I remember when I used to talk on the phone for HOURS!! I would be on the phone late into the middle of the night when I had to be in the house and even when I was doing homework. I remember keeping the line open with my best friend and we would talk back and forth as we did our school work. I even remember when we were finally able to have a 3-way conversation, WOW, we thought that was something! (Now I know I am really dating myself, but...)
SO, what is the big fuss about IM? IM is the NEW (not anymore) form of social exchange just like the telephone was for our generation, only BETTER!! IM "allows users to manage multiple simultaneous exchanges and also track their buddies' appearances and disappearances" (Lewis & Fabos, Instant messaging, literacies, and social identities, p 473) Now I don't have to call someone to see if they are home and available, I just keep my computer on and see the instant my friends are available. It is this instantaneous experience that is relevant to this generation. We all know that the internet and computers have changed this world into needing immediate feedback, better feedback, faster and faster. IM is just another way to derive immediate feedback from and about our friends.
What is exciting to researchers and some educators is how "IM motivates young people to engage in decoding, encoding, interpretation, and analysis, among other literacy processes," (Lewis & Fabos, Instant messaging, literacies, and social identities, p 473). The response in my school district, however, has been to block any access to IM. Not only does the district block access to IM, but to any form of collaborative exchange among people. The Language Arts teachers especially, but many other teachers as well, feel that IM is the downfall of human literacy. I, on the other hand, feel that is an evolved form of literacy and continue to frustrate many teachers with whom I have contact.
I believe that why IM and other technologies seem so threatening to some educators is that the "differences between print and digital technologies...indicates the need for educators to rethink what is means to teach and learn..."(Alvermann, 2002; Kellner, 2002). As the researchers have said "...online reading and writing practices may have been shaped by their print practices, thus providing through regular IM activity more experiences with the reading and writing processes and skills valued in school". "IM is multimodal at its core in that it blurs the distinction between speech and writing." (Lewis & Fabos, Instant messaging, literacies, and social identities, p 475) This "change" in teaching and learning is what is so frightening to some educators that they are willing to try and stop the emergence of new technologies, but are unable to accomplish this because evolution marches on.
Much of the research that has been available points to the fact that participating in IM activity actually helps to create a more literate learner. The researchers found that,"Abby had to be able to scan across windows, spatially, to do the work of this kind of writing. She had to read and write quickly across surfaces, delving deeper only when a particular conversational thread kept surfacing, and thus demanding a more developed response. Making on-the-spot decisions about where to focus one's attention is critical to managing the flow across messages. This is an act most of us are accustomed to performing in conversation, but on that the IM user must master in writing." (Lewis & Fabos, Instant messaging, literacies, and social identities, p 486) Looking at these findings, one understands that indeed there are differences in digital literacies as opposed to offline reading and writing.
When one is involved in IM activity, "...the need to fluidly shift performances from audience to audience is unique to the dyadic yet nearly simultaneous nature of IM". "Writers in digital environments frequently address and are addressed by multiple audiences simultaneously." (Lewis & Fabos, Instant messaging, literacies, and social identities, p 493-494) When actively involved in IM a person may be interactive in many conversations at the same time and needs to respond appropriately to each. Therefore as the researchers describe about Abby,"she is able to shift her performances almost simultaneously; performing "sympathetic conspirator"..., "casual acquaintance"...and "flirtatious friend"...". (Lewis & Fabos, Instant messaging, literacies, and social identities, p 493)
The only rational response to all of the above research seems to be that educators should be embracing these new technologies and learning to use them to their advantage, rather than blocking and forbidding their use. I, for one, will continue to fight for their integration into our school curriculums.
Saturday, March 29, 2008
Friday, March 28, 2008
My IMing
I am not particularly fond of IMing as a pastime. I sometimes use Skype's chat capability to message friends in far flung places. Once discussion becomes more involved, we switch to voice/phone mode. For this program, I signed up with AIM and, invariably. don't sign in... It's almost as if I can't be bothered. For me IMing is really a quick way to get a hold of someone for an answer to a question. Judi and I have exchanged a couple for assignments, and I have been in contact with several other students in the group but really to exchange info. I only sign in when I have to... although I have been trying to be more open about it and try to sign in more. While reading the article, I recalle my own high school days, and the occasional long hour(s) on the phone to friends, invariably talking about boys or parties. I would have loved IMing if it had existed back then, and would have been damned good at it. It might have helped with my general shyness for I was always more of a writer than a talker. At this stage in the game, I prefer email, as I have not yet (this article clued me in) incorporated the partial sentence rule for when you have something long to say. This article was indeed an eye-opener on many levels.
Bene's post Take 2
"Instant messaging, literacies, and social identities" (2005, Lewis & Fabosu) outlines some very interesting characteristics in IM use and users. The prime appeal of Instant Messaging seems to lie in the phone/pass message feel of things or “hybrid spoken/written nature of IM,” as the authors call it, where “users have to be good at sounding as though they are speaking in written texts.” IMing mirrors real life, makes it hyper real and fosters hyper-connectivity, expanding on face-to-face encounters, yet at the same time emboldens due to anonymity or what I would call ‘cyber distance.’
Much is conveyed through IMing such as style, tone, content, intimacy, emotion, distance, popularity… But, as the authors point out, and what I very much agree with is that email seems more appropriate for more substantive discourse with ‘bigger words,’ and both email and the telephone provide a more immediate and practical means of telling longer stories.
The subjects reveal their use of language cues for specific purposes by imitating/mimicking as a way of ingratiating oneself into a group of strangers, of tone modulation for more/less intimacy, or raising/lowering the language bar, and changing styles depending on who the audience is and what the social context might be. I like this notion of “social currency” which is so predominant during the teen years (and often beyond, especially in competitive jobs) and the elements of timing or withholding responses so as to appear a certain way… just like in real life. Phone and face-to-face strategies are being transformed and adapted… leaving “more space for play, parody, and performance.” Quite surprising and reassuring to me was the “seasonal use” of IMing (more in winter, less in summer) which denoted a preference for face-to-face.
Although the researchers lean towards on analytic reflection focusing on the act/results of IMing as a way for students to explore strategies, style, tone, community, etc., they do hint at what I feel can done in a class setting, i.e. "dramatic interpretations and other artistic modes of expression." I am thinking of simulation activities, role play, wordplay, dialogues in a foreign language, and think-aloud exercises. By impersonating a character (Oprah interviews Thomas Jefferson and Albert Einstein together, for example) using the styles they are accustomed to in IMing, not only could students convey ideas but they could doubly explore style, tone, content, strategies, community from the perspective of another (imagined, famous, dead, or foreign).
I also think that tandem IMing can be great with group activities to pair people off as team members. Members of a pair boost each other’s self confidence, motivate each other as in the double-dating example in the text of two boys and two girls.
Being able to print out a dialog or group conversation and sharing with the class would add to the notion of analysis and promote further discussion.
Much is conveyed through IMing such as style, tone, content, intimacy, emotion, distance, popularity… But, as the authors point out, and what I very much agree with is that email seems more appropriate for more substantive discourse with ‘bigger words,’ and both email and the telephone provide a more immediate and practical means of telling longer stories.
The subjects reveal their use of language cues for specific purposes by imitating/mimicking as a way of ingratiating oneself into a group of strangers, of tone modulation for more/less intimacy, or raising/lowering the language bar, and changing styles depending on who the audience is and what the social context might be. I like this notion of “social currency” which is so predominant during the teen years (and often beyond, especially in competitive jobs) and the elements of timing or withholding responses so as to appear a certain way… just like in real life. Phone and face-to-face strategies are being transformed and adapted… leaving “more space for play, parody, and performance.” Quite surprising and reassuring to me was the “seasonal use” of IMing (more in winter, less in summer) which denoted a preference for face-to-face.
Although the researchers lean towards on analytic reflection focusing on the act/results of IMing as a way for students to explore strategies, style, tone, community, etc., they do hint at what I feel can done in a class setting, i.e. "dramatic interpretations and other artistic modes of expression." I am thinking of simulation activities, role play, wordplay, dialogues in a foreign language, and think-aloud exercises. By impersonating a character (Oprah interviews Thomas Jefferson and Albert Einstein together, for example) using the styles they are accustomed to in IMing, not only could students convey ideas but they could doubly explore style, tone, content, strategies, community from the perspective of another (imagined, famous, dead, or foreign).
I also think that tandem IMing can be great with group activities to pair people off as team members. Members of a pair boost each other’s self confidence, motivate each other as in the double-dating example in the text of two boys and two girls.
Being able to print out a dialog or group conversation and sharing with the class would add to the notion of analysis and promote further discussion.
Wednesday, March 26, 2008
Lesson Ideas
With IM you open the doors of your classroom to expand on many different learning experiences. You can take some of the lessons you do in your classroom to a new level.
In the elementary school you can help kids build reading comprehension with their reading. Encouraging students to go on IM and find a friend in another classroom or another school to have a book talk with. They can have list of questions and ideas to share to encourage higher level thinking.
While IMing students tend to use shorter sentences and are more likely to make a mistake on their spelling... Print off past IM conversations that they have had and have the students use their own words to edit and make revisions.
There are different games students can play using IM. They can play word association games with people in the other classes. They can be given a simple sentence and work to compete who can make it more elaborative. Students can be working in groups comparing skills being taught in one class to another. They can work in teams share information about the location they are at and compare to where the other team is (this would be great if they were in other states or even countries).
IMing can go beyond the typing and use videos to chat from one location to the next.
Students in one class could be responsible for part of the morning news.
Older students can read to younger students. This would also be great for ELL students to have someone read to them.
Using the video chatting would be great to use when someone is absent. This would not replace the importance of in-class learning but this would be a great way to keep someone connected if they were out for a long time.
Bringing IM into the classroom is a new way of using communication that makes us all stretch our thinking outside the box or should I say wall of our own classroom. :)
In the elementary school you can help kids build reading comprehension with their reading. Encouraging students to go on IM and find a friend in another classroom or another school to have a book talk with. They can have list of questions and ideas to share to encourage higher level thinking.
While IMing students tend to use shorter sentences and are more likely to make a mistake on their spelling... Print off past IM conversations that they have had and have the students use their own words to edit and make revisions.
There are different games students can play using IM. They can play word association games with people in the other classes. They can be given a simple sentence and work to compete who can make it more elaborative. Students can be working in groups comparing skills being taught in one class to another. They can work in teams share information about the location they are at and compare to where the other team is (this would be great if they were in other states or even countries).
IMing can go beyond the typing and use videos to chat from one location to the next.
Students in one class could be responsible for part of the morning news.
Older students can read to younger students. This would also be great for ELL students to have someone read to them.
Using the video chatting would be great to use when someone is absent. This would not replace the importance of in-class learning but this would be a great way to keep someone connected if they were out for a long time.
Bringing IM into the classroom is a new way of using communication that makes us all stretch our thinking outside the box or should I say wall of our own classroom. :)
Tuesday, March 25, 2008
Clint: His History of IM
IM for me began with a using local Bulletin Board System. These were local hosts that used ANSI graphics to connect local users for various interests. While these messaging was not as "instant" as today's AIM type programs, it really began they idea of social networking. Users could request help, files and directions for various computer activities. It was a way for friends in the area to join in a online discussion.
Next for me came CompuServe. We shunned AOL and prodigy at my house and went for the "serve". This introduced better graphics and wider interests than local bulletin board systems could offer. This was my first experience at communicating with anonymous people about subjects that interested me, like sports and computers. Again,the typical IM system was not there, but the boards became pretty quick responding. Almost a delayed IM, maybe on par with what Twitter or Pwnce is today. Still this really started the notion of social networking online across the entire country, rather than just in your town.
Soon after came that advent of IM. I used it with friends in college to keep in contact. I found that IM began replacing phone calls as the way to communicate. Sitting on your futon playing PSOne waiting for the infamous chime of the AIM to go off, was a college experience. It was a new way of communicating because it was quick and easy, and very much straight to the point. However, I soon found that one problem with IM is reading your own inflection into the messages. So sarcasms and subtleties are lost and can be an inherent problem with IM.
Since then, I use it to maintain my social contacts, however, text messaging has cut into that, along with communicating through mediums like Facebook.
I think that the appeal of IM is that you can talk and multitask much easier through AIM, than through talking on the phone. Its really the new way to communicate in a multi-tasking world.
Applying it to the educational world is tough though. I've been in classes where the teacher is ignored while virtual conversations occur around them. Also, as discussed in the article on page 491, conversations can be copied and pasted and shared throughout. This would obviously not be good in a test taking situation. However, in the case that it can be managed or observed by the instructor, the conversations could be quite beneficial. For instance, a student could get instant feedback or help if one was confused.
With 2nd graders, I don't think my opportunity to interact with them through IM is of great use right now, but it will be fun to see how the effect of IM in classes trickles down from the collegiate level to the elementary level.
Next for me came CompuServe. We shunned AOL and prodigy at my house and went for the "serve". This introduced better graphics and wider interests than local bulletin board systems could offer. This was my first experience at communicating with anonymous people about subjects that interested me, like sports and computers. Again,the typical IM system was not there, but the boards became pretty quick responding. Almost a delayed IM, maybe on par with what Twitter or Pwnce is today. Still this really started the notion of social networking online across the entire country, rather than just in your town.
Soon after came that advent of IM. I used it with friends in college to keep in contact. I found that IM began replacing phone calls as the way to communicate. Sitting on your futon playing PSOne waiting for the infamous chime of the AIM to go off, was a college experience. It was a new way of communicating because it was quick and easy, and very much straight to the point. However, I soon found that one problem with IM is reading your own inflection into the messages. So sarcasms and subtleties are lost and can be an inherent problem with IM.
Since then, I use it to maintain my social contacts, however, text messaging has cut into that, along with communicating through mediums like Facebook.
I think that the appeal of IM is that you can talk and multitask much easier through AIM, than through talking on the phone. Its really the new way to communicate in a multi-tasking world.
Applying it to the educational world is tough though. I've been in classes where the teacher is ignored while virtual conversations occur around them. Also, as discussed in the article on page 491, conversations can be copied and pasted and shared throughout. This would obviously not be good in a test taking situation. However, in the case that it can be managed or observed by the instructor, the conversations could be quite beneficial. For instance, a student could get instant feedback or help if one was confused.
With 2nd graders, I don't think my opportunity to interact with them through IM is of great use right now, but it will be fun to see how the effect of IM in classes trickles down from the collegiate level to the elementary level.
Welcome
Hi Everyone,
Welcome to Bene's, Casey's, Clint's & Judi's Blog. We hope to have some very interesting discussions with you.
Welcome to Bene's, Casey's, Clint's & Judi's Blog. We hope to have some very interesting discussions with you.
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