This document provides an agenda and discussion topics for a class on rhetoric and design. It includes reminders about assignments due, an introduction to the rhetors being discussed in class and their relevant quotes. The document then discusses the rhetoric surrounding 9/11 and has students work in pairs to redesign the 9/11 memorial logo. It provides reading for the next class on design principles and working without graphics expertise.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
New literacies and Transformative Learning EnvironmentsCITE
Professor Ola ERSTAD, Institute for Educational Research, University of Oslo, Norway
http://citers2013.cite.hku.hk/en/keynotes.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
New literacies and Transformative Learning EnvironmentsCITE
Professor Ola ERSTAD, Institute for Educational Research, University of Oslo, Norway
http://citers2013.cite.hku.hk/en/keynotes.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Emerging research is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screen are different from the traditional literacy skills of reading, writing, viewing and listening.
The Role of the Media Industry in Advancing Digital & Media LiteracyRenee Hobbs
Hobbs explores the history of the media industry's involvement in the media literacy movement by comparing curriculum resources produced by the National Association of Broadcasters in 1962 and Google in 20111.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Depending on the type of library in which you work, you may assume that someone is "digitally literate." Yet what do we mean by those words and how do we know if the person meets our definition? What can we do in our libraries to increase the information and digital literacy of our users/patrons/members/owners? How does that impact the tools that we acquire and the services that we provide? Who should we be partnering with in these efforts? These and other questions will be address in this session, which will also include time for brainstorming.
Jill Hurst-Wahl is an associate professor of practice in Syracuse University’s School of Information Studies and the director of its library and information science program. She is a member of SLA’s Board of Directors, NYS Regents Advisory Council on Libraries, and the USNY Technology Policy and Practices Council. A former corporate librarian, Jill has always been an advocate for libraries being centers of learning in their communities (no matter what community they serve).
Create to Learn: Digital Literacy in Higher EducationRenee Hobbs
Renee Hobbs gives the keynote address at Explore, Create, Connect: The Inaugural Digital Literacy Symposium at the University Libraries of Virginia Tech
Written and assembled by Vice President Amy Conkelton for the Aiken Writing Project and updated for the Aiken Council of the International Reading Assocation
Writing Project 2: Critical Evaluation Essay
Technology & Literacy
Context & Description
Technology impacts most of our lives on a daily basis. From the smart phones we hold in our
hands to the laptops and tablets we use for school, work or leisure, technology has changed, and
continues to influence the ways in which we communicate, work, learn, and play.
While some developments in technology are well-received and widely used in effective ways that
benefit society, other developments bring about controversy and disagreement over how specific
technologies are used and to what extent. For instance, video games have become popular
among people of all generations, but its uses and effects on people and society has created
some very different views. Video games are sometimes blamed for promoting negative behavior
among children and adolescents, such as criminal activities and physical violence (Barlett, et al.,
O’Toole). Some people also argue that habitual uses of video games lead to health issues such
as addiction and obesity (Grüsser et al.). Video game addiction can also lead to sleep
deprivation and lack of concentration, and in some cases affect people’s performance at work or
school. Others argue that not all video games or all uses of video games are problematic. James
Gee, a literacy specialist and advocate for the use of video games in teaching and learning,
argues that “any learning, whether it's books, a movie, or a game, can lead to bad or good
results depending on the environment in which it's [played], not the game itself” and that good
video games can be extremely useful as a learning tool, facilitating the development of problem-
solving abilities and language skills” (Sheffield 11).
Various forms of technology have also changed what it means to be literate. In 2008, The
National Council of Teachers of English issued a statement defining twenty-first century
literacies, recognizing the role of technology in shaping the meaning of literacy: “Because
technology has increased the intensity and complexity of literate environments, the twenty-first
century demands that a literate person possess a wide range of abilities and competencies.”
Literacy in this sense includes many types of activities that are “multiple, dynamic, and
malleable”--such as reading online newspaper articles to participating in virtual class discussion
and even interacting on social networking sites such as Facebook and Twitter. The goal of this
project is to critically assess the impact that a specific type of technology has had on our literacy
practices.
When we think about “literacy,” what usually comes to mind is a knowledge of reading and
writing. The story of how a person first learns to read and write can offer unique insights into
different cultures and ways of learning and knowing language. But literacy can also mean much
more than learning to read and write: when we learn a second.
Emerging research is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screen are different from the traditional literacy skills of reading, writing, viewing and listening.
The Role of the Media Industry in Advancing Digital & Media LiteracyRenee Hobbs
Hobbs explores the history of the media industry's involvement in the media literacy movement by comparing curriculum resources produced by the National Association of Broadcasters in 1962 and Google in 20111.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Depending on the type of library in which you work, you may assume that someone is "digitally literate." Yet what do we mean by those words and how do we know if the person meets our definition? What can we do in our libraries to increase the information and digital literacy of our users/patrons/members/owners? How does that impact the tools that we acquire and the services that we provide? Who should we be partnering with in these efforts? These and other questions will be address in this session, which will also include time for brainstorming.
Jill Hurst-Wahl is an associate professor of practice in Syracuse University’s School of Information Studies and the director of its library and information science program. She is a member of SLA’s Board of Directors, NYS Regents Advisory Council on Libraries, and the USNY Technology Policy and Practices Council. A former corporate librarian, Jill has always been an advocate for libraries being centers of learning in their communities (no matter what community they serve).
Create to Learn: Digital Literacy in Higher EducationRenee Hobbs
Renee Hobbs gives the keynote address at Explore, Create, Connect: The Inaugural Digital Literacy Symposium at the University Libraries of Virginia Tech
Written and assembled by Vice President Amy Conkelton for the Aiken Writing Project and updated for the Aiken Council of the International Reading Assocation
Writing Project 2: Critical Evaluation Essay
Technology & Literacy
Context & Description
Technology impacts most of our lives on a daily basis. From the smart phones we hold in our
hands to the laptops and tablets we use for school, work or leisure, technology has changed, and
continues to influence the ways in which we communicate, work, learn, and play.
While some developments in technology are well-received and widely used in effective ways that
benefit society, other developments bring about controversy and disagreement over how specific
technologies are used and to what extent. For instance, video games have become popular
among people of all generations, but its uses and effects on people and society has created
some very different views. Video games are sometimes blamed for promoting negative behavior
among children and adolescents, such as criminal activities and physical violence (Barlett, et al.,
O’Toole). Some people also argue that habitual uses of video games lead to health issues such
as addiction and obesity (Grüsser et al.). Video game addiction can also lead to sleep
deprivation and lack of concentration, and in some cases affect people’s performance at work or
school. Others argue that not all video games or all uses of video games are problematic. James
Gee, a literacy specialist and advocate for the use of video games in teaching and learning,
argues that “any learning, whether it's books, a movie, or a game, can lead to bad or good
results depending on the environment in which it's [played], not the game itself” and that good
video games can be extremely useful as a learning tool, facilitating the development of problem-
solving abilities and language skills” (Sheffield 11).
Various forms of technology have also changed what it means to be literate. In 2008, The
National Council of Teachers of English issued a statement defining twenty-first century
literacies, recognizing the role of technology in shaping the meaning of literacy: “Because
technology has increased the intensity and complexity of literate environments, the twenty-first
century demands that a literate person possess a wide range of abilities and competencies.”
Literacy in this sense includes many types of activities that are “multiple, dynamic, and
malleable”--such as reading online newspaper articles to participating in virtual class discussion
and even interacting on social networking sites such as Facebook and Twitter. The goal of this
project is to critically assess the impact that a specific type of technology has had on our literacy
practices.
When we think about “literacy,” what usually comes to mind is a knowledge of reading and
writing. The story of how a person first learns to read and write can offer unique insights into
different cultures and ways of learning and knowing language. But literacy can also mean much
more than learning to read and write: when we learn a second.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
3 College Essay Editing Tips - YouTube. 7 ways to Edit your Essay for 13% higher grades (2021). HOW TO Edit Your College Essay FAST!! (3 HACKS TO BETTER WRITING NOW!!!). Edit My Paper | Online Paper Editing & Writing For College. College Essay Format: Simple Steps to Be Followed. Wordvice Ranked "Best College Essay Editing Service" in Essay Editor .... 020 College Essay Editing Example Software Program Writing ~ Thatsnotus. College Essay Editing: Tips for a Perfect Paper - CollegeBasics. College essay editing service. Tips for College Essay Editing - College Raptor BlogCollege Raptor. Essay Editing Ins and Outs: Tips to Help You Improve Skills. How Does Our College Essay Editing Service Work? | essay-editor.net. Sample College Essays. Free Download. Easy to Edit and Print. Best Tips for Writing and Editing Admissions Essays. College essay editing. Essay Writing Service. 2022-11-11.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Remember:
Your first rhetorical analysis is due to your
response blog tonight. This is in addition to
your usual response. Make sure to mark
the rhetorical analysis 1 as what it is (name
it “Rhetorical Analysis 1”).
5. Danielle DeVoss
“…86 percent of teenagers believe that writing well is
important to success in life. But they don’t see most of the
writing that they do in their lives as “real” writing, yet it is
the writing in which they find the most pleasure, that they
do most eagerly, and, arguably, that they do most
successfully.”
6. Teenagers in today’s society are more likely to spend
more time fixing their grammar and re-reading blog
posts, tweets, facebook statuses, and instagram
captions than their written papers for class.
10. Publications
• (in press & in process)
– Purdy, J., & DeVoss, D. N. (Eds.). (In process). Making space:
Writing instruction, infrastructure, and
– multiliteracies.
Rife, M., & DeVoss, D. N. (Eds.). (In process). Cultures of
copyright. Peter Lang.
– Garcia, E. M.; DeVoss, D. N., & Choffel, E. (In process). Document
design in/and the writing center. Manuscript in process for
submission to Writing Center Journal.
14. Quote
In short, the cultural tactics evolved by people were turned into
strategies now sold to them. If you want to
“oppose the mainstream,” you now had plenty of lifestyles
available – with every subculture aspect, from music and visual
styles to cloves and slang – available for purchase.
Manovich, Lev. The practice of Everyday (Media) Life. 2008.
15. What it means
• People buy thing, but they are not 100% sure on what it does
• In order to be accepted you must be in the main stream of
products
• No matter what you want there is something and someone out
there for you
• The quote gives the reader the idea that they need to be a part of
time and that it is important for them to be a part of the new
generation.
• No matter what you do or what you want to get you can get it.
16. Background
• Author of books regarding
new media
• Professor in computer
science at City University of
New York, Graduate Center
• On the list of 25 people
who are shaping the future
of design
17. Lev Manovich
“In short, the cultural tactics
evolved by people were turned
into strategies now sold to
them. If you want to “oppose
the mainstream,” you now had
plenty of lifestyles available –
with every subculture aspect,
from music and visual styles to
cloves and slang – available for
purchase.”
18. The meaning
• Even when you oppose the idea, you are still
involved.
• Culture and technology changes over the years
based on what people want.
• For any subgroup you want to be apart of, there
specific array of things for that lifestyle (music,
clothes, language, etc.)
20. Some have laptops, some do not. This is an example of
distraction as well because the student is clearly on
Facebook, instead of listening to the instructor.
21. “Whereas teachers of writing and communication have
increasingly called for reflective approaches,
conventional programs rarely dwell on social, political,
and economic contexts. As a rule, then, students are not
encouraged to ask important questions when it comes to
technology development and use: What is lost as well as
gained? Who profits? Who is left behind and for what
reasons? What is privileged in terms of literacy and
learning and cultural capital? What political and cultural
values and assumptions are embedded in hardware and
software?”
22. • Technology can be both good and bad. Good in the
sense that you have a lot of accessible knowledge at
your fingertips, but at the same time it can cause
distraction and diminish that art of searching for
knowledge.
• Technology can have different levels of accessible
based upon who you are and where you are from,
economically.
• Technology requires privilege to use because it is
not equal to all in the same ways.
23. Stuart Selber
Students of writing with a new media focus, too, should be able to
“confront the complexities associated with computer use.” Instead of
believing that a computer is an instrument that can solve all problems, “A
functionally literate student is alert to the limitations of technology and
the circumstances in which human awareness is required.”
24. Explanation
• Selber is saying that while computers are capable of almost
everything and anything, we, as students, need to realize that
technology can only do so much, and we are responsible for
doing the things that technology cannot.
• Technology doesn’t define itself, rather the people who use it
execute what the technology does. In order to understand
this, we need to be technologically literate while also
ensuring that we are not technologically dependent .
27. Quote
On cybertyping: “distinctive ways that the
internet, propagates, disseminates, and
commodifies images of race and racism.”
28. Explanation
The Internet in a way promotes racism through
use of Website names, addresses, and brands that
represent a smaller culture, race or population
than the overall general public.
i.e. AsianAvenue.com, BlackPeopleMeet.com,
ChristianMingle.com
30. Keith Gilyard
● Prominent writer and teacher at Penn State
● Discusses race, ethnicity, language, writing and
politics
● Looks for authentic and genuine voices amidst the
general conformed opinion
31. Keith Gilyard
● “Writing is not an activity that features social
responsibility as an option. Writing is social
responsibility. When you write, you are being
responsible to some social entity, even if that
entity is yourself. You can be irresponsible as a
writer, but you cannot be non responsible. (Let’s
Flip the Script, 21)
32. “Writing is social responsibility.”
● You are responsible for what you say
o Everything comments on something
● Important to understand how your writing is
received by yourself and other audiences
● Responsibility to give an informed unbiased
opinion
o It’s possible to be irresponsible but that doesn’t mean
it’s okay
33. His Quote on Code Switching
“The ability to move back and forth among
languages, dialects, and registers with ease, as
demanded by the social situation” and that it is also
a "strategy by which the skillful speaker uses his
knowledge of how language choices are interpreted
in his community to structure the interaction so as
to maximize outcomes favorable to himself"
34. Gilyard is discussing rhetoric from the back interface.
What he’s describing is rhetoric being created online.
He uses his knowledge of code to generate beneficial
responses for a specific community.
36. “...anyone still attempting to argue that Ebonics is
a problem for black students or that it is somehow
connected to a lack of intelligence or lack of desire
to achieve is about as useful as a Betamax video
cassette player, and it's time for those folks to be
retired, be they teachers, administrators, or
community leaders, so the rest of us can try to do
some real work in the service of equal access for
black students and all students.”
-Adam Banks, Digital Griots: African American
Rhetoric in a Multimedia Age
37. Why it Matters
• This quote is a transformative take on how
contemporary society should view the use of
ebonics as a lack of resources rather than a lack of
intelligence associated with a specific culture.
• It’s important that all groups of people are given
equal opportunities to access a better educational
experience, regardless of race, gender,
socioeconomic status, etc….
38. Example
• A privileged white student shouldn’t be viewed as
more intelligent or affluent than a student who may
use ebonics as a mode of language communication.
39. Quote
“ In the pursuit of greater equality in our education
system, from K to PHD, technology access, print
literacies, and verbal skill all collide as requirements
for even basic participation in an information-based,
technology-dependent economy and
society.”
40. This quote is pulled from the Digital Griots: African
American Rhetoric in a Multimedia Age. Banks
exclaims that racial inequalities are becoming more
present in different areas of society (technology and
education). In the pursuit for greater equality,
African Americans need to assert themselves into
the digital story.
41. James Paul Gee
“School is often based not on problem solving, which perforce involves actions and goals,
but on learning information, facts, and formulas that one has read about in texts or heard
about in lectures. It is not surprising, then, that research has long shown that a student’s
doing well in school, in terms of grades and tests, does not correlate with being able to solve
problems in the areas in which the student has been taught (e.g., math, civics, physics).”
― James Paul Gee,
The Anti-Education Era: Creating Smarter Students through Digital Learning
“An academic discipline, or any other semiotic domain, for that matter, is not primarily
content, in the sense of facts and principles. It is rather primarily a lived and historically
changing set of distinctive social practices. It is in these practices that 'content' is generated,
debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting,
and, often, writing and reading.”
― James Paul Gee, What Video Games Have to Teach Us about Learning and Literacy
42. So what’s he talkin’ about?
• Education in our society is built off of an agreement of
what skills are important.
• We value facts more than actions.
• Even though students learn more by problem solving,
the accepted social practice suggests the opposite:
memorize formulas and facts.
• Education does not exist in a vacuum, rather an
evolving environment of learning
44. “Therefore, the notion of “difference” “poses a
problem because such differences are not absolute,”
and they are “relative to the cultural practices of
ethnographers and their readers”
LuMing Mao
45. Chinese Game Shows
Without any cultural references or understanding,
foreign media seems strange to us. Without rhetorical
and cultural clues, an American audience would not
understand the show.
46. “…what characterizes Native Rhetorical Traditions
across tribes and across time is an orientation to
making that is attuned to carrying traditional
values and ideas forward, but that is not trapped
under the mistaken anthropological notion that
new materials make them somehow corrupt.” –
Malea Powell
47. It’s a common notion that modern ideas and materials
are erasing traditional values and ideas that have existed
for centuries. In production, Native Americans include
traditional values and ideas through symbols and specific
processes that have rhetorical symbolism to those values.
While it may be true that technology has eliminated
some of the tedious work involved with Native American
production, some of the materials are more difficult to
obtain in order for the makers to follow through with
their traditional process and make the rhetorical
symbolism have the same meaning.
48. These baskets tell stories while maintaining
traditional practices by Native Americans. Some of
the traditional material required are not available so
they have to compromise
50. Quote
“There is no gender identity behind the expressions of
gender... identity is performatively constituted by the
very 'expressions' that are said to be its results.”
(Judith Butler)
51. Explanation
Its not about who you are biologically, but more along
the lines of how you can externally present your
emotions via facial expressions, your mood, the way
you dress, and how you carry yourself.
53. “We live in a world where there is more
and more information, and less and less
meaning”
- Jean Baudrillard in Simulacra and
Simulation
54.
55. Importance
• The book seeks to “interrogate the relationships among
reality, symbols and society”
• The quote relates directly to this:
• Multitude of information
• Aware of the truth, aware of the lies
• Finding meaning among the noise
56. James Paul Gee
• MA and Ph. D
of Linguistics
• Discourse analysis
• Researcher and
educator
57. Key Quote
• “After all, we never just read or write; rather, we always
read or write something in some way.”
• Explanation: Gee researches rhetoric within social groups,
and defines 2 main types of rhetorical discourse
– Discourse: language, within social group identified by certain
common social practices, which has certain significance due to the
group setting
– discourse: language in use (doesn’t exist in reality)
58. Examples
• Gee created the following categories in which different
types of Discourse are used
– N-identity: natural born differences given importance by
society. Ex. Male, female
– I-identity: set by authority or institution. Ex. Student, prisoner
– D-identity: personal traits within social interaction. Ex. Caring,
stubborn
– A-identity: shared experiences within affinity group. Ex.
Religious, nationality, hobby groups
59. LuMing Mao
• Miami University English Department Chair
and Professor of English and Asian/Asian
American Studies
• Researches and teaches rhetoric with a
focus on global/ethnic studies (specifically
in regards to Asia)
60. Quotation from Mao
“Togetherness will not lead to the erasure of
differences, but rather, when togetherness takes place
we should become more aware of our differences.”
64. General Information
• English professor at OSU
• Tries to convince people who are
strictly humanist to use technology
• Encourages the teaching of utilizing
technology in the classroom,
especially for networking
65. “There are still a lot of humanists, who use technology,
but don’t think about focusing on it in their classes—
especially in terms of critically informed production. So
while these folks use a cell phone and use scholarly
databases and use a lot of websites, and use technology in
their classes in terms of making multimodal texts
available for consumption by students, teaching students
to analyze and criticize mediated texts, I still know plenty
of teachers who avoid teaching students how
to compose or produce such texts because they personally
don’t feel it’s their responsibility to compose, or to teach
composition, in any modality except the alphabetic.
composition.”
67. The Rhetoric of 9/11
You listened to a piece about 9/11 today. This is in part a
flash-forward; later in the semester you will create an
NPR style audio essay.
But what I want us to talk about a bit today is the
rhetoric of 9/11. Many of you likely don’t remember the
world before the attacks. Some of you might. It changed
American culture dramatically.
68. Major changes
1. We never thought
the US mainland
could be attacked
2. We basically lost
our privacy, at least
at airports and
events
3. That ticker showed
up on the news
4. Patriotism surged
5. We started military action in
the middle east
6. Fear of our borders ramped up
7. Towers become a major symbol
8. Rampant American identity
confusion
69. Activity
Form pairs. The image below is the 9/11 Memorial logo.
Using what we’ve learned about design rhetoric so far,
make a better one.
70. For Tuesday:
Read: The first 5 chapters of The
Non-Designer’s Design Handbook
(it’s not as long as it sounds).
In-class we talk about C.R.A.P.