Questions for Reflection and Discussion Li t eracy Ecologies, Social Networking, and You MARTINEZ 1102 Objectives: • Students should begin thinking about their own literacy ecologies as they read Edbauer and record their FB activities. • Students should become aware of the many literacies that are displayed on FB, and should be thinking about how these literacies are related after reading Brooke and Rice. • Students should begin to notice patterns in the purposes of their FB activities. Task: Keep a log of everything you write on Facebook using a “double- entry” method. On one side of the chart, summarize what you wrote (keep full record at home). On the other side, reflect on what you were trying to do with this writing. What reactions were you expecting? What was your purpose for posting this or sending this message? What specific people did you expect to read your post or message? Who replied? Readings, Weeks 1-2 -Edbauer, “From Rhetorical Situation to Rhetorical Ecologies” -Rice, “Appropriation” chapter in The Rhetoric of Cool -Selections from Brooke’s Lingua Fracta -Roozen, “Tracing Trajectories” Use Antoine Dodson example to discuss rhetorical ecology and appropriation Assignment, Weeks 1-2: How Addicted Connected Are You? Facebook Entry Log • Does what you communicate on FB reflect your experiences at school? Think about the connections that Roozen identifies with Brian. • How can you relate Rice’s argument for appropriation to Edbauer’s discussion of “Rhetorical Ecologies?” Can digital texts build and reflect ecologies? • What do you think Brooke would suggest about the building of meaning or exigencies in the Antoine Dodson example? ENC 1102: Assignment Sequence and Scaffolding Martinez 1102 Assignment Sequence 1
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Questions for Reflection
and Discussion
Liter
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Ecol
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s, So
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MARTINEZ 1102
Objectives:
•Students should begin thinking about their own literacy ecologies as they read Edbauer and record their FB activities.
•Students should become aware of the many literacies that are displayed on FB, and should be thinking about how these literacies are related after reading Brooke and Rice.
•Students should begin to notice patterns in the purposes of
their FB activities. Task:
Keep a log of everything you write on Facebook using a “double-entry” method. On one side of the chart, summarize what you wrote (keep full record at home). On the other side, reflect on what you were trying to do with this writing. What reactions were you expecting? What was your purpose for posting this or sending this message? What specific people did you expect to read your post or message? Who replied?
Readings, Weeks 1-2-Edbauer, “From Rhetorical Situation to Rhetorical Ecologies”
-Rice, “Appropriation” chapter in The Rhetoric of Cool
-Selections from Brooke’s Lingua Fracta
-Roozen, “Tracing Trajectories”
Use Antoine Dodson example to discuss rhetorical ecology and appropriation
Assignment, Weeks 1-2:
How Addicted Connected Are You? Facebook Entry Log
• Does what you communicate on FB reflect your experiences at school? Think about the connections
that Roozen identifies with Brian.
• How can you relate Rice’s argument for appropriation to Edbauer’s discussion of “Rhetorical
Ecologies?” Can digital texts build and reflect ecologies?
• What do you think Brooke would suggest about the building of meaning or exigencies in the
* Students should apply their understanding of rhetorical ecology to various FB situations, and should be able to analyze their connections.
* Students should be prepared to use their analyses to question the claims made by Vie and other aspects of the “Digital Divide 2.0” conversation. They should explore how they use social networking critically, or at least how they can critically analyze their use
* Students should begin to ask questions about how their own uses of social networking are related to the uses of others (students, professionals, and organizations)
Task:
Use Edbauer’s concept of rhetorical ecology and your FB log to consider your own literacy ecology. What patterns can you trace across your posts? Did any of them have similar purposes? What literacies are reflected in your posts? What did you choose to share, and why did you choose these things? How are your literacies combined or reflected through your posts?
Present your analysis in a FB note and tag our class page. Once everyone has posted, read at least two other analyses and think about how your notes are related? Can you notice any patterns? Post these on our wall.
Assignments2, Week 5-6: Research Log and ProposalObjectives:
* Students should apply their understanding of rhetorical ecology to various FB situations, and should be able to analyze their connections.
* Students should be prepared to use their analyses to question the claims made by Vie and other aspects of the “Digital Divide 2.0” conversation. They should explore how they use social networking critically, or at least how they can critically analyze their use
* Students should begin to ask questions about how their own uses of social networking are related to the uses of others (students, professionals, and organizations)
Task:
Keep a log of questions that you would ask as you read these articles. How can you draw from your own FB analysis to expand on the arguments being made in the readings? Then, decide what else you need to know in order to enter these conversation. What questions should you ask, and where should you start researching?
Write these questions as a note and tag our FB group. Read through the questions posed by others and find three people with similar questions. Message these people and create a new group. Use this new FB group to share your research and develop your research questions and research proposals.
Readings, Weeks 3-6-Vie, “Digital Divide”-Selections from Cynthia Selfe and Gail Hawisher, Literate Lives in the Information Age: Narratives of Literacy from the United States-Budeja, “Facing the Facebook”-Popken, “How Sheriff Uses his 10,000 FB Fans to Solve Crimes”
Use Toyota Venza commercial to discuss VIe and argument against students’ critical use of digital literaciesUse “Facebooking and Lonely” video to discuss Selfe and Hawisher
Martinez 1102 Assignment Sequence 2
Potential Research Questions to be Developed:
How is a person’s (student’s?) “literacy ecology” reflected in his or her use of social networking?--research
could expand past FB, and could include case-studies and/or interviews
How do college Freshmen reflect their literacy ecologies on their FB profiles?--Case-studies or focus groups
could be used to address conversations in “Digital Divide 2.0” conversations
Do college students use social networking critically? How so?--Questions could expand from FB log and
analysis, where students use their own experiences to question those of others
How does FB fit in with the rhetorical ecology of a particular social issue? What purpose or exigence does it
serve and/or create?--Students could look at FB groups and pages for other discourse communities, even if they
do not have a FB themselves.
Are students’ literacy ecologies reflected in the classroom? How so?--Questions could develop from Selfe and
Hawisher’s identification of the “teacher’s duty” to “catch up” with students’ digital literacy.
How do students use their literacy ecologies in the classroom?--Questions could develop from Roozen’s study to
trace how other students navigate through writing activities and tasks.
Note:
It is my hope that students will work in their research groups to develop questions, but that each of them will have their own deliverable to
present at the end of the semester. What those deliverables will look like or what those questions will be, I don’t know, but I would be very
