Metacognitive Reflection

Metacognitive Reflection

When beginning this course, I must admit that I felt like a fish out of water. New media and new literacies were not something that I thought would be relevant to my position nor interesting to me as a student. I was definitely wrong on both counts. The information and skills that I learned during the last few weeks not only will assist me with making connections and engaging more with my students but will also help me to continue on my journey of becoming an informed and confident participant. The Jenkins discussions were particularly helpful to my learning.  I found the differing perspectives from classmates informative and inspiring as an educator as well as a participant. Delving into the Networked Publics article also gave me a lot to think about as well.  Prior to this reading I had never known about network neutrality and how important it is to our existing freedom and abilities to use media as a means to create, collaborate and communicate with one another. This freedom comes with responsibility which led me to my research topic of digital citizenship. As a school counselor this research has been invaluable to me. The advertisement deconstruction project was an eye opener for me as well. I had not given much thought into the impact that advertisements have on our society nor how they can target audiences. The messages sent during these 30 second blips can have far reaching implications and can encourage behavior that has consequences. The adolescent interview was another interesting exercise. Getting a firsthand account of the influences and use new media has on our students was very powerful. All of these experiences coupled with the great discussions with classmates have provided me with great resources, new skills and better understandings regarding the digital age. . I know there is much more to learn in this area for me but the knowledge I have gained will help to facilitate my future learning with regard to new media and new literacies.

Literacy Guide

An Information Literacy Guide for Upper Elementary and Middle School Students regarding Responsible Internet Use

The focus of this guide is to outline the skills and knowledge that upper elementary and middle school students need in order to use the Internet in a safe and responsible way. “By teaching our students the best practices for technology use and the consequences for misuse, we can prepare them to make informed decisions as they collaborate, communicate and participate in the digital world” (Behrens, n.d., para. 1).

 

Security- Always keep your usernames and passwords private. The only people you should share them with is your parents. Change your password regularly and use a combination of letters, numbers and symbols.

Privacy- Do not share any personal information about yourself or others online. Never give out your address, phone number, school you attend or other identifying information.

Netiquette- Remember the “Golden Rule”. Do not say, post, or share things about others that you would not want posted about you.

Digital Footprint- Remember, what you post online does not really disappear. It can be copied, shared and sent to others in the blink of an eye. Stop and think before you post something that can impact your reputation or the reputation of others. Be respectful of others when tagging or sharing posts. Build a positive digital presence.

Information Literacy-Be aware that not all information on the Internet is accurate or credible. Get in the habit of checking the author’s reliability by reading their biographies or cross referencing information. Sponsored links that often appear at the beginning of search results are usually advertisements and therefore are not the best sources for information. Use a variety of search tactics to increase the opportunity to find accurate, relevant and current information.

Copyright and Plagiarism- Give credit where credit is due. When using content that is not originally yours, you must cite the source. This is true for written work as well a music and digital content. It is also unlawful to illegally download music, videos and other content. This is called pirating and is considered stealing. Be aware of copyright laws.  (www.commonsensemedia.org)

 

References

Behrens, J. (n.d.). Digital citizenship: Are you a digital citizen?

Retrieved from http://areyouadigitalcitizen.weebly.com/

 

Common Sense Education. Digital Citizenship.

 Retrieved from https://www.commonsensemedia.org/educators/

 

Digital Citizenship Institute. Nine themes of digital citizenship.

            Retrieved from www.digitalcitizenship.net/Nine_Elements.html

 

The Walt Disney Company. Online safety tips for kids (and parents). Retrieved from

http://cdn.media.thewaltdisneycompany.com/cdnmedia/privacypolicies/docs/online_safety_tips_20131111.pdf

 

  

 

Student Interview

The student I interviewed was my 15 year old nephew. He will be entering his sophomore year in the fall. He is a good student and very active with sports. He plays football in the fall and basketball year round.  He was very willing to be interviewed and when we were finished stated that he didn't realize how much he was using digital media because of his constant access. When I asked the question about it interfering with getting a good nights sleep he instantly said no but when he thought about staying up until midnight regularly he realized that it must. So often I see my students at school looking completely exhausted and I wonder how much of that is because they have a hard time shutting off the technology. I also thought it was interesting that he thought that if he didn't have access to technology then he would be more active playing basketball. I wonder how much the digital age is fostering our childhood obesity problem. I also liked that he would create an app to help find lost homework. This interview was eye opening to me because I know how involved and active my nephew is and he still is able to use the Internet up to 5 hours per day.

 

 Interview Questions and Answers

1. How many hours per day, outside of school do you use digital technology/media?

a.  Around 5 hours per day, less on school days more on the weekend.

2. What types of devices do you have daily access to?

            a. I have a smart phone, I Pad, laptop and a TV.

3. How do you use each of these devices?

a. Smartphone- for social media such as Instagram and Snap chat, calls and texting. I Pad for YouTube and Netflix. I use my computer for homework, and playing games such as mine craft and counter strike.

4. Does your technology use ever interfere with you getting a good night sleep?

            a. No I usually fall asleep by midnight. Oh, maybe it does a little.

5. If you couldn’t use your devices for one week what would you do instead?

            a. I’d play more basketball.

6. Is it sometimes hard to shut off the devices?

            a. Yes, I just want to keep playing or watching.

7. How would you react if you forgot your phone at home for the day?

a. I have done that before. It’s not that big of a deal but I reach for it in my pocket all day.

8. What app would you like to invent?

a. A locator app so I can always find my homework, shoes, keys and TV remote.

9.What does good digital citizenship mean to you?

a. Don’t say mean things. Use the “Golden Rule”. Stay away from drama. Block people that start trouble.

10. In what ways is technology used in your school?

a. We use technology to research, we use Google classroom, and Google docs, we have smart boards in all of our classrooms and each student in the high school is given a Chrome book for the year to use.

 

 

Deconstruction of an Alcohol Advertisement

The alcohol advertisement that I chose to deconstruct is from Dos Equis beer. The commercial features the “most interesting man in the world” who is played by actor Jonathan Goldsmith.  The Dos Equis commercials featuring Goldsmith have appeared on television since 2006 and usually are shown during primetime television and televised sporting events. These commercials I have always found to be entertaining but never really gave much thought to the message that they may send to youth, especially teenaged boys. The deconstruction process made me acutely aware of the power of advertisements.

Young men often seek adventure, beautiful women and to be thought of as very “interesting”. I definitely believe that this commercial would appeal to teens as well since they are at the stage in life that they are looking for role models and the main character in this commercial seems to have it all. Teens then might believe that if they drink this beer they too will be amazing. Since these ads are prevalent during televised sporting events, the audience is comprised of many young men, teen boys and even young boys. Prior to doing this activity I hadn't really thought about the negative consequences that can be associated with advertisements especially to viewers who are too young for the content. Maybe commercials need  to have age ratings like television shows and movies do, to protect younger viewers.

 

This activity has given me great insight into the impact of advertising. I do not believe that I will be able to watch a commercial without thinking about the purpose, target audience or consequences related to the advertisement. It has been a valuable experience.

 

 

 

 

 

 

  

Media Education

I found Marshall McLuhan presentation in the video, Living in an Acoustic World, to be oddly relevant nearly 40 years after its filming. McLuhan speaks of the "medium is the message" is something that is very true today. He explains that this remark reflects "a hidden environment of services created by an innovation, and the hidden environment of services is the thing that changes people. It is the environment that changes people, not the technology"(p. 11). As new innovations develop, the older way of doing things becomes obsolete thus changing people. We now carry minicomputers in our pockets and have the world at our finger tips. The way we interpret information as well as the way it is presented is constantly changing. No longer are we getting objective information but rather are immersed in whatever is happening whether it be via computer, television, or the Internet. This immersion has created a greater level of participation but it has also created social isolation in many respects as well.

McLuhan suggests that education needs to bring questions and dialogue into the classroom. I agree that this is the means to develop higher level thinking skills. Students can get the answers anywhere but true innovation requires an inquiring mind. This reflects Green’s approach to literacy, specifically the critical dimension which requires “recognizing the socially constructed nature of knowledge and literacy practices. Asking critical questions. Constructing alternative perspectives” (Green, 1996). Jenkins (2010) states that for the past several decades media literacy advocates have called on schools to, "foster a critical understanding of media as one of the most powerful social, economic, political, and cultural institutions of our era" (p. 31). I agree that schools do need to assist students with becoming critically literate with regard to media. To question is to find meaning and gain true understanding. Students need to question what they see in the media and it needs to be discussed in the classroom.

 

McLuhan, M. (1970). Living in an acoustic world. Marshall McLuhan Speaks Special Collection. Retrieved from http://www.marshallmcluhanspeaks.com/lecture/1970-living-in-an-acoustic-world

Changing Citizenship

The presentation by Raquel Recueo in the YouTube video- Digital Youth, Social Movement, and Democracy in Brazil, was very interesting.  I particularly was interested in the examples given of positive social movements that occurred because of social media, including the use of Facebook and Twitter. The political sites, that Recueo referenced, that were formed online in order for the citizens of Brazil to give and take information regarding the upcoming election was a great example of the use of digital technologies to create social movement. W. Lance Bennett (2008) also noted the ability of networking technologies to ignite social movement when thirteen to twenty million people across the globe united to protest the war in Iraq (p.9). This truly shows the reach that these new forms of communication have. These example also show that although todays youth may not be as involved in traditional civic activities such as joining clubs, organizations and extra curricular activities, they are engaged in civic activities in online communities that promote social change.

One issue that comes from sending a great deal of time online,  I that young people often lack to communication skills to get their issues and concerns across to others in a public setting.  As Bennett (2008) points out, skill sets need to be taught so that abilities in public communication with digital media can be built and strengthened (p. 8).

From the readings and the video it is clear that digital media is and amazing tool with limitless potential. It can be used to share ideas, information, and to work collectively for the common good.  However, this tool's use needs to be taught so that the users communicate their thoughts effectively and appropriately in the vast online community.

Bennett, W. L. (2008). Changing citizenship in the digital age. Civic life online: Learning how digital media can engage youth, 1, 1-24.

Raquel Recuero - Digital Youth, Social Movements, and Democracy in Brazil | Connected Learning. (2012, July 24). Retrieved June 1, 2016, from
 http://connectedlearning.tv/raquel-recuero-digital-youth-social-movements-and-democracy-brazil 

Networked Publics

When reading over the Networked Publics blog I was immediately interested in the Starbucks scenario outlined by the authors. So often we now seek out others to be in proximity to, but have little interaction with them. Instead people are focused on their tablets, smart phones or laptops. Our attachment to the network has for some become an obsession.

 I myself, rely heavily on the network and have been panicked by the thought that I misplaced my smartphone. I have almost been late for work because I had to turn around on my commute when I realized that I forgot my phone at home. As a parent the cellphone has become a tether to stay in constant communication with my nearly adult children. I also love the instant availability of information that the network provides.

The author also points out that the network has done away with true solitude. The constant barrage of email, texts and alerts have chipped away at the ability to have quiet and alone time to self-reflect. The networked age is upon us and there is no going back, I just hope that we all don’t forget how to have conversations with each other or to enjoy the non-virtual world that is around us.

Varnelis, K.(Ed.).(2008). Networked Publics. Cambridge, Massachusetts: The MIT Press. http://networkedpublics.org/