ENGL808 001 FL-Mrs. Melanie Beth Glennon (BYVQ)

James Gee illustrates his idea of what literacy is in What is Literacy? He states:

"Literacy is control of secondary use of language (i.e., uses of language in secondary discourses). Thus there are as many applications of the word "literacy" as these are secondary discourses, which is many.  We can define various types of literacy as follows: Dominant literacy is control of a secondary use of language used in what I called above a "dominant discourse. Powerful literacy is control as a secondary use of language used in a secondary discourse that can serve as a meta-discourse to critique the primary discourse of other secondary discourses, including dominant discourses" (p.8).

What this definition brings to my attention is the power divide that literacy can and does create; it is a divide that places a line in the sand between those who were raised with and those who were raised without.  Gee also discussed within the context of understanding literacy the notion of language and literacy acquisition and language and literacy learning.  And again, I am reminded of the power struggle inherently found within the fabric of the great literacy divide.   He writes: "Children from non-mainstream homes often do not get the opportunities to acquire dominant secondary discourses--including those connected with the school--in their homes, due to their parents' lack of access to these discourses" (p. 9).   Clearly, exposure to literacy is vital and therefore, when defining literacy or what literacy can and will do within one's life, and within one's mental, social, and cultural landscape, it is also critical to understand that literacy, as noted by Brian Street is socially embedded and cannot be narrowly defined. 

Literacy is more than reading and so much more than writing; it is socially connected, ideologically embedded and cognitively linked state of understanding, state of knowing and state of being. Also, literacy is an evolving entity.  As society's needs change so does the concept of literacy change. But even within the evolution there will always be a revolution between those who have and those who have not.   To define literacy, one must first define the society in which the concept of literacy is in question.  I would imagine that each society's definition of literacy is mirrored in the values and needs of that particular society.  Brian Street states in his Introduction to Literacy and Development, "Literacy is a social practice, not simply a technical and neutral skill... It is about knowledge" the ways in w which people address reading and writing are themselves rooted in conceptions of knowledge, identity, and being. (p. 10).  Thus, literacy is always entrenched in the individual needs and the needs of the society--both from an ideological standpoint and a standpoint of power and privilege.

In thoughts about literacy, certain things are undeniable:  Literacy has an impact on the way we live, why we live, and how we live; how we acquire literacy varies; literacy is deep-rooted within who has power and who does not have power; and lastly, literacy is about relationships--relationships with the world and the people within it.

 

In addressing some of the questions brought to the table, I would like to first discuss how we, as teachers, should help students cope with the impact technology has on us.  First and foremost, we must not shy away from technology, ourselves, in the classroom.  We must be vigilant fans and curiosity extraordinaries when we use and discuss technology in the classroom.  Educators may realize that their students may know more about technology than they do-- and this cannot cause us to be distracted from our central mission as educators:  To help our students live within the freedom that education provides.  Coping may actually be easy, it is in being digitally literate where I imagine the problems will surface and are surfacing.  We can prepare our students by knowing as much as we can know and by sharing as much as we can share--allowing for experimentation and discovery each step of the way.

As  a researcher, I might study technology from the vantage point of the students in the classroom.  I would also look at how technologies play a role in teaching and in learning.  Are  there enough computers?  Are there enough adequate computers  for students to learn what they need to learn?  Do students have access to computers at home? If they do/don't how does this translate in the classroom-- in life?   I do think that access is one of the larger issues on the "tech troubles" spectrum. 

Dehumanization is an interesting aspect within the "tech troubles" spectrum.  One can argue that because a computer is not human, the processing that comes as a result of computer use essentially is, then, dehumanizing.  However, computers are a  literary tool, a vehicle controlled by human thought and human emotion.  Twitter, Facebook, MySpace, etc.  do not dictate what is to be written, or how it is to be written, or why what is written is written, rather they provide space.  Actually, technology is incredibly humanizing--- almost hyper- humanizing.  Space is carved and we are the authors.  We, as humans,  are the brains behind our published word(s).  It's very interesting really, as behind every entry in Facebook or Twitter is human thought.  Therefore, how can technology be dehumanizing, when really, it is providing a venue for us to be more human, more in touch with other humans and more humanly aware of the people and the world around us--intellectually, aesthetically, emotionally and even spiritually.

Blog Entry: Tech Troubles

• Consider these problems commonly associated with technology:
  • access
  • privacy
  • dehumanization
    • As teachers, how should we attempt to respond to these issues?
  • How does technology change/dictate our behaviors?
  • How should we help students cope with this impact technology has on us?
  • Discuss how each of these concerns might be addressed by teachers.
  • Is there any way for us to "turn off" technology? Is that hope, put forth by Brende completely
    unrealistic or achievable in some way?
  • Discuss how you might study these technology problems as a researcher?

So... I've  thinking about research a lot lately.  Obviously, I have been reading quite a lot of research written by others and now, I have begun the laborious process of designing an inquiry of my own.  No easy task.  Upon reading the work of another, I came across the idea of Social Construction.  I began the process of learning more and stumbled upon Kenneth Gergen out of Swarthmore college.  I was intrigued by his examination of the constructivist theory and issues explained through the exploration of the social construction theory.  I am interested in learning more about how social construction in linked to literacy. 

I am beginning think I may have research interests in narratives of the self; the processes of social construction; relational theory, and the rhetoric of inquiry.

And the quest continues...

I remember my first word processor.  As I entered college in 1992, my parents bought me a word processor.  I actually thought it was a computer; how silly I was.  It had a tiny, tiny screen where I would view my "typed" words.  I thought I was very tech-savvy.  Little did I know.  This word processor was my writing companion for my entire undergraduate experience.  I has no spell-check, no mouse and certainly no ability to view the "product" of my labor without printing it.    

Across the street from where I lived my senior year there was a real computer lab, one with computers and not "word processors."  It was an ah-ha moment for me.  It was here where I learned to email.  The computer screen didn't look much different from the word processing screen, just bigger and better.  Email was simple and nondescript.  There was no bold, no pick of your favorite, expressive font, and certainly no expression beyond the use of punctuation, grammar and mechanics.  But, there was a mouse, a keyboard that was not attached to the screen where you could see the words and the message you were typing, and there was a whole new form of communicating--- instantaneously and without printing!  The computer was huge, literally, and it was relevant and here began my love affair with on-line communication as a means to share thoughts and ideas. 

Communication can wait, but why?  I can call and speak to you, but why... when I can send you a message and you can reply!  What fun!  I can be precise, yet casual.  We can be intimate through email, yet keep our distance.  It's really quite advantageous.  Creating boundaries, yet opening barriers--email was my communicative panacea.   What made my break-up with the word-processor especially challenging, was that its life was short and once the computer came along as a mainstreamed devise (in my life), I lost access to my collegiate writings and so it goes and so it goes.  Nevertheless, our parting was bittersweet, but I was glad I made the leap into electronic communication.  

• Discuss yourself as an IUP C&T student.
• What has your experience as a student been like so far?
• What challenges have you faced?
• What aspects of the experience have been most interesting, positive?

This is my inaugural semester as a C&T doctoral student.  Also, this is my first blog entry--ever.   My first experience as a doctoral student in C&T at IUP has been both intellectually stimulating and challenging.  I am a GAssistant to Dr. Gloria Park and Dr. Linda Alvine.  Working on the Teacher Scholar symposium with Gloria has been a lot of work,  but the learning process has been tremendous. 

So far, my experiences have been both educational and exhausting.  The readings are interesting, but plentiful.  The writings we have had to do allow for a great synthesis of thoughts and ideas.  I find the writings helpful in helping to process the vast amounts of information we are ingesting.  

The challenges are manageable, but real.  As a wife and mother of three, I struggle to carve quality, undistracted time into my day for my family, while creating utime without distraction for my studies.  The balance is certainly delicate, but I know worth it. 

I have enjoyed meeting many interesting, intelligent people and look forward to growing as both a learner and as a teacher and scholar.  My mind is stimulated, and I plan to forge forward day by day.