sleeping alone and starting out early

an occasional blog on culture, education, new media, and the social revolution. soon to be moved from http://jennamcwilliams.blogspot.com.

Archive for the ‘creativity’ Category

on the decline of print media

Posted by Jenna McWilliams on November 10, 2009

The career counselors thought physician’s assistant or forester but I was born to this job like sturgeon.
My mechanic says cars are like people:
the oil’s always trying to find a way out—he beats off
twice a day in the utility sink.
The berry pickers heading home at dusk agree but it’s not oil, they say,
picking red clots from their feet,
it’s something else. It’s easy enough for them,
moving slowly in discolored robes, but I could never wait
so long for anything. At this speed shapes are baffled and missiles hover warily.

My composition coach treads in fear of modifiers but that’s
how they do it, I swear, warily. The architects guffaw.
That’s all we do is modify, they grin, turning back to their tables. Each night
they make love to someone who likes them less and less.
The journalists, my friends, have stopped taking notes. They are drawing their lions again; it’s impossible now
to get them to stop. We meet for drinks on Thursday nights
and an aproned man slaps an egg beater into his palm at the door. My friend,
says the editor, the earth doesn’t speak to us. We speak to each other and pretend it was the earth.
Then there isn’t much time, the berry pickers cry, squirting juice across the page.

Posted in creativity, journalism, poetry | Leave a Comment »

you have to watch this vlogpost

Posted by Jenna McWilliams on October 27, 2009

file under: world’s most awesome 16-hour vlog project

This link to pure awesomeness comes to you courtesy of my buddies, Jeffrey Kaplan and David Phelps. If you care about literacy or the learning sciences, you will die of joy.

Posted in awesome, creativity, graduate school, joy, learning sciences, literacy, poetry | 1 Comment »

how to eat pistachios and where to buy your jeans

Posted by Jenna McWilliams on October 6, 2009

Here’s how the infamous ex-soon-to-be-son-in-law of Sarah Palin, Levi Johnston, eats them:

And speaking of advertising campaigns that have no problem taking advantage of perfectly unsuspecting people, Levi Strauss & Company has unveiled a new campaign called “Go Forth.” Here’s a sample commercial that embodies the tone and spirit of this most recent sales offensive.

This campaign takes on a tone similar to the 2000 Volkswagen commercial that featured Nick Drake’s “Pink Moon” and a group of young adults in a VW Cabrio who choose the purity of a beautiful nighttime drive over the stumbling chaos of a college party.

To be honest, the Nick Drake commercial seriously moved me, and I bet if I’d had the money I would’ve gone out and gotten me a Cabrio. Though if we’re going to be really honest about it, I was that kind of 20-something: I read a lot of Ginsberg. I bought extra copies of On the Road to hand out to my friends. I listened to Dylan, refused to own a TV, and made sure everyone knew it oh god I was such a lame-o.

I was, I’ll admit, curious enough to go to the campaign website, which features a Blair Witch-style video featuring the lost treasure of Grayson Ozias IV. Ozias, according to the site, was a close friend to Nathan Strauss, a nephew of Levi Strauss, and he disappeared in the late 1800’s to explore the Great America. Along the way, he buried $100,000, presumably his entire inheritance. Levi’s has Officially Discovered the cash and will give it away to whoever locates it.

The Levi’s commercial–in fact, the entire campaign–is beautifully executed and would be pitch perfect if it weren’t for the tiny detail that the whole thing is engineered to sell run-of-the-mill clothes manufactured by a company whose labor practices are controversial at best.

God, it’s all a lie. Over at ARGNet, Michael Anderson explains that one key member of the campaign is Jan Libby, formerly of lonelygirl15. If you know your YouTube history, you know that the lonelygirl15 webisodes were carefully (some might say brilliantly; others might say a bit too preciously and heavy handedly) engineered so that viewers couldn’t tell whether Bree, the protagonist, was completely real, kind of real with a scripted story, completely made up or some combination of the above. (If you don’t know which category she ultimately fell into, then I leave it to you to go forth and see the Great Wikipedia Page.)

I can handle the idea that a group of smart(ass), young, new media types would try to make money off of an enormous cultural dupe. I can even accept that Volkswagen and Gap would see nothing wrong with climbing the economic ladder by stomping on the heads of our most awesome dead celebrities.

But Levi’s is trying to out-Whitman Whitman. It’s trying to out-Christopher McCandless Christopher McCandless. It’s trying to out-Dorothea Lange Dorothea Lange. This is a case of a company that wants so badly to be viewed as a Real American Original that it will go so far as to manufacture a Real American Backstory even though nobody’s buying it.

Seriously: Go to the site. There’s a Last Will and Testament of Grayson Ozias IV. There’s the hint at a cast-off pedigree (he is, after all, the fourth and presumably last of the Grayson Oziases, and he turned his back on all that mantle could have meant). The video presents beautiful young men and women frollicking to the backdrop of a grainy sound recording, apparently of Ozias himself explaining his decision to set forth into the great Unexplored America. “Therefore,” he states with unequivocal soundness of mind, “I commit the fortune I have made in my travels back to the earth from whence it came” (cut to beautiful young people in Levis uncovering and then reburying an old-timey trunk).

This is clearly a corporate attempt at harnessing the spreadability factor of social media. And I wonder how well it’s working. For my part, the only message I’m interested in spreading is a message about how lame it is to create a fake genuine American hero to sell fake genuine American apparel.

Posted in advertising, America, celebrity, convergence culture, creativity, lame, literature, spreadability | 2 Comments »

blogging as a pedagogical tool: some initial ideas and a request

Posted by Jenna McWilliams on September 30, 2009

I’m hoping to crowdsource some brainstorming about the pedagogical potential of blogging on learning. Lately, in my work with Dan Hickey’s 21st Century Assessment Project, I’ve been thinking tons about how integrating blogging in the formal English / Language Arts classroom might build a rich new media environment for ELA students. I’ve started a provisional list below but am hoping that others (most importantly for me, people who have worked with blogs in their classrooms) can offer ideas for additions to this list.

First of all, it’s worth noting that my approach to the value of blogging for teaching and learning in Language Arts is deeply informed by the work of a number of teacher-researchers from several fields. Most notable among these are Paul Allison, whose chapter “Be a Blogger: Social Networking in the Classroom” (in Teaching the New Writing: Technology, Change, and Assessment in the 21st-Century Classroom, by Anne Herrington, Kevin Hodgson, and Charles Moran) offers a glimpse into the day-to-day workings of a blogging-focused ELA curriculum; and Sam Rose and Howard Rheingold, who have devised (and made publicly available) an enormous set of resources for teaching in and through new media platforms.

My approach is also informed by my personal experience as a blogger–really, to be fair, as someone who is willing to squeeze out nearly anything in order to make time for posting. By even my most generous estimate, I spend far too much of my time blogging–unless you account for the formative value of blogging for someone like me. I am convinced that the intellectual and identity work required for me to maintain this space has led directly to my growing prowess as a researcher, reader, and writer. You cannot convince me otherwise; so do not even bother trying.

My experiences and the reading I’ve done about the value of blogging for learning informs everything that comes next.

Characteristics of blogging that support new media literacy

Reaching a wide(r) reader base
It’s important to note that blogs differ in purpose from many seemingly similar writing platforms. It’s obvious to most that a blog is different from a personal journal, in that while many of us may hope to have our journals read by a larger public some day, blogs are actually intended to support wider readership. The majority of blogs are public (meaning anybody can view them) and taggable, and they come up as legitimate sites in web searches.

Blogs also differ from forums, chat rooms, instant message programs, and social networking sites like Twitter and Facebook. Of all of these spaces, blogs are generally the most polished, the most text-based, and the most supportive of extended engagement with a single idea.

Shifting from intended audience to intended public

This idea is ripped from Howard Rheingold, who (tapping into some Habermas) writes that

[m]oving from a private to a public voice can help students turn their self-expression into a form of public participation. Public voice is learnable, a matter of consciously engaging with an active public rather than broadcasting to a passive audience.

The move here is away from the “please read what I wrote” approach to “please act on the ideas I’ve written down here.” The regular practice required for building and maintaining a blog’s readership helps to crystallize this shift and helps writers to see there is a broad, if constantly shifting, group of people whose interests align with the broad, if constantly shifting, ideas of a blog. Though the intended public is largely invisible (we have generally only met a fraction of our blog’s readers), consistent practice in finding, drawing in, and engaging this target public makes them less transparent.

Blogs as (genuine) conversations
When I taught college composition lo these many years ago, I always tried to argue to my students that all writing is a conversation–that when we write, we take up ideas that were presented by other writers before us and try to present something new that might be of interest to people who care about the kinds of things we write about.

The argument always felt hollow to me. After all, college students are typically only eavesdroppers. Only a handful of people will ever read what they’ve written, and often the students don’t really care all that much about the assigned writing topics anyway. Add to that the artificial motivator of the ever-elusive ‘A’ and you have a recipe for calamity.

But blogs–now blogs are authentic communication spaces. They really are. Anybody can get almost anybody to read a blogpost and, if the post is engaging enough, to comment on the post for all eternity to see. This very fact ups the ante some: Getting the spelling of someone’s name suddenly matters an awful lot. Making a concise, well supported argument has real, potential consequences: A strong enough argument gets people to sit up and notice. A strong enough argument gets people to act.

A move toward increasingly public spheres of participation

An increasingly participatory culture calls for participation that’s ethical, reasoned, and publicly accessible. After all, the widespread takeup of the spirit of participatory culture requires that we all act in ways that keep the barriers to participation low, the potential for contribution high, and the mentorship possibilities readily available to most or all participants. This can only happen to the extent that all or most of us are willing to operate, to express and circulate our ideas and creative works, in public online and offline spaces. Since so much discourse will increasingly happen in public spaces, it only makes sense that we use the ELA domain to prepare students for engagement in those public spaces.


Blogs as spaces for fostering both traditional and new media literacies

For language arts teachers, blogging presents a fairly obvious avenue for preparing learners for engagement in public spheres of communication, since blogs align nicely with the traditional purposes of the ELA classroom. As a group of readers engage in deep analysis of their own and others’ blogs, they have to think about issues like tone, style, genre, punctuation, word choice, and organization.

The extra toy prize is that students also get to learn about the characteristics of online writing, including what danah boyd identifies as the four properties of online communication (persistence, searchability, replicability, and scalability) and three dynamics (invisible audiences, collapsed contexts, and the blurring of public and private). As my colleague Michelle Honeyford put it, “they hit all the standards and get to learn about online participation for free.”

Confronting the ethics challenge
Nobody’s arguing that we should sign every sixth grader up with a Blogger account. That would just be silly. Media scholar Henry Jenkins is fond of saying that the role of educators and parents is not to look over kids’ shoulders but to watch their backs, and scaffolding learners toward participation in increasingly public spheres allows us to do just that. Lots of teachers (including the famously brilliant Becky Rupert at Bloomington’s Aurora Alternative High School) start their students out by having them post to a private space (she uses Ning) but having them analyze writing from more public spaces. This way, they have a kind of new media sandbox to try out and engage with the norms of online communication before actually being held to the higher ethical standard, with deeper potential repercussions (both positive and negative).

That’s all I have for now, though I would love to hear from you on the list above. What have I missed? What am I ignoring? What struggles are linked to bringing blogs into the classroom, and what challenges have you encountered if you’ve tried to do so?

I hope for this to be a multipart post that will include thoughts on the following categories:

  • Affordances of blogging as a new media writing technology
  • Challenges to integrating blogs into the ELA classroom
  • Resources (including lesson plans, other writing on this topic, etc.)
  • Assessment guidelines for working with blogs

If you have thoughts on any of the above, I’d love to hear from you. If you have any trouble posting comments (I don’t know why, but some of you have) please email me at jennamcjenna(at)gmail(dot)com.

Posted in assessment, blogging, creativity, Dan Hickey, education, Henry Jenkins, Howard Rheingold, literacy, new media, participatory culture, schools, social media, writing | 10 Comments »

what is learning (in new media)?

Posted by Jenna McWilliams on September 9, 2009

Alert blogtrollers may have seen multiple posts recently with titles identical to the one accompanying this post–that’s because we’ve been asked by learning scientist and new media researcher Kylie Peppler to address this very concern. The question–what is learning in new media?–is too broad for anyone to address within the context of a single blogpost, but if we all set to work, we might get that turkey stripped down to its bones by the end of the night.

My chunk of the turkey is time.

When I joined Twitter, I lurked for months and months without tweeting a thing. When I finally did join the community as a good, earnest citizen, I started out slowly and picked up speed as I learned to negotiate the community’s norms and embrace the valued practices of the space. Now, a year and a half later, I can communicate fairly clearly the spoken and tacit norms of the Twitterspace.

I did the same thing with Facebook, Wikipedia, and blogging–looking around for months before joining the community. By doing so, by taking the time to consider the space I was entering, I was able to reflect on others’ practices before offering up my own. I read thousands of blogs before starting my own. I worked with friends to learn how to edit Wikipedia. And I was coerced by another friend to join Facebook; the rest was up to me.

I recently spent some time working with Scratch, a simple visual programming language designed for young learners. As the site explains,

Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.

I’ve designed exactly two projects in Scratch; the first was about a year ago, when a colleague spent the morning helping me work up a little thing I call Jimmy Eats World.

To play this project, click the green flag in the upper right.

I’m annoyed with myself that I didn’t make the flying hippo actually disappear at the end of the project, and if I wanted to I could open up the program and make it so. Or I could turn the main sprite, the walking cat, into a hammerhead shark announcing my blog’s url.

I could do that if I wanted to, because I am a highly resourceful independent learner who has the passion and the time to devote to projects like this. I find them personally and epistemologically meaningful–I feel enriched, and I feel that the time I devote to these kinds of projects makes me a better, more useful and proficient blogger and educational researcher.

Time, the friend of the highly resourceful learner, is the enemy of teaching. Time: There’s never enough and even if there were, it couldn’t be spent on tinkering. There’s content to cover, and not just in the name of high stakes tests. A teacher’s job–one made ever more challenging by the social revolution–is to equip learners with the knowledge, proficiencies, and dispositions that will suit them well for future learning. There comes a time when the teacher must say, It’s time to stop with Scratch and start on something else.

Which is a deep shame, because it’s the tinkering, the ability to immerse oneself in participatory media or a learning platform, that fosters a real fluency with the space.

This is a key feature of what it means to learn in new media: the choice to engage with certain tools, to join up with certain affinity spaces, beyond the time required by schools. Clay Shirky writes that the days are gone when we could expect to do things only for money; we’re in an era when the greatest innovations emerge not for money but for love.

If learning in new media takes time, passion, and some combination of intrinsic and extrinsic motivations, then on its surface school seems to run anathema to a new media education. In fact, it may be that engagement with participatory practices is exactly what schools need at a time when they are struggling to remain relevant to the real world needs, experiences, and expertises into which learners will ultimately emerge.

Posted in academia, academics, blogging, Clay Shirky, creativity, education, Facebook, graduate school, MIT, new media, Ph.D., schools, shark attack, social revolution | 10 Comments »

RIP Ed Rondthaler, foenetic speler

Posted by Jenna McWilliams on August 30, 2009

Edward Rondthaler, who died August 19 at the age of 104, was a lifelong typophilic and a champion of the movement to simply the English language by simplifying, and phoneticizing, word spellings.

Posted in creativity, language | Leave a Comment »

eppur si muove: a defense of Twitter

Posted by Jenna McWilliams on August 25, 2009

Recently, media scholar (and, full disclosure, my former boss) Henry Jenkins published a new post on his always-mind-blowing blog, Confessions of an Aca/Fan. This post focuses on the affordances and, in his view, the limitations of Twitter.

The post itself is the result of a Twitter exchange wherein one of Henry’s followers, @aramique, wrote: “you theorize on participatory models over spectatorial but i’ve noticed your whole twitter feed is monologue.” Ultimately, Henry responded with this: “yr questions get Twt’s strengths, limits. but answer won’t fit in character limits. Watch for blog post soon.” Then, in his blogpost, he begins with this:

I will admit that there is a certain irony about having to refer people to my blog for an exchange that started on Twitter but couldn’t really be played out within the character limits of that platform. But then, note that armique’s very first post had to be broken into two tweets just to convey the emotional nuances he needed. And that’s part of my point.

From the start, I’ve questioned whether Twitter was the right medium for me to do my work. I’ve always said that as a writer, I am a marathon runner and not a sprinter. I am scarcely blogging here by traditional standards given the average length of my posts. Yet I believe this blog has experimented with how academics might better interface with a broader public and how we can expand who has access to ideas that surface through our teaching and research.

Jenkins, who makes it clear that his blog is his primary focus for online communication and that Twitter is a space for him to both direct traffic to his blog and track who follows his links, and when, and how, argues that though Twitter has its value as a social media platform, it has resulted in some losses. His main concerns are linked to a core issue with the key feature of Twitter: its brevity. As it grows in popularity, he explains, deep, thoughtful commentary on his blogposts has decreased:

Most often, the retweets simply condense and pass along my original Tweet. At best, I get a few additional words on the level of “Awesome” or “Inspiring” or “Interesting.” So, in so far as Twitter replaces blogs, we are impoverishing the discourse which occurs on line.

“[I]n so far as people are using (Twitter) to take on functions once played on blogs,” he writes, “there is a serious loss to digital culture.”

I guess I’m approximately as serious about blogging as a medium as the next guy who posts tens of thousands of words each month, but I’m not sure I share Henry’s concern. There were, after all, those who worried that blogs would lead to the decline of serious and thoughtful intellectual conversation. But as Henry’s blog (and hundreds or thousands of others like it) demonstrates, blogs can in fact afford both a higher level of expression and a greater capacity for circulation of those ideas. The phenomenon of the blog also–and this was a key element of the initial concern about the decline and fall of civilization at the hands of the weblog–means anybody with internet access, basic typing skills, and a couple of ideas about anything at all can express, post and circulate them. Blogs even support cirulation of the most ignorant, repulsive claptrap a person can imagine. The onus is therefore on the consumer, and no longer the producer, to filter out the white noise in search of real music. The fear, real or imagined, was that the general public would not be able to filter intelligently and would therefore accept any nonsense they read online.

Actually, this fear is not a new one. The same anxiety was prevalent among educated elites when the universal literacy movement began to take hold. It was the same fear that gripped members of “high culture” when movies, then radio, then television, then YouTube became increasingly popular and available. See, that’s the peculiar feature of democratizing technologies: Elites no longer get to decide what’s culturally valuable and filter it out before it reaches the unwashed masses. Now we all get to decide, and that’s precisely what leads the privileged class–even members of this class who are pro-democracy–to react so strongly that they try to stamp it out.

It’s the same cry I hear from people who oppose Twitter: There’s so much meaningless noise. It’s leading to a decline in critical thinking. Jenkins writes that

there is an awful lot of relatively trivial and personal chatter intended to strengthen our social and emotional ties to other members of our community. The information value of someone telling me what s/he had for breakfast is relatively low and I tend to scan pretty quickly past these tweets in search of the links that are my primary interests. And if the signal to noise ration is too low, I start to ponder how much of a social gaff I would commit if i unsubscribed from someone’s account.

Twitter, for all its seeming triviality, is one of the most complex, nuanced social media environments I’ve ever participated in. It’s layered over with the kind of community expertise required for authentic, valued participation in a vast range of social networking sites, both online and offline. Add to that the fact that Twitter users bring to their engagement with the site any number of social motivations; multiply that by the nearly limitless number of possible subsets of Twitter followers the typical user might communicate with; and square that by the breathtaking creativity that the 140-character limit both supports and fosters.

This is what’s most difficult to explain to a new Twitter user, and what’s nearly intuitive for those who have internalized the tacit norms of the space: No tweet can be interpreted in isolation. No Twitter stream exists wholly independently of any other. Twitter’s depth exists precisely in the delicate intertwining of inanity with complexity. Yes, most of the time I skip over people’s breakfast tweets. But I don’t always skip over them. Much of the time I click on the links Henry posts. But I don’t always click on them.

Sure, Twitter is no substitute for a series of deep, thoughtful blogposts. But my sense is that the vast majority of Twitter users know this, and don’t bother trying to turn Twitter into a blog, or even a microblog–though it may seem like it on the surface.

And even if some users really are trying to do exactly that, it’s much easier to focus on Twitter’s constraints than on the deep, breathtaking creativity it affords. I follow lots of Twitter users who are very good at linking to interesting, useful websites; and I follow a smaller number of users who are very good at the more difficult work of leveraging the technology in infinitely creative ways.

I wanted to offer an example of this creativity, but it’s impossible to demonstrate outside of its context. You’d have to follow users’ hashtags, or see how they fit an idea into 140 characters, or read a surprising tweet exactly in context.

Here’s the closest I can come:

@jennamcjenna can someone link me to an article that tells me something completely mind-blowing? It doesn’t matter what topic.8:52 PM Jun 16th from web

@dizzyjosh: @jennamcjenna try http://bit.ly/eQf3m http://bit.ly/zCUQM http://bit.ly/Sh06v http://bit.ly/Ks9qG http://bit.ly/PgNqT http://bit.ly/PgNqT


Related posts by other writers:

danah boyd: Twitter: “pointless babble” or peripheral awareness + social grooming?
Henry Jenkins: The Message of Twitter: “Here It Is” and “Here I Am”




Posted in beauty, blogging, creativity, danah boyd, Henry Jenkins, social revolution, Twitter | Leave a Comment »