Karen Lunsford, UC- SB

“Constructing Hybrid Courses as Information Literacy Landscapes”

does not have a course mgmt system yet
proprietary… don’t play together

Moodle and Sakai

want to get in on the ground floor

comparing hybrid courses with f2f courses to show they are equivalent
required to show that hybrid = f2f at UC

How do you bring the library into the course mgmt system in meaningful ways?

No place for the library. As if you don’t need the library at all.

Sakai, samples
6 classes, first year comp
some writing for engineers are first year comp
not the research-writing class
one of the assignments in the quarter has the intro to the library

tried four different things
1. incorporating links to the library
2. uploaded library orientation materials to resource folders
3. screen capture videos of accessing library
4. chat room space with the librarian

looking at effectiveness of different techniques
did a survey of all students at end of class
did they all own computers? yes. Everyone had a laptop.
What resources on the site did they access? did screen captures to remind
focus group at the end to follow up on survey questions 5 or 6
Asked if they were like fb

trying to make moodle and sakai look more like fb

quotations from focus group T=tape, P=person

links and resources folders… Students did not even see them.

links, if there was a link, they didn’t want to be taken to the library… they wanted to be taken to the exact database they needed

One of the conventions for hypertext is they take you directly to the sources that they need.

Students were confused by multiple streams. “I’m not sure how these resources relate to each other.”

Videos and chat rooms were popular. Really liked them because they told you exactly where to go.

How are we going to integrate literacy into these kinds of spaces?

Information literacy = a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information

leaves out: Sakai is work. not committed to the Sakai site. My friends aren’t there, so we are ignoring it.
I checked it more often than if it were just a website. I tried to do more work because people were going to be looking at it.

how do resources work together?

Annemaree Lloyd redefining information literacy. Journal of Documentation
ability to know what there is in a landscape and to draw meaning for this…”
looking at firefighters, engaged in the firefighting

how do we bring in this metaphor?
continue with video, getting people engaged with the librarians

visualization software somehow

Question: Would the breadcrumbs concept Mary talked about help you map in the way you are talking about? Need to send that note to Karen.

Joan Latchaw, U of Nebraska- Omaha

not really a hybrid example,

difficult dialogue on Blackboard

everyone participated, 14 students, about a week
2 students continued for another month

perception at the time was “worked well”

idea was this would serve as a counterpart and corrective for f2f that has broken down

was it correct? analyze the posts, using Habermas’s speech act theory
Habermas talks about the public sphere
says everyone should have right to speak because they are people

His narratives served as parables (I think).

went through the posts to see

expectation that Brad would give an autobiography to show where he was from
but what if that were painful? Is he required to throw this out to the whole class?
She said she was disappointed.
I think this is potentially trauma (the four year old with words thrown at him).

relieved that we didn’t get back to this debate

What did I learn?
lesson on facilitation

don’t facilitate as much as we need to
so much emphasis on student-centered classes

I wish I had known more about “difficult dialogues.”

Taken several of the kinds of comments, show how they were going into argument.
Last thing I could have done was to look at the kinds of statements.

We don’t talk about process of communication very much.

Nicole Nguyen, Michigan SU

recent Pro Writing grad from MSU
writer, editor, web designer, future law student
concerned with how copyright affects my own work as a writer and designer

How do I share my own work and keep it mine?
What can I mix?
What are the bounds?

Students are not learning enough about intellectual property in classes to be successful writers.

Why 1st year?
MSU is a research institution.
1000s of students. B/c we have so many, there are sections.
focused on writing with themes Science and Law & Justice

mass email
asked specifically for those who taught it
very few responses
lack of participation in study, unclear why
–undergrad v grad research or how many are teaching it

Do you include?
How long do you spend?
Describe the materials used.
How important on a 1 to 5 scale?

People were already interested who responded. They all taught it for 3 weeks or more throughout the class.

Asked the same question to the students.
Also asked if they were interested.

Students:
42.9% said one or two classes
35.7% said one or two weeks

Law and Justice said:
57.1% 1 or 2 class sesions
33.3% said one or two weeks

Sci and Tech
58.8% said 1 or 2
35.3% one or two weeks
5.9% three weeks or more

Students didn’t remember having been taught this for three weeks.

Student interview Caroline:
jr
narrow def of IP and copyright
curious about other aspects of copyright
had not thought about having a copyright claim over her own work
connection btw context of learning and broader view of the sub, how that knowledge can be applied

She did not identify her work in the digital world. Didn’t see it as writing.

Student interview Alice
sophomore
confident about her knowledge, willing to push
applied her knowledge
more conscious of copyright
uses Creative Commons licensing
copyright is not common sense
wants to know what you can and cannot do and why

Students who were interested had more knowledge.

Difference between teacher and student perspective.
Students were not taking in the text.

Are students learning enough about IP?
Only able to survey 3 classes and 3 teachers. Students are still missing the background info.
Writing already and some people don’t realize they are writing already.

Next steps
Repeat the study on a larger scale
survey and interview students in other fields
expand to other universities

Casey McArdle, Ball State U

“The Digital Emergence of the Public/Private Authority”

students said “ruined the internet for them” when I gave a short version of this to my students

What is my job?
educate them
rhetoric and grammar- fish
hold hands and talk about our feelings -elbow

My answer: How do we keep from being tricked by The Man?

re-examine the public sphere and the private authority by re-examining Web 2.0

Tim O’Reilly and Web 2.0 (2005)
google AdSense
Flickr
BitTorrent
Napster
…

Why did he get it wrong?
2.0? what is it? creator of word says “they have embraced the power of the web to harness collective intelligence” (O’Reilly)

McArdle’s version of 2.0
“dev and creation of websites that utilize the nature of the web as a means to comm via online constructs set in place and/or created by the designer to utilize such constructs. Essentially, for the web by the web”

Web 3.14 (web pi)
anything created for the web to utilize the medium is web 2.0

what does this have to do with Habermas?
for Habermas, the creation of these spheres came from his social observations and his belief that modernity “is largely the product of the Enlightenment dream o a free and just society guided by the light of reason” (Leitch 1742)

Habermas’ Spheres and the web
Private: civil society, family/internal, educational
Public: market place, consumers, advertisers, revenue
Private authority: who you have to get through to be able to put on the web (I guess CS people, who holds your blog,etc.) search engines, browsers

Defines authority. 12 lines

Controlling the web…

Are we really acting without constraints? Or are they guiding us.

Perceptions of the web… talking about browsers
code interpreting the code
give you a projected image

Interesting to see breadcrumbs with different browsers… That would be unique.

Habermas said we must have a “civil society” for the public sphere to work

Using web 3.14,
“global brain”
blogosphere is the equivalent of constant mental chatter in the forebrain
blogosphere has begun to have a powerful effect (O’Reilly)

Different Lens
basically any web app can be seen as software (O’Reilly)

James A. Evans… very disturbing, but important

a call to action:
How are we called to action?

Building a digital bridge
by re-examining the basic constructs of the web
understanding the multitude of publics and the lens afforded by the Private Authority

Mary Karcher, Wayne State U

“Hansel and Gretel in Cyberspace: Following the Breadcrumbs in a Forest of Hypertext”

What happens when we’re in a nonlinear environment?

“we need to id language an pedagogy that allows us to addres lack of coherence in the hypertextual documents our students produce”

Recent scholars have looked to other genres of writing and other disciplines to see how other mediums convey coherence
avant-garde movement (Sirc)
collage artists (Janangelo)
Hypertext fiction (Bernstein)
Hip-hop (Sirc)

constructive hypertext
exploratory hypertext

common website navigation tools
site map
drop-down menus
back button (follows user’s navigation through the site)
breadcrumbs

Has grown in popularity: breadcrumbs
creates links, show hierarchy of the website
sometimes are overlooked, but never misunderstand

3 types of breadcrumbs
location – conveys the position of the pg within the overall site hierarchy
path – show the specific path a user has taken to arrive at the current page
attribute – uses many breadcrumbs representing possible locations

When they produced research papers, I told them to be careful. It may be related, not necessarily relevant. Here (attribute breadcrumbs) is where you can put all that info.

Breadcrumbs increase the site’s coherence…

Mike Edwards, US Military Academy at West Point

1. ambivalent exigency
“you are accessing” … government watching
proposed plan to monitor electronic

May manifest practices that are nascent.

“new tech can be used to reinforce… and to create… more insidious ones”

“every day a stronger and fiercer group” of watchers are pursuing their victims

“a good man speaking well” by Quintilian, was during the decline of oratory, a fantasy

Next

Military commanders have become concerned and feel that blogging breaks the rules.

There is a state of surveillance. It forces them to “write between the lines.” (Strauss Persecution)

secret, hidden meaning… Maybe X was correct on Quintilian being subversive.

Tacitus…

IV. Problematic Text

video… leadership of academy, played by cadets
no sound- got it

This video ignores/flaunts the surveillance.

deeply public text, very transgressive
doesn’t match Strauss, because it is not hidden

He put up Clickstreams, but was found by the West Point people and sent to his boss. (Now they are closed.)

regulate behavior of those under domination AND those in charge

Military offers a testbed for students… Many of my students are increasingly certain they are being watched all the time.

Who watches the watchers?… We ourselves. All of us?

My name, on page 3, comes up on my husband’s glamour photography blog. Perhaps I should talk to him about that.

C. Scott Wyatt

confronted with a changing reality
taught at CCs for many years
went to get my PhD

Hit a new reality. They were complaining about articles he wrote as long as 1986. Wrote about views on religion, how she didn’t like them. Complained in my eval on Web Design.

creative self-advocacy for autism, person argued he was for Big Pharma, Technical Writing class

Should we talk about the audience online?

How many in my class has googled me?
knew what politics I had worked for

How is this an unintended audience?
That’s not audience.

Threaded discussion of audience. Juniors and seniors only.
17 volunteer participants (asked 2 classes)
six mentioned “specific group”
12 indicated an aud shares a purpose and goals
aud. perceived as a primarily academic concept
only four said they are anyone receiving a message- included unintended readers

Audience analysis is core stated

Texts constrain understanding audience.

Rvwd a dozen books we use for comp classes

“shaping a paper for the discipline”
“teacher”
“teacher and sometimes other students”

Students were paraphrasing, even quoting the texts we use.
Aud is “academic only”
students were giving the “right answer” when interviewed

We need more examples in texts, to explain audience is
a lot more than what we are teaching

Note: I have just googled myself. Very interesting what came up.

Bill Cope, UI

I expect you to be doing other things that are tangential.

reproducibility- something possible

“The Work of Writing in the Age of Digital Reproducibility”

the new and the not-so new
New? Not new. Concept of the virtual.
In fact, what we’ve done from the moment of writing. tele-presence
technologies across distance
auras of authenticity
tropes of proximity
seems like you are close to a friend, and you are, but the friend is not present
virtual worlds are not new for virtualness

New? Not new.
hypertext
non-linear
the role of the reader

#1 About 1500 (not 1450)
We basically know what happened in 1450, Gutenberg alphabetical-movable type.
Modularized production text

Textual interest was 1500

an intratextual order
hand illumination on edges
interior of page is printed
no TOC
no index

Page numbers were part of non-linear technology.

No one ever read Bibles linearly.

an intertextual order (around libraries, …)

a cultural order (…)

#2 Petrus Ramus (1515-1572)
textbooks
created books around chunks of text
in that created textual structures which are now modern
including how architecture works on computers
book by Ong on him

What could be new?

Conceptual more than empirical.
4 themes about the New Media
4 consequences for a new learning
M1/ Agency L1/Design
M2/ Differences L2/Productive Diversity
M3/Multimodality L3/Synaesthesia
M4/Navigation L4/Reflexive

When digitization came along, encyclopedia didn’t change immediately. But did change. Wikipedia.

Book- Gamer Theory, built around a wiki argument

This is a book you are meant to write in.
Designed to be written in (kindle-ish book)

Television, youtube, etc
profound obscurity

photoalbum, flickr

narrative- it’s a game

agency= set of relationships

familiar auras, but profound shifts in the balance of agency

used to have tidy distinctions between writer/reader, actor/audiences, designer-producer/consumer
now all users

in the context of an epochal shift in the balance of agency:
in postFordist workplaces
in markets
in the new media
in the inner logic of the commodity
in our means of production of meaning

Used to live in mass media, handful of TV channels, one or two newspapers.
Could talk together on the same topic.

Mass media going.

Creates enormous openings of agency.

Difference becomes an issue. We could assume we were all the same when we read the same thing, did the same thing. Unbelievable proliferation of differences.

Material: class, locate, family

Corporeal: age, race, sex and sexuality, physical and mental abilities

Symbolic:

First order categories defeat their purposes… The meaning is too vague, changes, are not unique.
We need to look at the substance of these differences.

new dynamics of difference
conditions for divergence within and between discourse communities, ability to become more different
modes of access
economies of small cultural scale

“polyglossia” world’s language diversity doesn’t have to be disappearing
Wikipedia has the alphabet of an aboriginal group in Australia with a new alphabetical character
the languages are available

Mechanically… manufacturing unit moved from character to pixel
can put image and text
Remember older books with separate pages of plates?
Image on the same page, in this environment, and sound… Radical multimodality.
sound/image/text deeply overlaid

Kress – word culture to image culture
word fetishism- word, versus stained glass windows with Protestantism (very odd reading of that)
valued word over image, interesting cultural phenomenon

#3 photolithography
word culture to image culture, began when you could put an image on a page
50-70 years ago

Are we writing now, or are we talking?
An email … is by and large the grammar of speaking
Twitter… grammar of speaking

Visual is becoming wordier.
Grammar of a building should be visible from its physical structure. – architecture
parsing the structure of a sign, these days

We’re not moving away from words.

Video technologies now allow writing easily.

more words = multimodal inveiglement

M4/ Navigation
when was text 1st digitized?
what was the first mass application of digital text?
We think of this as happened the day before yesterday. What is the length of this cycle?
phototypesetting, 1967
42 years ago, might have more to go
1970s… phototypesetting became mass applied

#5 Generalised markup language
invention in 1970, in 1986 became SGML
revolutionary, you are making up the text
you are marking it up semantically and schematically, which manufactures the text
separates text function from text form, in order to allow variability in rendering

word processors, what we need is SGML (Would this apply to UZH people?)

incunabla (pre-1500), I think we may be in a new era.

New types of text work- interesting PP slide… Maybe I can see those

textual encounters:
ersatz id’s icons, links, menus, thumbnails, file names
datebases, structured text, tags, taxonomies, folksonomies

new cognitive orders:
…

L1/Designers
need to think about design, doesn’t just describe morphology, but it is a form of action
Kress, The Theory of Multimodality (maybe)

Theories of learning
Bloom’s is based on cognitive theory.
Mine is “things you do to know.”
student-as-designer, actively makes things

L2/Productive Diversity
move from one-size-fits-all
Productive diversity principles
in the new learning book– look at this (how do I find it?)

L3/Synaesthesia
privileging the alphabet– must learn to write and read
when in fact we’ve been working with image, drawing all our lives
Read: Pedagogies journal Multimodality
intrinsic multimodality in writing, speaking…

L4/Reflexive Pedagogy
2 theories
New Learning by Bill Cope and someone else
didactic<>mimetic
authentic<>synthetic
transformative<>reflexive

Note:
Read: Ubiquitous Learning from UI is going to be coming out.

ubi-learn.com
Journal and a conference, Dec. in NE

learning by experiencing
conceptualizing work
analysing work
applying work
teacher-by-designer
a prospective view and a retrospective view
learner text and teacher text
markup by knowledge process…

cglearner software is in beta and free to use…
would that be useful?

job advert: 1 full time Ruby programmer at UI, three years.
wwcope.com
Talk to Ron about this. Where would it need to go? Is it there? What are the requisite skills?
Ad is going out in a couple of weeks… What?

Note: I need a way to mark my own notes… Is that available within WordPress? Ask Ron.

Note: Okay, I need to get this and watch it again. Way too much stuff. I couldn’t even write what he had on the PP, much less what he said.

Questions:
Always multimodal? Text and image. Is text-centered world a fiction?
Aren’t we remediating that with digital?

Yes.

Blurb about social networking for younger children. What?

building relationships
bldg idea that students are working for themselves, not the tester or the teacher
other students will comment in other ways

some of our textual practices are still going to be changing
serially individualized world
cloud world- lots of people can work on it at same time, work within
happens in Chemistry, data mining
barely left the world of Gutenberg
glimpse of future

“We just saw the world’s economic system completely collapse.” Really? I don’t think so. It would have changed our world significantly different.

Alison Witte, IUPU Fort Wayne

I am not a technology-savvy person. I wanted to try something different.

Start a blog for my class. Not just going to jump into this. What else are people doing? How are they setting them up? How are they organizing?

I’ll do some planning.

What is a blog supposed to do? Professional writing blogs. blogs on blogging.

“an easily created, easily updateable website that allows an author… to publish instantly on the Internet” (Richardson 17)
decided that they should be responding to something
people should be reading and responding to it

I found some blogs that are very active.
This is what I wanted. I want them to be angry. I want them to be writing to each other.

pop culture in my classes

Multi-textual,

Want them to be engaged within this. In-depth engagement.

Started with some basic Google searches. Looking at composition blogs. None with student writing on them.

What? How did she find? How did she see these? She didn’t find Davis English, obviously.

What are people doing with these class blogs? Why are they out there? What are they putting them on there?

Looked for first year composition class
10 or more posts
school location and size
currently active and being updated

When were you looking? Because during summer, mine are not active right now, but are up. What time was she doing this?

Findings
Instructor assignment post
labeled as assignment or prompts
Many of them were for assignments that weren’t on the blog.
Quizzes
This was the most dominant thing that I found.

Administrative posts
General class announcements
due dates, class schedule changes

Responses to students’ posts
responses or comments to others’ posts

Original student posts
responses to instructor’s prompts
unprompted thoughts or questions

Results
4 of 9 were completely administrative
other 5, second most imp thing was classroom administrative post
5 of 9 were original post dominated
1 blog contained posts from students in its main visible feed
all lacked interaction between the posts
More like a bulletin board rather than a conversation.
No one was doing anything with it.

Conclusions
visible blogs seem to be primarily admin
blogs in comp classes are not encouraging responsive, interactive student writing
Blogs are not encouraging the non-classroom blogging practices and skills of responding to other participants, responding to other texts, or linking to other texts.

Suggestions
Have blogs where everyone is posting
Requires posts and comments on course content and student writing
blog about blogs
write a hybrid blog
- combine a collaborative, administrative blog with links to individual student blogs
- let them use them as spaces for writing, research