture. In a way, it is powerful and wonderful. In some ways, it is sad. Technology represents this new day, but we must not forget how important it is to still verbally communicate with each other. Not through text, not through instant messaging, but simply talking.

I selected this image because it displays the true goal of digital storytelling. Creating digital stories allows individuals to voice their opinions to the world. They can feel as if they serve a purpose on worldwide issues, and communicate with people that they normally would never know existed.

My Digital Story:

Resources: 

Hull, G. (2003). At last: Youth culture and digital media. 229-233. Retrieved from                 http://search.proquest.com.ezproxy.fairmontstate.edu/docview/215345891

Wordpress. (2013, January). Digital storytelling. Retrieved from                 http://techieteacherstricks.wordpress.com/2013/01/26/digital-storytelling/

My Digital Story

Reading and Discussion 13

“ 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 selected this quote because it summarizes the main importance of this chapter and the main importance of technology integration. It is vital to understand that being able to use technology as a teacher or a student does not mean we are technology literate. Digital literacies encompass so much more. We need to model to our students that through technology we can reflect and respond on worldwide issues. We want our students to walk out of our classrooms not thinking “I used a computer to type my essay,” but thinking, “I used my computer to examine and state my opinion on a school wide issue that may help solve the problem.” As the above quote states, we need to acknowledge these facts in order to successfully participate in today’s society. 

1. Why do the authors of this chapter choose to use the term "critical digital literacies" rather than just "digital literacies”?

As defined on page 134, digital literacies is so much more than just the use of technology skills. The authors chose to use the term “critical digital literacies” to state that digital literacies cannot simply be understood by being literate with technology. Digital literacies also contain “a critical understanding of and engagement with functional technology skills within the broader contexts of technology use” (Avila & Pandya, 2013, p. 135). In understanding digital literacies, it is very important to recognize this expanded definition.

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

I feel that my teacher education program somewhat prepared me to use technology in my teaching practices. I felt like a lot of the courses were “trying” to prepare us, but weren’t as successful as they could have been. It all seemed more tools based. In reading page 129 I felt myself agreeing with everything stated.  My educational experiences on this subject were very similar to those described in the first paragraph on page 129. My courses included e-portfolios and collaboration with public schools, along with other things. I became very “good” with technology during these courses, but I would not have considered myself literate until taking this course. I now understand that the integration of technology is so much more than just using a SmartBoard or computer during lessons.

3. What should teachers be thinking about when they engage in critical thinking as it relates to technology use in school?

When engaged in critical thinking about the use of technology in school, teachers should be thinking about the goals they would like their students to accomplish. These goals can also be aligned with the state standards. Critically thinking, educators do not just want students to be exposed to technology, but be literate with it. We should be paying close or “critical” attention to the technology experiences that we want to provide our students with. Not only should educators question the taken-for-granted experiences with technology, but they should also ask their students to do the same. We need to be critical evaluators when we are producing technology lessons. We should evaluate our technology understanding along with our students. We should also consider the issues that are developing in society. Could they be discussed through technology? Could we work to solve certain problems? These are questions that can be developed when critically thinking.

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.

Where I teach, our technology is very limited. We do not even have a computer lab right now. We currently have a mobile lab, but being in 2^nd grade, the mobile lab rarely visits us because the older students always need it. Therefore with this situation, I feel that these rights are somewhat ignored. I am not saying this is a terrible school, because it is amazing. We try to implement technology and stay up-to-date with all the new skills. Still, I wouldn’t consider these rights to be effective in my school. I would love for my students to have “the right to access and use up-to-date new technologies building on everyday practices,” but this is somewhat impossible. I incorporate what I can in my classroom, but I wish each child could have technology manipulatives at their fingertips, just like each child has math manipulatives. 

Link to video.

I selected this video because I think it is a wonderful app for older children. I had never heard of it before seeing this! This application relates to our reading because it not only incorporates technology, but also problem solving and critical thinking skills!

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

Web Wise Kids. (2012). Beseen app demo [Web]. Retrieved from http://www.youtube.com/watch?v=jQF7Rxer1zE

Reading and Discussion 12

“With participatory and mobile media tools, there is more potential to bridge this gap than ever before. The tools are already owned and understood by the students in our classrooms and traditional pedagogy disregards this fact.” (Avila & Pandya, 2013, p. 123).

I selected this quote because I am in complete agreement with it. As educators, we must bridge that gap between school and society, and with these new technologies, this task is much easier! Just like in this chapter, students need to be exposed to real world issues, and understand the effect of media. As teachers, we can no longer just participate in the traditional curriculum. Our students are being exposed to these things outside of school daily. In understanding that, why not bring these tools into our classrooms? Students will be engaged and learn many new skills that will help them out in this ever changing society.

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

In Ask Anansi, students were working together to identify a problem within the school community and utilizing problem solving skills to find solutions. Critical literacies involve skills that will allow an individual to analyze a text and break apart the true meaning. With Ask Anansi, students were working together to do just that. Anansi’s clues were provided through posters, barcodes, and phone calls. Students had to use their skills to be able to decode these clues critically.

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

Ask Anansi strongly supported academic literacies. Students have to use problem solving skills to “Communicate with and unravel stories that are told by Anansi” (Avila & Pandya, 2013, p. 112). Students also utilized their writing skills by creating a counter-narrative about their community. Throughout the game, students also had to use research to support their findings.

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

Digital literacies involve being able to utilize technology to locate information and evaluate the resources. Ipods were used throughout this project for research, documentation, communication, and note taking. The students had to develop the digital literacy skills to be able to successfully complete the tasks for this game.

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

This quote discusses the importance of bringing world issues into the classroom and into writing. In this new technology era, students are exposed to worldwide issues through media. Since this is the case, they need to be educated on these medias. We must not neglect the issues and act like they aren’t out there, but discuss them. For example, in this chapter, students focused on issues of trash, violence, graffiti, pollution, stereotypes, and love. These are real-world issues. Students had to follow the clues from Anansi and also write a counter-narrative on the topic of their choice.

 

I selected this image just because it displays how early students really can be involved in media tools. These students are young, and they are working on a computer program! There is no excuse for all educators to not create a curriculum that involves media literacy. Just like in this chapter and in this image, we need to bring these tools into our classroom and allow our students use them in order to enhance their knowledge and skills.

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

Mattern, S. (2008). Media education lab. Retrieved from http://www.wordsinspace.net/wordpress/teaching/course-list/media-education-lab/

Addressing the Seven Elements of Digital Storytelling

Point of View: First person. The targeted audience will be adults who have a sister. The story’s message will display how relationships between sisters often shift, but in the end an unbreakable bond is formed. It is important to tell this story because I know people can relate to this feeling and it is an important area of my life.

Dramatic Question:  At such a young age, I couldn’t define what it meant to have a sister, but I quickly understood that I had two of them.

Emotional Content: The life of having sisters is discussed in this story. The audience will be able to relate with the narrator’s description of what it is like to be a sister. The story displays a strong family bond that people will show emotion towards and be able to relate to.

Voice/pacing: paced in accordance with pictures, informal tone.

Soundtrack: Temporary Home by Carrie Underwood (Instrumental)

Economy: The script will focus on the stages of the narrator’s life in accordance with the relationship between her and her sisters. A main description of each stage will be briefly discussed. “They were my sisters,” will be repeated after every description. The story will end at the narrator’s present stage of life: adulthood.

Storyboard-Digital Story

Reading and Discussion 11

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

There is a large difference between the “essentialist,” “traditionalist,” or “autonomous” perspective of technology and literacy and the “Ideological perspective” on technology and literacy. The first perspective focuses around technology “focusing chiefly on abilities in the medium in itself, without paying attention to the actual settings in which the technologies are used” (Avila & Pandya, 2013, p. 88). Similar to that approach, the autonomous approach examines literacy as a set of skills tied to the individual’s intellectual makeup.

The “Ideological Perspective” views literacy as being affected by social factors, including political and economic conditions. Whereas the first three perspectives do not focus on the individual’s “conditions” the Ideological perspective is based mainly around this. In my opinion, I agree with this approach. I do not feel that literacy skills are rooted in an individual, I feel that their surroundings affect the way in which they develop. I was not born with literacy and technology skills. I was raised in a family that finds education important, and therefore they worked with me at a young age. My surroundings made me realize that education was of value so I always took school seriously and in turn, developed the skills that I have today.

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

Examples of how Anne supported “new literacy” through blogging can be explained through the fact that she actively participated with her class via blogs. She highlights student work by posting a “Photo of the Week,” for all students to see. This allows students to see highlighted work, get ideas from it, and post their own opinions also. She shares quotes and work that inspires her. In doing this, students have access to literacies other than just the class blogs. They can examine work all around the world and critique it for this class. Anne also simply posts the assignments on her blog. In doing this, students are developing new ways of finding, creating, and submitting their assignments. Using the blogging tool for assignments vastly differs from the traditional school technique.  “Her personal blog performed several functions in this class: linking to students’ blogs, discussing different matters relating to the subject, linking to interesting articles or inspirational websites, and posting assignments for students” (Avila & Pandya, 2013, p. 97). As you can tell in this explanation, Anne actively communicated through her blogging on a regular basis, thus supporting the “new literacy” age.

“Technology plays an important role, not alone but as a constantly changing set of socially situated tools for literacy, for making sense of the world and ourselves.” (Avila & Pandya, 2013, p. 104)

I selected this quote because it is of the utmost truth in this new age that we live in. Of course, pencil and paper still need to be used, but technology is taking over the world. Some people think they can deny this, and continue using the traditional approach to teaching. Yes, they can, and yes, their students will still learn. Will they be engaged though? Will they be prepared for the real world? Will they be critical consumers and producers of media? Unless they embrace the new age of technology, then unfortunately, the answer is no.

I selected this image because it can encourage those who are wondering whether or not to embrace this new technology age. In seeing this Critical Literacy poster, it is evident as to how many new skills and approaches students can learn. Those who think this new age is a bad shift can now recognize the many strengths that the digital age has in our world.

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

Books and Beyond. (2009). Browsing literacy links. Retrieved from http://partners.hpedsb.on.ca/bagfullofbooks/?cat=57

Brainstorming my Digital Story

1. Describe a positive scene from childhood in detail.  What led up to this event? When and where did it happen?  Who was involved?  What were you thinking and feeling?  Why is it an important event?  What impact did it have on you?

One memory I will never forget is my April Fools Day sleepover that I had when I was in 2^nd grade. Looking back on it now and discussing it with my mom, I realize why I will never forget this event!

I am the youngest of three girls. During the time of this sleepover, my sisters were in their teenage years. They were always running and on the go, from basketball games to a friend’s house, it seemed like everything was focused on them. One day, I asked my mom if we could do something fun at the house with my friends. Being the amazing mom that she is, she went right to planning. We decided on a sleepover on April Fools Day! My mom, knowing that this was going to be a big event, made decorative invitations and put my sisters to work!

Normally, you expect about half of the people you invite to a party to show up. Little did we know, we invited 13 girls, and 13 girls came! I remember waiting by the door an hour before people were supposed to arrive thinking, “what if no one comes?” Luckily I was not disappointed!

The party started and everything about it was amazing! One of my sisters pretended to read our fortune in her bedroom, which was decorated very spookily for the night. My other sister did hair and make-up. My aunt and uncle came, along with my grandma. Every one of them, especially my mom and sisters, helped to make that night a time I will never forget!

This event had such a big impact on me because it was finally “my time” in the household. It is very understandable that with two teenagers things get a little hectic. It was a great feeling to know that the sleepover was for me! My friends and their parents talked about it for a long time, and I am not the only one who remembers it still! It is a highlight in my life. 

2. Describe a negative scene from childhood in detail.  What led up to this event? When and where did it happen?  Who was involved?   What were you thinking and feeling?  Why is it an important event?  What impact did it have on you?

Reflecting back on my 7^th and 8^th grade school year, it could be described as nothing but “rough.” I now understand that it was a time in which we were all reaching puberty and everything was changing. Back then, I just thought it was because everyone was mean!

Back then, and even through my high school years, I hung out with a group of 6 girls. We had a love/hate relationship pretty much every school year. Just like the movie Mean Girls, we had a ring leader. If the ring leader didn’t like something you did, the rest of the group didn’t either. Luckily, the ring leader really seemed to like me, and I never got on her bad side. Until one day, when it all changed.

I had a crush on this boy that one of my friends also liked. The girl never did a thing about it, so I was pretty brave in 7^th grade and made a move! The boy returned his feelings, and my “so-called” friends disowned me because the ring leader didn’t like what I did. Granted, I know I wasn’t acting as a very good friend, but no one deserves the feelings I felt.

In 7^th and 8^th grade, your world seems to revolve around friends. Well there was a period of time when I felt like I had no one. I remember coming home and crying to my mom all the time. I remember the sick feeling in the pit of my stomach when I saw my friends passing notes, knowing they were about me. I remember the moment of clarity I had when I realized that I would never again shun a friend just because another friend wants me to.

This is an important event in my life, because it was a very sad time for me. In all honesty, I know things could have been a lot worse, but at such a young age, I got upset so easily. Since then, that event is in the past, along with all the other events where the “super six” shunned a member. I only really keep in touch with one of those girls, but all of us put the petty stuff behind us. That doesn’t mean I will ever forget it though!

3. Describe a particular event from your teen-aged years that stands out in your memory today.  This can be positive or negative. What led up to the event?  What happened?  Where and when?  Who was involved?   What were you thinking and feeling?  Why is it an important event?  What impact did the event have on you.

I will never forget the day that my friend Dalton passed away. I don’t think anyone in my class or in this little community ever will. It was September 10, 2008, and we were graduating that spring. We were on top of the world. We skipped classes, and ran around the school like we owned the place. Dalton, as well as everyone else, was enjoying his senior year. He had previously had some issues on the football team, and decided to quit. Other than that, everything was going smoothly.

That day after school, I went home just like any other normal day. I guess Dalton did too, and decided to take a ride on his dirt bike. He talked to some people along his ride, and then eventually headed up a holler we call Crow’s Run. Sadly, he never made it out, and I will never forget finding this out.

My phone rang, and it was my friend Lauren. When I picked it up I could hear how upset she was and she kept saying “Have you heard anything about Dalton?” Well I hadn’t, and through her tears she had to tell me what had happened. At this point, he was still alive, and a life flight was en route. I remember stumbling out on the porch somehow, and then called my best friend Jade. For some reason, I am guessing because I was in no condition to drive, we decided to walk to the local restaurant where another good friend Bekah was working. Bekah was also very close to Dalton, and I didn’t want her to be alone at work if bad news came through.

Right when we got there, I gave Bekah a big hug and we discussed the different things we had heard about the wreck. Luckily, no one else was in the restaurant so she was able to take a break and talk. Her phone rang in the back and she went to get it. It was another friend, telling her Dalton hadn’t made it. I will never forget the way her body reacted when she found out. She didn’t have to tell us anything, we could just see it through her motions. That memory is burned in my head today.

Finding out was terrible, but the days after were just a daze. I felt as if I were in robot mode, doing things because I had to, not knowing how I got from place to place. I remember I couldn’t sleep upstairs in my bedroom because I couldn’t be alone. I remember begging my mom to sleep in the living room with me. It was a terrible time.

If any good came out of this tragedy, it was the way we came together as a community and as a class. We couldn’t have survived without one another. We went to all the ceremonies together and sat as a class. We wore things in honor of him and did fund raisers to help pay for the families bills. We honored and left a chair open for him at graduation, which was such a bittersweet day. We all kept saying that he should have been there, but then we realized, he was the whole time. I also know now, that I am never alone because he is here with me. I am thankful for the time we had together and will never forget the day everything changed.

4. Describe a vivid or important memory from any time in your adult years.  Again, this can be positive or negative.  It can be about anything – family, work, whatever.  The scene stands out in your mind today as being especially vivid or important.  Please describe what led up to the event.  Then describe the scene in detail.  What happened?  Where and when?  Who was involved?  What were you thinking and feeling?  Why is it an important event?  What impact has the event had on you?

The day I graduated college had to be one of the happiest days of my life. I will admit I was sad to be leaving my friends and crazy memories behind, but I was ready for the real world! The classes up to that point had been Hell. Every semester I cried to my mom and boyfriend saying, “it’s just so ridiculous and hard, I don’t think I can finish.” Somehow, someway, I made it!

I lived with my friend Cait, who was also graduating at the same time with the same degree in Elementary Education. This made it even better, because we could be excited with each other. We got ready that morning, blasting music and dancing around, pretending we were going to dance down the aisle when they called our name. It was great. Next, our families came and shared in our excitement, before it was time to head to the ceremony.

I remember squeezing into my car, because my cap was so big! Smiling the whole way there, I finally realized I had survived. We got there and stood in line with the other teachers, taking pictures and laughing at how we made it to this point. Finally, it was time to go out and I started feeling a little sad that I had to say goodbye to these wonderful people.

We walked out to our seats, and I looked up to my left and saw my whole family, along with my boyfriend, sitting there. I felt so blessed to have them there for support, and I could tell how truly proud they were of me! The ceremony went on, we tossed our hats in the air, hugged many people, and took a boatload of pictures.

The time finally came where I had to tell Cait bye, because she was moving to North Carolina.  I knew it wasn’t going to be good and started crying before the goodbye even took place! We got some pictures together, hugged, promised to stay in touch, and parted ways. After graduation, my family and I headed to Muriales where I got delicious food and even better graduation presents!

The day was perfect, and it made me realize that I was proud of myself and my accomplishments. I was lucky to have my wonderful friends and family by my side, along with a degree! The worst part of the day was leaving Cait, but we still keep in touch, and I plan on going to see her soon!

 5. In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life.  Please choose one key turning point scene and describe it in detail.  If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way.  Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on.  Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.

I feel cliché in writing about a break up, but I can honestly dub this event as a key turning point in my life. For one year in high school, and 2 years in college, I dated this boy. Even when we weren’t dating, my world revolved around him. Silly me, I thought he felt the same in return.

Through high school, I heard lies he told me, but nothing to extreme. Eventually I got sick of hearing them, and he got sick of being defensive and we called it quits. At the end of my senior year though, he thought he could come back in and pick up where he left off. Silly me, I let him.

So for two years after that I was thrown into the rockiest time of my life. There were good times, but boy were there also bad times. For the first year I denied it. I defended him when my family told me I deserved better. I even let him move in with me at college. During that time, I became smarter. I didn’t deny the rumors. I knew my boyfriend lied to me, my problem was getting out. Between many terrible breakups, we always came back to each other. Honestly, we didn’t think we could live without one another.

Through the strength of my friends, I somehow decided it was time. During my 2^nd year of college, I finally ended it for good. Between lying on the bathroom floor crying, and dialing his number just to hang up, I somehow got through it. It was, and I think will always be, one of the hardest times in my life. I think it was so terrible because of the ages in which it happened. It started in high school as just a little crush, and then extended into my adult years. We grew up together, we faced many difficult obstacles together that a lot of couples never see, and that didn’t make it any easier.

The moment I “got out,” the moment I finally didn’t answer his call, was the moment my life changed. I found myself during the darkest times. I realized who I was had nothing to do with him, and he could no longer control me. No sugar coated lie or sweet talk was going to make me back down. In feeling so week laying there crying, I became the strongest “me” I have ever seen. I am so proud of myself for that moment. It was so hard to know how upset my family and friends were because I stayed with him. In realizing how naïve I was, I have now become a person who “won’t take anyone’s crap.” I used to just stand back and let whatever happens happen, but after losing it all, I gained so much more of myself. 

Week Ten Activity One

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? Whose voice do you hear?

The purpose behind story one is to teach the audience how to make salt. In this video, we hear the voice of children giving instructions. It seems like this video is told from the 1^st person point of view, because we can tell that the speakers have performed the steps they describe.

The purpose behind video two is to inform the audience about how solar power makes electricity, and in turn through a cycle, supplies life for these fish. The main voice that we hear is the uplifting background music, but sometimes the music lowers and we hear an adult male voice providing more details about the project. He tells his story in first person, and the scrolling text provides the main information.

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?

The dramatic question for video one is: Why are they making this beautiful island of Guam ugly? The question is embedded through the music we hear and the actions we see. The question is not resolved in this movie.

The dramatic question for video two is: Hawaiians are taught to never waste their food and only to harvest as much as you and your Ohana (family) can use. The question is stated through the young girls voice in the video. There is a resolution to this question. By creating a salt water pool, we can fix the problem of wasting food.  

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

The emotional paradigm is video one deals with teenage depression. It displays pictures of teens feeling alone in school, and will capture a large audience of teenagers who can relate to this feeling.

Video two’s emotional paradigm is dealing with the loss of grandparents. This story can be relatable to many individuals around the world.

The emotional paradigm in video three is dealing with the abduction of a child from school. It focuses on how children perceive strangers. The video focuses on the content that everyone that you do not know is a stranger and could possibly be dangerous.

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

In video one, the older ladies voice plays a vital role in the overall effect of the story. She is answering a question that was not provided in the video. Through her voice, the audience can tell that she is enjoying her reflection.

In video two, it truly shows the difference a child’s voice can have over an adult’s voice. We hear young children singing together and then one young child narrating. Although we cannot understand anything, just by hearing those young children singing you can tell it is an emotional video!

Element #5: What impact does the music have on the emotional content or purpose of the story?

In this video we hear chanting. Although we cannot understand the soundtrack, we can tell it is part of a traditional song played and cherished in their culture. The pictures do a wonderful job of displaying this culture, but the soundtrack definitely enhances the emotion.

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?

For video one, viewers can definitely fill in the missing pieces. Through the narration and timely displays you can connect the dots and see that the young child finally got a room of her own. They displayed enough detail for us to understand, but not so much that we became bored.

Video two is the same focus, but with a little bit different narration. This video seems to give more detai and it is easier to connect. We now know that she wishes to have her own room because her uncle is coming to visit. The same structure of the video is being used. It display the images, along with a narrator speaking over a soft soundtrack. The transition from slide to slide is longer than video one.

Video three is a little different, using pictures from four different stories. This video seemed a little too long. The transitions from slide to slide lasted longer than an audience would enjoy. The images also did not seem very put together, and made it somewhat less clear to understand than the other videos. Although the audience can somewhat piece it together it didn’t seem to flow as smoothly as the other examples.

Element #7: How does the narrator use their voice to pace the story? Give a specific example.

The narrators in the first story are pacing at a very rapid rate. For example, the audience could understand what was happening, but if they needed to answer specific questions about the video, they would probably need to rewind it. The video discusses how 131 people were left dead from a certain earthquake. The emotional effect here was lost because the narrator was speaking too fast at this time.

The narration in video two is focused on the on-screen text and music. Humor is introduced through the music and short video clips. The pacing of the narration seemed alright, but there were certain times when things seemed very slow, and then other clips seemed to go by too fast. For example, the clip at the very beginning where the children slowly walked into the house took somewhat too long to complete. On the other hand, the quick glimpse of the students in elementary school, middle school, and high school seemed to flash by too fast. There are times when there is no music or narration, just images, and this makes the emotional content less effective. 

Week Ten Reading and Discussion

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

Social media has had a profound effect on the reading and writing processes in the digital age. “Thus, the reciprocal relationship between reading and writing becomes tighter in the digital sphere, making authorship more obviously tantamount to readership, and vice versa” (Avila & Pandya, 2013, p.63). In other words, through the use of social media, individuals are not just reading text, but are also creating their own for others to see. Social media has interwoven reading and writing, which is a wonderful outcome.  Now reading is not the “preferred” process that needs to be taught and utilized, it is considered equal with writing. 

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

Cosmopolitan practice is the notion that individuals can not only take part actively as a citizen of the world, but can also reach across “seemingly irreconcilable differences” (Avila & Pandya, 2013, p.65). Citizens can now take part actively in worldwide issues via digital literacies. In this digital age, individuals can use digital literacies to reflect and respond on universal topics. They understand how to interact and listen through differences while also stating their own opinions. This cosmopolitan practice is a strategy that teachers should embrace. Educators should engage in hospitable conferencing, allowing students to discuss their processes of work with us in detail. 

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

The cosmopolitan video challenge strongly supported critical media literacy by allowing participants to voice their own opinions on specific topics or matters while also actively listening to other opinions.  Tyson and Eva not only examined their own values through their video challenges, but also paid close mind to values around the world or in their community. Their products show the interwoven relationship that critical media literacy can have with cosmopolitan practices.

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?

This quote aligns with how I feel about digital technologies being used to support learning in school. These technologies can be used across all subject areas throughout a whole entire year, they do not have to be isolated as an end of semester project. Digital technologies can not only show content mastery, but can also expand knowledge of subject matter, so why should we only use it sporadically? These processes can enhance learning in the classroom and should be utilized often.

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

Through watching these digital stories, we are connecting with many other people around the world. We are viewing their experiences and opinions.Anyone can do what we are doing. We are providing our own opinions and critiques in a respectful manner.

6.  in a blog posting, copy and paste a quote from the text that have moved you in some way (i.e. surprised, confused, disagree, strongly agree) and in about 100-150 words state why you have selected the quote. Then find an article, video, podcast, blog posting, image related to what you have read and link to it or embed it in your Blog. Describe the resources and a brief explanation of how it is connected to the reading.

“Curricula and pedagogies built around literacies in this age must be designed for an era characterized by access to and democratization of tools, people, and ideas in digital spaces” (Avila & Pandya, 2013, p. 80).

I chose this quote because I feel that every educator in today’s world should be aware of this issue. We are in a new age, where digital tools are taking over the world. Students are not only exposed to digital media, but they enjoy it. Educators must expand their literacies to a focus also on the digital tools. A common goal that schools all around the world share is to prepare students for the real world. We cannot prepare them for the real world if we are not utilizing things that are the main focus of everyday life. Our curriculum should now embrace the use of digital tools, not only from a teacher standpoint, but with the students interacting and creating their own unique products. 

This is a different type of video than what I would normally choose, but I really thought it fit well with this week’s reading. This video is a study that the United Nations Children Fund (UNICEF) took part in to display information on South African adolescents on digital tools. I selected this video for two reasons. The first reason is because it just gives a lot of helpful and statistical information on digital tools. It will show viewers how powerful this new age is becoming with all the statistical terms. Also, it discusses topics of race and diversity. The video stated that “unfortunately race is still a defining characteristic.”  I feel that this statistic can be comparable to this week’s reading because it displays how important cosmopolitan practices really can be and how they could help matters around the world.

Sources:

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

UNICEF. (Performer) (2011). South africa young people on digital tools. [Video podcast]. Retrieved from http://www.youtube.com/watch?v=8n9008VfpeQ

Week Ten Activity Two

Alley Cat-A Digital Story by Karen Haney

Point of View: The point of view is from a young girl, discussing her grandmother. The story is told in first person because this young lady is discussing personal experiences and memories.

Dramatic Question: "Two years ago, Grandmother moved to Kansas City, so we do live together, but not as I expected. Not the way it was supposed to be." This statement captured the audience's attention and left them wanting to know more. 

Emotional Content: This story focuses around a young girl who always wanted to live with her grandmother in her little red house. As the dramatic question states, one day they did live together, but not in the little red house. Her grandmother was diagnosed with Alzheimer’s Disease, and the author describes that as “having random access to memories.” The emotional content of this video is very powerful as you hear the sadness in the narrator’s voice and travel through her memories with her grandmother. She focuses on very good memories, and the video informs the audience that just because a person has Alzheimer’s Disease, does not mean there will be no more good memories.

I related to this story through the loss of my grandparents. They were fortunate enough to never have Alzheimer’s Disease, but I still saw them suffer. I can relate to this young lady, because I know what it feels like to continually think back on all the good memories, and dream for more.

Source:

Haney, Karen (April, 2012). Alley cat a digital story by Karen Haney. Retrieved from

http://www.youtube.com/watch?v=9X6brtJBMCs&feature=c4-overview-vl&list=PL40FE28CF7CC65EC0

Reading and Discussion 9

“Digital storytelling can be a powerful tool for engaging urban youth in discourse about identity, but only if the environment allows them to bring in elements that may initially not be seen as fitting” (Avila & Pandya, 2013, p.57).   

This quote is a very powerful statement that expands upon how digital storytelling is a wonderful opportunity but also a large shift from the traditional educational settings. I selected this quote because it explains how as educators we should engage in digital storytelling, but also change our mindset as to what is expected in “everyday” classroom conversations. Teachers need to be aware that this tool can bring up controversial issues and opinions, but they should not just disallow the topic. The children are selecting these topics for a specific reason, and that is because they are exposed to the subject often. We should allow them to discuss these issues through digital storytelling. 

I found this video on YouTube. It was one of the first videos I saw, so I kept moving along searching for others. However, this one stayed in the back of my mind. It is a powerful digital story about racism and how “Americans come from all over the World.” It explains racism through the years with very disturbing pictures. I felt that it was a wonderful representation of how racism needs to be eliminated, therefore I had to select this video! It strongly aligned with the reading in chapter three, because it discussed topics that traditionally would not be brought up in an educational setting. However, it discussed a topic that was no doubt important to the creator, and allowed her to vividly explain her thoughts and feelings. 

Resources:

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

Dalley, L. (Producer) (2010, April 26). Racism digital story by lanette dalley. [Video podcast]. Retrieved from http://www.youtube.com/watch?v=-06Jm9AFRpE

Digital Storytelling and Reel Works

Digital Story

1.What do you like about the digital story?

This digital story tugs at the heart strings. In it, the young lady is writing a letter to her childhood, asking it not to leave her behind. I loved this creation, because it is very relatable. At 22, sometimes I get so overwhelmed. My job along with my college courses are a little too hard to handle at times. I find myself thinking back to the days when “the hardest decision I had to make was which color crayon to choose.”  I think that everyone is affected by this transformation in their life. This video allows everyone to realize that it is alright to feel a little sad about leaving behind childhood.

2.What did you learn from the digital story?

I learned a lot about the individual who created this digital story. I know that she is now becoming an adult, with many responsibilities. I can tell that she had a great childhood, and I bet she had a great family who contributed to this. I also learned that in her adolescent life she has had struggles with money and heart break. I can tell that, like me, she is a very emotional person.

3.What surprised you about the digital story?

I was surprised when the author of the digital story stated when writing to Childhood, “I know that I have neglected you times before, but I have realized that I was wrong. Just because I shut you out of my life once or twice, doesn’t mean you have to shut me out of yours.” This statement surprised me because it was so powerful. The author admits to shutting out childhood, and I think we are all guilty of that. There have been many times in childhood where we just want to be adults, but then when we grow up we wish those times back! Her way of wording this feeling was so moving.

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 digital story created an alternative to the stereotypes of adolescents that are typically portrayed in mainstream media. It is amazing that a teenager created this. Typically, we view teenagers as very conceited. They have the “it’s all about me” attitude. In this digital story, we see a more vulnerable side of the author. She actually doesn’t enjoy being a teenager and fears moving into adulthood. Most teens always say that they cannot wait to grow up. This young lady sheds light on this stereotype, making the audience aware that teens are not always egotistical.