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fall project v2


Ashley Hall

on 16 December 2009

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Transcript of fall project v2

A {!re}vision of students today
[01] "settling"
the conversation about digital natives and
digital immigrants
A vision of students today
Mike Wesch: cultural anthropologist @ KSU
The "digital ethnography of YouTube" project
John Palfrey & Urs Gasser
The Berkman Center for Information Law
Harvard Unviersity
parents of "digital natives"
"You see them everywhere. The teenage girl with the iPod. Sitting across from you on the subway, frenetically typing messages into her cell phone. The whiz kid summer intern in your office who knows what to do when your e-mail client crashes. The eight-year-old who can beat you at any video game on the market - and types faster than you do, too ... All of them are "Digital Natives." They were born after 1980, when social digital technologies, such as Usenet and bulletin board systems came online. They all have access to networked digital technologies. And they all have the skills to use those technologies" (Palfrey and Gasser 1).
"There is one thing you know for sure: These kids are different. They study, work, write, and interact with each other in ways that are very different from the ways that you did growing up" (Palfrey and Gasser 2).
"The educational establishment is utterly confused about what to do about the impact of technology on learning" (Palfrey and Gasser 238).
"Some schools have distributed a laptop to every student, and then wondered what to have them do with the computers (or regretted what the students DID do with them" (Palfrey and Gasser 238).
[01] "Settling" the conversations about digital natives
[02] RSVP: a preliminary response
[03] the mobius strip: what's theory got to do with it?
[04] Show & Tell: the value of new media scholarship
[05] the liminal space: the first-year composition classroom as media
[06] centers & margins: the possibility of change
a scholarly project in multiple parts,
multiple media, and
multiple modes
[02] RSVP: a preliminary response
[03] the mobius strip: what's theory got to do with it?
Cynthia Selfe
"Lest We Think the Revolution is a Revolution"
this helps us put the narrative that Palfrey & Gasser present into context with other narratives about technology
Marc Prensky (2001)
Digital Natives, Digital Immigrants

John Palfrey & Urs Gasser (2008)
Born Digital

Mike Wesch (2007)
A Vision of Students Today

Cynthia Selfe (1999)
Lest We Think the Revolution is a Revolution:
Images of Technology and the Nature of Change

Jay David Bolter (2003)
Critical Theory and the Challenge of New Media

Daniel Anderson (2008)
The Low Bridge to High Benefits:
Entry-Level Multimedia, Literacies, and Motivation

Cheryl Ball (2004)
Show Not Tell:
The Value of New Media Scholarship

Catherine C. Braun and Kenneth L. Gilbert (2008)
This is Scholarship (a movie)

Modern Language Association (2004)
Guidelines for evaluating work with digital media in the modern languages.

Modern Language Association (2006)
Report of the MLA task force on evaluating scholarship for tenure and promotion.

Marc Prensky (2007)
How to Teach with Technology

theory informs practice - practice informs theory
the classroom becomes a site from which theory is constructed
[04] Show & Tell
Cheryl Ball
distinction between scholarship about new media
and scholarship in new media
opened up a conversation about new media scholarship
context: debates about the value in relation to promotion & tenure
Katherine Braun & Kenneth Gilbert
responded with a video - This is Scholarship

I envision my project as a response to Ball's piece,
but I want to take the conversation in a new direction:
the value of new media scholarship for pedagogy & instruction
I will use Dan's piece as the grounding for that move
[05]revisiting the narrative about digital natives
graduate students as media?
economics of English Studies
funding & size related to responsibility for teaching required* general education teaching courses
power relations
invested with the power and responsibility to "run" a class
not invested with the power or responsibility to make curricular decisions
not professors, not (just) students, not assistants
can they serve as mediators between students and faculty in the context of digital discourses?
if so, what value does this offer?
what risks? challenges? concerns?
[06] centers and margins
Innis argues that all technologies create centers and margins and that the center and margin for each technology is different.
Innis extends this line of thinking to suggest that social and political change comes from the margins
If new media composition is at the margins of composition instruction within the university, how can we use this position as a vantage point for positive changes? And how does this align with our more traditional pedagogical goals for teaching writing?
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