Questions+For+KC+Questions+For+Lee

Sat, 10/2/10

Your charts are brilliant. I am copying you. Only on the first one though at this point. Question: I'm assuming the questions are from the article?

I'm annoyed because I answered this already, but I forgot to push SAVE. Anyway, YES, those sub-parts of each of the parts of Critical Literacy are from the article.

Another question: Would it be good if we asked the questions first of ourselves. Like with the question about pop culture and positioning? The top part of the chart could be somethign like: I focused on the popular Harry Potter series because it's the most banned series, but also because it's extremely popular with readers. Banners of this book focus on the magic/witchcraft aspect. They also focus on the fact that the kids do things that are disrespectful of adults. So book banning is about the power of books to shape identity, to make kids do bad things, to make kids venture into unholy territory. Also, with Where the Wild Things Are, it was censored for Max being disrespectful, but also for the monsters being too frightening for kids. We talked about what happens to kids when they read scary texts? ANd should there be limits on scary texts with kids? What ages should be involved?

I think what you're saying here is we should do the charts for our teaching practices. I agree with that idea, and I found myself putting my ideas about my practice into the charts as I was listening because a lot of what they did had to do with my assignments. I did not choose HP for them, but I did make them do internet research on banned books from a list of Diigo links. Then, they picked HP because they loved it so much.

Another question: How did you insert your documents into that wiki page. I can't figure that out.

I will make you a screencast about how I did that, ok? Click [|HERE] to view it.

Hi, it's me on 10/9. I am thinking it might make sense to look at how my kids viewed themselves or did not view themselves as a part of a participatory culture by looking at their reflections on the podcasting project. I feel like it's too hard to hear if they feel like they are part of a participatory culture by listening to their podcasts. Here are the traits of a participatory culture according to Jenkins: 1. With relatively low barriers to artistic expression and civic engagement 2.With strong support for creating and sharing one’s creations with others 3.With some type of informal mentorship whereby what is known by the most experienced is passed along to novices 4.Where members believe that their contributions matter 5.Where members feel some degree of social connection with one another (at the least they care what other people think about what they have created). Maybe w e need to be looking and talking about comments for this too? What do you think?

11/3: I am now writing up what happened with that community college segment, and it's really slow and hard. I think I'm going to start working on the Prezi a little bit. We'll see how that goes. I'm going to upload some vids and stuff. What are we going to do with all this stuff??

Here's the stuff from the Talk outline page that we don't really need there but probably don't want to throw away entirely: //We might not need this: From HERE XXXX// // With the first podcast on Banned Books, the third graders and the sophs focused // // on the **personal**, more than the social. The third graders introduced a range of **multiple perspectives** // // on books for young kids, reflecting on the power of books // // to impact young children both positively and negatively. The sophs became book defenders, // // defending their favorite titles that had been banned and **advocating for the third graders** to // // have freedom to choose their own texts. Literacy and emotion were connected in both podcasts // // and while the sophs emphatically rejected book banning, the third graders were more tentative, // // and asserted that younger students (younger than third grade!) might need some protection from books. //

// Alexis' quote: Let them take a peek at it... // // High Schooler's Quote: //

// With our second podcasts, we felt that the third graders took on more critical views of literacy. They // // broadcasted information about disparity in access to literacy world wide, citing global statistics from the literacy // // site as well as presenting multiple perspectives on what literacy can do for citizens everywhere. The sophs // // focused more on literacy as a source of personal pleasure. //

// Cameron's quote. If you have more books, you have more literacy. // // High School quote //

// In our third and final podcasts, the two groups veered in their topic focus. But in both groups, social and political // // issues were explored. Third graders focused on the ways our legal system has disenfranchised citizens through // // the use of literacy tests. They connected language with power with segments on language used to restrict civic // // access (literacy tests) and language used to gain civic access through voting, civic protests and the SNCC freedom schools use // // of literacy for collective social action. The sophs presented strong indictment of government control and censorship of internet sites. Both groups presented multiple perspectives and voices with these podcasts, taking on identities of people from the past and present who have risked their lives and freedom to exercise basic rights such as voting and public expression. //

to HERE XXXX It might be better to just talk through the dimensions.