Hobbs Chapter 3

I was very glad that chapter 3 was the chapter that I was assigned to discuss, as this is the main chapter I have been focusing on in regards to my media literacy project. In this chapter, Hobbs dicusses ways in which certain high schools are becoming more media literate and incorportaing that into the classroom. Some high schools were very excited and interested in adapting media tools in the classroom, however not all were receptive to this new idea. The school that Hobbs most focused on was that of Concord High School. Concord's teachers were receptive to this new material and Hobbs was thrilled.

There were several activities in this chapter that I found extremely creative in relation to integrating new media literacy into the classroom. Teacher Joanne McGlynn, who began teaching in 1998, showed a video of President Clinton and his denials of having an affair with Monica Lewinsky. After viewing the video, the class was given a sheet of the Five Core Concepts of Media Literacy. They are as follows:

-All media messages are constructed.
-Media use symbol systems with codes and conventions to shape messages.
-Media messages have embedded values and points of view.
-Different people interpret the same media message differently.
-Most media messages are constructed to gain profit and/or power (41).

The next class, McGlynn showed another film, this time of Clinton testifying about his sexular relationship with Lewinsky and also images of the Unites States' decision to use cruise missiles in Sudan. Then, using the critial questions and core concepts above, the students discussed how media messages have their own uniqe languages. Finally, the students pointed out how the language of the pieces, "emphasized the sense of responsibility and focus of the president in taking meaningful action to limit the spread of global terrorism" (42).

The activity that I found most interesting was that of the docudrama project for Faulkner's "As I Lay Dying." In this project, students were asked to create a television program, 30 minutes in length, that will relate to Faulkner's book. In that half hour, students were asked to tell the story of the Bundren family and the trip they took when dropping their dead mother off in Jefferson. The project consisted of five components. The first, (1) "An overview of the program that will describe your approach to the story, outline the sequence of scenes you will dramatize, and dealieniate the characters and narrators if any) who will be the program's focus, (2) A brief rationale for your particular approach, (3) A storyboard depicting the sequence of scenes in the program, (4) A transcript of an interview with at least one of the participants in the docudrams, (5) A screenplay (or otherwise detailed description) of one 3-5 minute scene: (54).

I can foresee myself assigning a project like this to my students someday in my own classroom. Not only do they first have to read As I Lay Dying, but after the story is read, they are required to talk about it. Most teachers, after reading a novel with their class, simply assign a paper in response to the material in the book, and then the knowledge is forgotten. With this new media literacy approach, students are allowed to dicusss the book with other students, take on roles of several of the characters, and act out on scenes in the book. In addition, other students will have the ability to watch their classmates' films, which can only give new and fascinating ideas about the book. This was by far my favorite project that Hobbs discussed in Chapter 3, as it incorporates active learning, listening, reading, writing, creating, etc. The possibilities with projects like this are endless, and the rewards will far exceed teacher's expectations.


In the final pages of Chapter 3, Hobbs gives a brief summary of what was discussed. She states, "English 11 teachers at Concord used reading, viewing, discussion, and writing in a sequence of activities designed to promote inquiry, critical thinking, and communication skills" (58). This most certainly is my goal when I become a teacher, as it is vital for our children to go beyond what is written in textbooks and novels. This is not to say that I will not have my students reading and writing, as I most certainly will. However, there is so much more to teaching english than what meets the eye. We should all be taking advantage of the new media tools and technologies that are available to us. There are there for a reason, and it is about time we start using them. It is time to add more to the "traditional" way of teaching, as times are changing right before our eyes.

New Project

In addition to Willis and I continuing our media literacy project, we also have made plans for our next project. It is something different than anything we've done in class so far this semester, but it should prove to be a unique and powerful tool in the classroom. Dr. Stearns informed us of a new site called "Inspiration Software." This is such a cool site because it actually allows students and adults as well, to create visual thinking tools for pretty much anyone. Essentially, what Willis and I are planning on doing, is choosing a book that is appropriate for high school english classes. We both decided that Romeo and Juliet was a good choice, as nearly every student will or already has read this classic play. Since the two of us are huge fans of the play, and we have a great deal of knowledege on the topic, we thought that this would be a good choice. The Inspiration Software website gives a great explanation for their reasoning in creating this site. It states:

"At Inspiration Software®, Inc. we are dedicated to developing and providing visual thinking tools that help establish a solid learning foundation for all students. Built on a solid base of educational research, our products support improved performance for all students, helping them achieve standards across the curriculum"

I will give you all the link to this site so that you can take a look at all it has to offer for students, teachers, parents, etc... The possibilites of this new virtual learning tool are endless, as there are several different approaches one can make in attacking a project like the ones listed on the site. By having students create a web-like project after reading a particular novel, and branching out on the many important aspects of that novel, we are allowing them to think critically about the book as well as artistically. The outline that follows the "web" design, allows for students to pick out important parts of the novel and elaborate on them.

Willis and I still have a lot of research to do on this site, as we only had a brief time in class this afternoon to check it out. At the bottom, I will leave the link for any of you whom are interested in taking a look at this.

http://www.inspiration.com/productinfo/index.cfm

Second Life

I must say that before Ray spoke to us in class today about Second Life, I had never heard of it. After viewing what I did, I must say that I was both surprised and intrigued. I literally had no idea that this virtual society existed, where one can actually build and support their own personal community. I found it so funny that not only can you build your own town, but you can also fly, dance, and interact with other people in the site. Things like this just make me realize that there is so much on the web that I am unfamiliar with. I took a look at Second Life's homepage today and I was blown away as to how many people were actually members of the site. Nearly millions of people worldwide are a part of this remarkable site, and most of us in the class had no idea that it even existed. The fact that some classes in the United States are actually running virtual class through this site is unbelievable to me. This just goes to show us that the times really are changing and they are changing fast. I am very interested in doing some further research on this site and well as even possibly becoming a member just to check it out! Thanks, Ray for showing us this cool site!

Typo

Just so you know, I meant Warlick! haha

Warick Put Into Play!

I just thought I'd blog on something simple that happened in class yesterday. I was in Dr. DiCicco's class and we were discussing our new paper assignment that is due on Wednesday. Someone brought up the idea that it is very difficult at times to switch from AIM lingo back to normal, cohesive, english. DiCicco then responded by saying that he notices in a lot of his student's papers that very often they use this instant messenger lingo in their papers. This immediately made me think of the discussion that we had in class a few weeks back when we were discussing Warick and how it is very difficult for some students to differentiate the difference between this "new" language and proper english. Anyway, some of the kids in the class agreed that this was a problem for them as well, yet most of them responded that this new lingo that is being used over the internet just isn't for them and that they never use it. It was very easy for me at that time to realize who the english majors were and who weren't! Very rarely do I use this particular type of language, but in the few times that I have used it, I've found it difficult at times to refrain from using it in a paper. Just wanted to share that with you!

Family Guy and Media Literacy

FINALLY, Willis, Charity, and myself are meeting once again tomorrow night in the library immediately after our class. Between my sickness, Willis' lacrosse, and Charity's busy schedule, we have found it quite difficult to find time to work on this project. So finally, we can wrap up this Family Guy project. Chairty has prepared a great list of questions from a media literacy site (along with those she thought up herself), as we will be answering these questions and editing in clips from actual Family Guy episodes into a podcast that we will be presenting to the class next week. Again, we will keep you posted on the outcome of our project!

Virginia Tech and Wikipedia

It is not surprising to me that wikipedia was one of the leading websites to broadcast information from all over the globe on the VT shooting. Being the lead editing-based website, it is no wonder that hundreds of thousands of contributions were created in response to the shootings. It is instances like this which make it clear as to why so many people use this amazing site. Not only is there information from popular servers, but there is also a plethora of extra knowledge from others around the world. I can imagine that wikipedia was the most informative and helpful website involving the events of that tragic April morning in Virginia. After reading this article, I visitied this particular wiki site and was blown away at the number of posts that layed before me. There was information from people in other countries, as well as information from people who were witnesses to this tradgedy. Of course, as mentioned in the article, there is always inaccurate information given on these sites, and it is up to its true readers to edit this false material. Again, we are so lucky to have access to sites such as wikipedia, as they are, in my opinion, the most informative site on the web.

Tess' "pokinitis"

After reading this short post from Richardson, it is clear to see how genius this man really is. It seems that in anything he does, Will forces people to think past the obvious. In this particular post, Will shares with us a discussion that he had with his daughter, Tess on their way to a horse show in South Dakota. While driving to the airport, Tess begins to poke Will in the back, as she says she does this "every thirty seconds." This sets off a light bulb in Will's head, as he sees this as a perfect opportunity to learn. Richardson suggests that his daughter write a book on how she has to poke people all the time, with illustrations and dialogue. Being the creative girl that she is, Tess agrees and says that she will call this constant urge to "poke" people, "pokinitis." First, it is clear to see that the apple doesn't fall far from the tree (as Tess is critically thinking like her father), but it also shows how genius Richardson is. He takes everyday conversations and turns them into a lesson or a project. It is clear by the end of this conversation that Will is suggesting that Tess make this idea into a story, and then share it with other students, possibly over the internet in a podcast. This is certainly implying to future ELA teachers that sharing of information and ideas is vital for students of all ages. By taking these everyday, ordinary ideas, (like that of Tess), and sharing them with other students, we as teachers are continuing to encourage our students to be active learners not just in school, but all the time. Learning shouldn't stop at the conclusion of the school day. Creative thinking and learning should also be encouraged at home and in every day life. Will's post also emphasizes the importance of parents as learning tools for their children. Even on a day off from school when he and his daughter are going out to have some fun, Will makes sure that Tess is thinking and learning. Though this would appear to be such a simple idea, it it shocking that more parents are not constantly teaching their kids new and fun ways to relay their ideas and express their feelings.

Virginia Tech

Before I begin my blog quiz for this week, I just wanted to write on how truly saddened I am about the shootings that took place in Virginia Tech yesterday. I honestly have never seen anything so sad and unfortunate in my entire life. We should be thankful for every day that we have. Many of my friends have friends that attend VTech and my condolences go out to them, as many of them haven't heard word from them since the tradgedy happened. I've read many articles on this particular subject but this is the one that I feel is most accurate and informative. Here is the link:

http://www.9wsyr.com/news/local/story.aspx?content_id=da986c88-1d05-4273-b3d1-5ef4dfdc6a35

I think we should all say a prayer for those who tragically lose their lives in this freak and sudden atrocity.

Project 3

Hello, everyone. Since I was not in class last Wednesday I missed out on picking a new project for block 3. I am very interested in creating an iMovie, so if any of you who are creating an iMovie can take on an extra person let me know because I'd love to join! Thanks!

Project Info!

Hello, everyone. It has been a long time since I posted last. Since getting my widsom teeth out last week I've been a little under the weather. I am disappointed that I missed people's projects last week. I'm sure they were all wonderful. Now that I am back on my feet, Willis and I are meeting in the library this evening to begin our media literacy project. Again, this is a project on the popular TV show, "Family Guy." I have several of the DVD's and that is all fine and great, however, we not only want to focus on the show itself, but we also want to focus on the commercials that air during the time the show is broadcasted. This would mean we would have to wait and view a live version of the show, as it is on weeknights at 11:30 on the Cartoon Network. What we plan on doing today is watching some of the videos, getting some good clips, and anazlyzing them by using Hobbs' book as a prompt. There are several questions in her book that will greatly help us begin this long process. Then, as previously mentioned, we are going to be using the clips and excerpts from the actual show and incorporate it into a podcast. Believe it or not, as ridiculous as this show would appear to be, it is quite controversial and political. Our goal is to answer several important questions when doing a close analysis of any television program: Who is the intended audience? Why is the show aired at the particular times it is shown on television? We have come up with several other questions, along with many of Hobbs' ideas, that will surely help to make this project possible. We will be sure to keep you posted on our progress. We are meeting in the library tonight at 7:00. Talk to you all later!

Blog Quiz Continued

The article on Technology Counts 2007 was extremely lengthy, but also very insightful. All of the questions that were asked were very well thought-up, as they all address important isses and many questions that I've been curious about as well. It would appear that those teachers who teach at a grade-school level are understanding and utilizing this new technology the most. Several college professors asked questions, yet theirs seemed to be more questions about the actual process of using media literacy. The comments from those who are involved in a school setting every day seemed to have a better grasp on just how important this is. The part that most inrigued me was the question that was asked by a retired assistant professor in Philadelphia. He asks:

-Question from Michael Carlsson, Asst. Principal (retired) in Philadelphia: Has the use of computers to write meant that students are writing better? worse? no difference?

This is a great question to ask, and to be honest, not very surprising. Being that this man is retired, shows that while he was involved in the school system, the internet wasn't used as greatly as it is today. Again, it is difficult for those who are older to truly understand the importance of new technologies. It can be assumed based on his question, that this man has never taken advantage of all that technology has to offer. He obviously taught/remained in a school before most of these new tools came about.

Though this was a great question to ask, I feel as though it is fairly difficult to know whether or not students are writing better or worse. In relation to Warlick and him talking about the new "instant messaging lingo" that students are becoming more and more involved with, it can be said that maybe computers are only detrimental to the progression of students as good writers. Again, the internet and computer serve also as a reference device, where students can find the answer to nearly any question they may ask. Yet, is the information that students are getting always credible? Not always. This certainly is a question with several answers, none of which are right or wrong.

Another great question that was asked was by an art teacher from "Queen of Pace High School." She asks:

Question from Linda Vorderer, art teacher Queen of Peace High School: Our school is going to issue laptops to each student next year. What ways can I best use this opportunity in the art room. I guess I am asking about 'best practices' as I transition into a wireless classroom and want to use this technology efficiently while still teaching a project-based subject.

Again, another interesting question. The best part about this question, though, is that this woman is an art teacher; not english, social studies, science...and she is questioning on how she can become involved in using a computer in her classroom. What a smart and intelligent lady. She knows the importance of this new digital world and wants to know what she can do to help, although this isn't the standard setting for the computer. Interesting, eh?

Blog Quiz

I'm doing this blog quiz early this week because I have a lot of work to do between now and Wednesday, as I am getting my wisdom teeth taken out and am going to need a few days to recover. Since I won't be in class on Wednesday, I want to wish everyone good luck on their presentations. I know you'll all do great.

In response to the articles we read on student voice and new media literacies, I now have a better understanding of just how important this new learning is. Students nowadays are far more advanced in technology than us. Between creating their own personal podcasts, text messaging, and designing their own blogs and websites, the adolescents of today leading this particualr technological rebirth on their own. It is material like those listed above that keep students interested and on their toes. For example, the one article written by Catherine Gewertz on "Outside Interests," is extremely telling. 17-year-old Randy Herrera literally begins every morning using technology. However, in school, Herrera feels as though he is doing the wrong thing by using these tools. The particular portion of this article that really intrigued me was when Herrera mentions that he doesn't have access to many of the computers in his high school:

-But in school, he has little chance to use new technologies. In English, for instance, there is a computer in the classroom, but he says students are not allowed to use it. To do research, his class of 29 troops upstairs to the media center to share 15 computers. And there, he says, many useful sites are blocked (Gewertz).

To me, this makes absolutely no sense. This is definitely a step in the wrong direction, as we are depriving our children from important knowledge. This is almost as ridiculous as a teacher not allowing his or her students to bring textbooks home with them at the end of the school day and telling them not to read ahead. Why do we feel as though we have the right to tell these students, "no" when esentially all they want it to learn. Herrera is a perfect example of an eager, curious, student who is being told not to use the internet. In the same article Anastasia Goodstein states, "There are really just pockets of innovation happening, in certain classrooms. Most teachers are really not taking advantage of all the things they could be doing" (Gewertz). Obviously in the case of Herrera's classroom, this is becoming a huge problem.

Even since we were in high school so many advances have been made concerning new media literacies. We never had iPods, podcasts, garage band, blogs, etc...So why are we keeping our children from learning how to use these in a constructive manner? I don't believe there is only one answer to that particluar question, for not all teachers are trying to prevent their students from using these sources. I think an appropriate answer, however, is that teachers are afraid that their students may more than them. Yet this is not a bad thing in any way, shape, or form. Why not allow students to share with their teachers tidbits of helpful, new, knowledge. Many teachers have a pride issue and feel as though it is either their way or the highway. This is so far from what should be going on in classrooms that it really makes me ill. We should encourage our students to always voice their own opinion, and if they have something that they feel could benefit the class as a whole, to share it!

Perhaps the most insightful and promising evidence that new media literacy is being used, was in the article, "A Digital Decade." In the article it states, Billions of dollars are being spent each year in an effort to prepare schools and students for tomorrow’s technological demands and challenges." This is certainly something to smile about when practicing to become a future teacher. Friedman and Richardson, as well as Hobbs and Warlick would be thrilled to hear about this. All in all, steps are being made in the right direction, and it is up to us to keep them going the right way.

Chris Sperry and Ithaca Field Trip

I really enjoyed going to the alternative school in Ithaca last week. Chris Sperry's presentation really got me to better understand the importance of using the media in the classroom. I remember when Chris said he was going to pop in a video and have us analyze it. At first I was thinking to myself, this goes against a lot of what we have spoken about in class. However, as he added in the importance of analyzing a film using different vocab and terms, I realized that this was a great idea. I was quite interested in answering the questions that he had to ask and it actually became very fun. I think this is a great way to allow students to think critically using a media source. It incorporates class discussion, personal opinion, active learning, critical thinking, etc...Overall, I was very impressed with his presentation as well as his plan.

Another very useful technique that Chris incorporated into his lesson, was the importance of finding/using credible internet information. Teaching students at a young age that they cannot rely on the internet for credible information all the time is very important. He again mentioned the Martin Luther King Jr. website which at a glance would appear to be a credible source. Certainly it is important to monitor the sources in which our students are using.

The exercise that Chris also showed us dealing with his class text and Islam was also interesting. The main goal of that exercise is to have kids decipher the difference between text and internet sources. The book that Sperry uses in his classroom is different than another book I used to use when I was still in school. The whole idea of teaching at an alternative school is something that I really am considering after going to see Sperry. It would really be a great thing to not have to worry so much about censorship and using material that may be a bit too riskee for an every-day-classroom. I am somewhat torn now because I would really love to teach novels and have a course with a decent amount of paper involved. On the other hand, the new media literacies that are available in today's day and age is also very intriguing. I would like to teach a class with a direct combination of both of these elements. That way, I feel, students would literally be receiving the best of both worlds. It surely is something to think about.

After Sperry's presentation, a few of us went out to dinner at the Lost Dog Cafe. We really had a great time, and I ate until I nearly exploded. Phil was the only guy and he was a good sport, and Karen let me eat her sweet potato fries so it was all in all a very fun evening. Thanks again girls (and guy) for coming out to eat. It was nice to have a chat outside the classroom and get to know more about each of you. We'll have to do it again sometime!