Metaphor and Metonymy

For this blog the term metaphor and metonymy will be described using The University of Chicago's Theories of Media webpage, which states:  

"Metaphor and metonymy are two types of trope, that is, "a word or phrase used in a sense other than that which is proper to it"" (Orden, n.d.)

Metaphor

Aristotle referred to metaphors as an "enigma that reveals a likeness" and can also be seen as a "way of describing an abstract concept with accessible tools" (Orden, n.d.).   Metaphors whether they be written, oral, or born from graphics are viewed at the essence of what makes the human language colorful or lively.   These descriptive words, phrases, or graphics are analogous from their literal meaning.   

Example of a Metaphor

Human Leech

Referring to a friend who borrows money as a "leech."  In this case I'm going to use written text instead of a graphic to discuss a metaphor.  Because a human leech does not really exist.  It is an analogy for someone who sucks the money from you or sometimes the life.  Why we choose to make analogies between blood, money, and life is anyone's guess but it does show that money is of importance to us as a culture (Orden, n.d.).  
         

Metonymy

The idea of metonymy is to reduce redundancy. The example below for men and women's restrooms act as a "shorthand" for language. However metonymy is not always simple and may include more complex topics within the symbol. Metonymy is a word or symbol that effectively replaces a word, phrase, or action (Orden, n.d.).

Symbols for Bathroom

Example of Metonymy

Symbols for Men's and Women's bathroom.  As the article states, this is a crude symbol but effective.  As a society we know that the triangle represents a female figure in a dress and the rectangle figure represents a male.  We also know that it represents a room with a potty, sink, and sometimes shower (Orden, n.d.). 

Evidence of Metaphor and Metonymy use in my Presentation
I used metaphors and metonymy whenever I needed to make a point.  




The clock is meant to represent the future.  In other words it analogous or a metaphor.  Time is ticking.  We need to think about what we want to expose our students to because experiences in school is going to be what they base their college preferences on.  If they aren't exposed to STEM concepts, they may not see it as a future career.

The red X is meant to make the reader literally stop and pay attention, danger is ahead.  Much like the bathroom symbols above, we know this symbol translates as a "stop" or "danger" in any given situation, therefore it is a metonymy.  The next statistic in the presentation is representative of how many students we lose in high school because we do not fortify their interests in STEM careers.  I felt this red X would grab the reader's attention before continuing to the next slide.


Classmate Examples

1.  Jared St. Martin Brown

Multimodal Presentation - Play

This picture is an excellent representation of a metaphor.  The words on the screen are, "...minds of the future..." which is often referred to or represented by the next generation - our children.  

Multimodal Presentation - Play

The creativity slide is a good representation of metonymy.  Creativity is represented by an abstract painting in the background.  


2.  Candi's Blog

Multimodal Presentation - Motorcross

This particular image is a captured moment in time of a motocross racer jumping over an obstacle.  The author is making an analogy or metaphor as to what fearless is defined as since fearless cannot be seen.  Most people would be afraid to allow both tires to leave the ground simultaneously.    

Multimodal Presentation - Motorcross

In this picture the author is making a point about the healthiness of a motocross racer.  It requires that the racer be healthy and strong to maneuver through an obstacle course.  We know that protein, starches, and vegetables are representative of a healthy meal which makes this picture a good example of a metonymy.  

3.  Britney Greer

Multimodal Presentaton - Chess

The picture is of a horse going into battle is could be metaphor of a horse/knight in chess or referring to the "rules" as a battle since chess requires two people to play.  

Multimodal Presentation - Chess

A map is a good picture of a metonymy.  No matter the subject I know that the picture represents something that has occurred on the Asian continent, especially India since it is centered in the picture.  

Citation
Greer, B. J. (2014, June 3). Multimodal presentation [Web log message]. Retrieved on June 5, 2014 
      from http://bmgreer.blogspot.com/2014/06/multimodal-presentation.html


St. Martin Brown, J. (2014, June 1). Play!- a multimodal presentation [Web log message]. Retrieved on 
      June 5, 2014 from http://reinventingthewing.blogspot.com

Thomas, C. (2014, May 28). Motocross: multimodal [Web log message]. Retrieved on June 5, 2014 
      from http://sportmotomom1.blogspot.com/2014/05/motocross-multimodal_28.html

Orden, A. (n.d.). metaphor and metonymy. Retrieved on June 5, 2014 from 
      http://csmt.uchicago.edu/glossary2004/metaphormetonym.htm

Weekly Reading #3 ~ Assessing Student's New Media Compositions

"Examining how student work in new media is currently assessed, it is clear that we are at a transitional stage in the process of incorporating new media into our composition courses. As Yancey (2004) noted, we give multimodal assignments but often draw on what we are far more familiar with—that is, print—to assess student work" (Sorapure, n.d.).  

It wasn't until I read phrase this that I thought to myself, "Grading print is fairly easy but how do you grade a multimodal work fairly?"  There is quite a lot to consider beginning with the topic and how it fits the assignment, to the graphics being used and how it fits into the assignment, voice overs and how well it fit into the assignment, musical representations, timing of the slides, detail, the list goes on.  And then the anxiety of the rubric came to mind.  How well should the rubric break down each piece the multimodal assignment?  Will it be trial and error for me year after year until I find a good rubric.  After all, each assignment will be unique, which is much different from a printed essay.  UNIQUE!  That thought made me smile.  Each presentation will be unique.  Beyond the anxiety of grading unique assignments and all that is tied to that responsibility, the uniqueness of each student's point of view will shine through presentations done in a multimodal fashion.  This is what is intriguing to me and that's why I like the idea of using more than one mode to present a topic.   

Yes, I have asked students to create a multimodal text; although at the time I did not know that is what I was asking.  The students had to investigate a man-made ecological disaster using Google Earth for a WebQuest.  I chose the Aral Sea as a perfect example of a man made ecological disaster.  The beauty of this project is that Google Earth has the tools to see various images of coordinates on Earth back to 40+ years ago up to the present.  So it is fairly easy to see the Aral Sea shrinking.  Each group represented a different group of scientists such as ecologists, biologists, agriculturalist, and conservationist; I also included economists and historians.  After researching the Aral Sea each group had to create a PowerPoint poster that represented the disaster from their perspective whether they were assigned as biologists, ecologist, etc…  I did give them a certain set of guidelines to make sure they stayed within their proper group because I wanted the groups to step into the shoes of particular scientists.  Therefore, they did fill out lab sheets and I did give them some ideas of approved sites to research so that they only researched the disaster from their groups' perspective.  As part of the rules, the students were not allowed to use a lot of wording in the PowerPoint.  Instead, I wanted only key facts.  Their pictures had to represent their stance. The students presented their "poster" to the class as part of the "scientific community."  The rest of the class acting as the "scientific community" was supposed to question the groups knowledge.  My hope was that they would learn not only what they researched but what the other groups presented from various scientific stand points.  The rules were as follows: 

1. You and your group can now begin organizing the information you have collected on your lab sheet, making sure to use information that exemplifies or emphasizes what makes this location an environmental disaster from the view of your groups scientific field.

2. Once you have chosen several facts it’s time to choose pictures for your PowerPoint Presentation “poster”.
**Note use your research questions as a guide for you important facts.**

3. *Remember* you have to include at least one snapshot from Arc GIS Map.

4. For your remaining pictures you can use the Google image search engine. This location has several images that can be used for your PowerPoint “posters”. As a group, use the image search engine to support the facts that you have decided to use. Once you have chosen an image you can save it to your desktop by placing your mouse cursor over your image and then right clicking. A menu will appear. Choose “save image as”. Your computer will then give you a choice as to where you want to save your image. Make sure you save it somewhere you can find it later. The best place would be to your desktop. Your group should choose at least 2 images from the Google image search engine.

5. Now that you have collected your facts and images, it is time to start your PowerPoint “poster”. Arrange your artifacts anyway you would like to best represent your location. Make sure to use all PowerPoint has to offer to your advantage. In PowerPoint you can create backgrounds, shapes, word art, etc... All this can be used to make a unique and colorful presentation “poster”.

6. On a second slide place a "Source Citation" for your 2 to 3 most important websites used during your research. If you need help citing a webpage use Son of a Citation Machine. This website is easy to use and with a few prompts your citation is done. Begin by double clicking "webpage" on the left hand side of the page.

7. You will have 5-8 minutes to present your “poster” to the classroom. The goal is to make sure the class understands the devastation of the 45N 60E from your science field of study. 

Here is an example.  It has more wording that what I wanted but since it was a few years ago, this is the best example I have on hand. There was actually a group that used no wording at all.  The multimodal assignment worked fantastically!  I witnessed students come to life during this project.  One student in particular who never turned in his assignments and fell asleep in class 95% of the time couldn't wait to show me what he was finding on Google Earth and in his research.  While other groups were presenting their facts, any question they were asked - he could answer.  I was amazed at his participation in this project.  I do feel comprehension during this project was much higher than other projects and I think it comes down to the fact that this as a real-world experience.  Google Earth is a real tool; the Aral Sea is a real disaster; and the goal of being a scientist in the classroom was really felt throughout the lesson.  

Learning Goals for Ecological Disasters WebQuest

WV- West Virginia Content Standards and Objectives
Subject: Science
Grade or Course: Biology
Standard: SC.S.B.2 Content of ScienceStudents will
Objective: SC.O.B.2.18 evaluate environmental factors that affect succession, populations and communities.
Objective: SC.O.B.2.19 propose ecosystem models that incorporate interactions of biotic and abiotic environmental variables (e.g., biogeochemical cycles).
Objective: SC.O.B.2.22 analyze graphs, GIS data and traditional maps reflecting changes in population to predict limiting factors in ecosystems as they determine carrying capacity.

Beyond the WV CSOs that I had to meet, I had other learning goals in mind as well:

• step into the shoes of a scientist.  
• utilize Google Earth as a tool and not just a cool application.
• utilize ArcGIS mapping tool to create a map an interpretive and creative map plus gain experience.
• present material with technology vs. a written paper.

WebQuest Assessment

I prefer checklists but in this case I did use a rubric.  I did have to add a portion to the rubric which included their presentation to the class using their "poster" or image.  The idea behind the presentation is that their "poster" was evidence to support their claims in the "scientific community."  I don't like how I formulated the rubric because it included creativity and that is not as concrete as I would like it to be.  I feel it needs revised for future use:

• PowerPoint "Poster" - (Exemplary) “Poster” contains all 3 (or more) pictures which includes at least 1 ArcGIS image. Facts about location are included. Poster is colorful and creative.
• The rest of the assessment was related to knowledge and evaluation on the topic.

Example of Metonymy

I admit I had to delve into the meaning of metonymy a little more to give an example.  An excellent site was Examples of Metonymy and I connected to a phrase I found within it that stated:

"...one of the main purposes of using a metonymy is to add flavor to the writing" (Your Dictionary, 2014).

Metonymy Example

I like this example of a metonymy.  The pen in history has been mightier than the sword several times whether it was because history was written by the victor or "peace treaties" were signed without common literacy interpretations.  To display an "arms at war" image on a wall there are usually two swords laying across each other.  In this example to amplify that the pen is mightier than the sword, one sword is replaced with a quill pen.  Not only that but the sword replaced is the top sword making the quill pen even more dominating.  

Metaphor Example

Example of a Metaphor

We've all heard of the phrase, "The grass is always greener on the other side."  I like this metaphor because the fish is jumping to a larger bowl.  He's still trapped in a bowl but he is not as limited or at least he thinks he's not.  Ironically he'll grow to fit the larger bowl and once again have approximately the same amount of space to swim in.  

Multimodal Presentations in the Classroom

I only have students for 4 to 5 hours in workshops which makes my teaching limited, although I do a tremendous amount (or at least I hope) of inspiring in that time.  If I were back in the classroom again, I would hope that by my example above that it is obvious that I do believe in utilizing multimodal approaches to presentations.  It promotes creativity and individuality.  Both are important in today's world.  No two students (unless working in a group) are going to provide the same piece of work with all the possibilities and technology available.  Not only that but it gives our students a chance to play with the technology.  I would rather my kids "play" with ArcGIS before they have to use it in the real-world.  In other words, get a feel for it.  In the above Ecology assignment, the ArcGIS was meant to not only introduce students to this wonderful technology but let them be creative.  The Conservationists created a map of the Aral Sea that was lined with bushes up the center.  They felt that if we planted bushes in areas where the sea once existed, then it would stop the soil from blowing away.  As conservationist, they were looking at the disaster from a desertification/erosion point of view.

Citation

Your Dictionary. (2014). Examples of metonymy. Retrieved on June 3, 2014 from 
          http://examples.yourdictionary.com/examples/examples-of-metonymy.html

Sorapure, M. N. K. (n.d.). Between modes: Assessing student new media compositions. 

         Retrieved on June 3, 2014 from 

         sh.ttu.edu/kairos/10.2/coverweb/sorapure/between_modes.pdf

Multimodal Presentation on STEM Education

The moment I hear the phrase, "a concept that interests you…" the first concept I turn to is STEM (Science, Technology, Engineering, and Mathematics) education.  It's not that I don't focus on anything else.  I am a triathlete.  I'm in karate.  I love to crochet and knit.  I am a mother and I love my husband.  But I have a serious passion for STEM, so my mind locked on and from there I created a Prezi based on defining STEM and the steps to fostering STEM careers for the future.

STEM Education

Self-Assessment of Multimodal Presentation on "STEM Education"

**Note: My Sensei reminds me all the time that I am "my worst enemy."  Here we go….

Readability

• Is the typeface attractive and readable?

I used very plain text and as bold and large as I could make them.  I believe every slide I typed text in looks good.  However, I do not like the first slide.  I don't think the quality of the STEM Lego is meant to be stretched as far as I have it, which makes it a bit blurrier than it should be.  Legible but blurry...

• Are there any statistics or other data that would be easier to read in a chart, graph, or table?

I have one statistic which states that by 2018 there will be 8,654,000 jobs.  That statistic by itself does not need a chart or graph.  However, I could add the current percentage or number of jobs available in STEM.  I could use a graph to show the difference or large leap to amplify this fact but I don't think it is necessary for the content.  

• Is high-contrast text, including boldface and all caps, brief enough to be legible? 

I believe they are all brief enough to be legible.  I kept all my words under the 5 word limit, except:  

The symbol "&" is not technically a word but I think grouping minorities and girls is a mistake.  I should elaborate on both or highlight one.

Images and Other Graphics

• What do images and other graphics contribute? Do they illustrate a concept? highlight an important point? show something that is difficult to describe in words alone? If the images and other graphics are only decorative, consider removing them.

The images and graphics are meant to highlight students engaged in STEM activities.  Engagement is the key to STEM - kids are "doing science" not just learning about it from a textbook.  The concept is the importance of STEM and why we need to engage our students early and all the way through school.  STEM is where the jobs will be waiting when our students graduate.  

Something that is hard to write in words alone is the collaboration of high school students to work towards a STEM related goal.  This is a picture of students using simple pieces of cardboard, clips, string, etc… to create a robotic arm that actually works.  The picture of their teamwork is beyond any words I can describe.  

• Are images and other graphics the right size—big enough to read or to see the important detail?

Prezi does a good job of zooming in for each slide.  The picture and words are both big enough for the detail needed.  What I don't like is that some of my pictures are possibly too close because you can see edges of them when they are not needed.  It makes my presentation look cluttered.  I want to change the format I used.  Possibly not use Prezi, even though I like Prezi.  Example:

• Do images have an obvious focus? Will readers see the part that matters? If not, consider if you can crop the image.

I cropped just about every picture to emphasize my focus.  So I hope that the focus is underlined for the reader.  I reassessed my presentation again just to make sure.  

• Are the charts, graphs, maps, or other graphics clear and informative? 

I only have one statistic and I think it is clear.  It would make it clearer if I added today's jobs numbers in the STEM field.  It would make the statistic really pop as a significant increase in job positions.  

• If color is used, is it appropriate to the audience and purpose? Does color direct emphasis where it belongs? Are too many colors used?

I used light blues (2 different shades) to hopefully ensure the color is reader friendly.  Text is done in black or white (with a blue shade background) depending on what I wanted to highlight.  Important points were done in white text.  Additional points were done in black.

Content Learning

• How do all the formal elements, pictorial as well as textual and symbolic, contribute to your emotional response or intellectual understanding of the concept? 

I wanted to emphasize the importance of STEM exposure from a young age on.  Therefore all my images reflect students participating in STEM activities.  My hope is also that the looks on their faces show their enjoyment in the activities.  It did not make sense to use pictures of students engaging in STEM for highlight questions such as "What is STEM?" and "What can we do?" Instead, I found the best representation I could find to highlight the question.  Man "face palming" made sense to me when asking "What can we do?" because students lose interest in STEM careers after 9th grade.

Weekly Reading #2 ~ Digital Media and today's students' ability to read and write

 Finding My Voice

As I find myself reading more and more articles regarding digital media versus our youths' ability to read and write successfully, I began reflecting on my own reading and writing.  How much did I write in school when I was my own children's age?  I recall winning awards for my fictious tales but that doesn't necessarily mean that the grammar was correct.  Essential I had an imagination that rivaled my classmates.  I guess digging out those old essays would be the true test as to whether my grammar structuring actually aided me in my writing and awards.  

My next thought as I read Writing, Technology, and Teens became - what was the purpose of my writing in the 1980s as opposed to the writing in the current decade?  Everything I wrote stayed very local.  My diary and my pen sat next to my bed and communication with my friends occurred either on the playground or over a landline.  Today's teenagers have so much more at their disposal.  Their words can be heard and felt over millions of miles through blogging and social media.  And through these millions of miles, the world just became smaller within a short period of time.  Communication has changed drastically over the last 3 decades.  While I had a small audience to entertain, today's teen has the world listening to their voices.  The Internet has proof of this.  It is not hard to find blogs and various writings, quotes, and poems written by teenagers.  In fact, I've found inspirational quotes by teenagers that I absolutely love and have repeated.  My own niece is proof of a teenager who has written her own lyrics and music and later went on to published her music all before the age of 17.  I've included one Cassidy's songs in the YouTube video below.   

What I have always found interesting about Cassidy's style is that she learned to play guitar via YouTube videos.  Her audience for the longest time was her friends on FB who would leave comments on how well her music was evolving (sample of "Avett Brothers Cover").  Eventually, she went on to more formal lessons of singing and writing as she became a professional but her roots will always be connected to the Internet through learning and sharing.  Much like the article Writing Outside of School states, Cassidy's writing skills became stronger as she went from rewriting past and current artists' songs to reflect her style to writing her own lyrics and music.  Feedback from the Internet made her more confident in her skills as a writer, hence creating a writer worthy of obtaining a music label by the age of 17.  

Pictographs in Preston Co, WV

Cassidy's music has always been based on her life experiences from losing a dad in a fatal car accident (Best Part of Me), to falling in love (Skin and Bones), and losing love (Loneliness is Stronger).   As I read through the articles, it wasn't hard to connect with the fact  that teachers are missing the point of writing.  We write when we are inspired.  We write about our lives, our thoughts, our journeys, our "funds of knowledge".  It obvious by cave dwelling art or pictographs that story telling is in our genetic makeup.  It is who we are.  But to tell a good story we need inspiration.  It is hard to write about concepts we are not familiar with.  The storyteller in the pictograph above obviously wanted to relay information about animals such as elk when they once roamed through West Virginia.  

The articles in the assignment only affirmed how I feel about communication in the digital age and how it affects our youth.  I don't believe it is texting that is failing our students, I believe it is our approach to teaching reading and writing.  Education needs to focus on today's technology and how it can help foster reading and writing skills.  I really liked the activities linked in Can Texting Help with Spelling.   If educators feel that texting is hindering our students' writing skills have them write the message 3 different ways:  as a text, as a message to their parents, and finally as an essay for the classroom.  We can teach students when to use texting language and when not if we feel it is impairing their abilities as a writer instead of being negative about the technology that already exists.  It isn't going anywhere.  Texting isn't a fad.  Resistance is not going to help our students, it is only going to hold them back in an evolving world of technology.  

As I think back on what I read and what I've written so far, I think about how tough I was on Cassidy during her early years.  I thought Cassidy's grammar on FB was atrocious and that her extra e's on the ends of words such as "smilee" was a way to hide an inability to spell and a connection to the phonics I did not grow up learning.  I remember teasing her.  I did not realize at the time that being creative with language may one day produce a strong reader/writer, as it obviously did (Scholastic, 2014).  Maybe as educators we need to abandon old dogmas of what correct writing is and embrace the message being created by the student while gently mentoring strong writing skills in various areas of core content.  This generation has a lot to offer when it comes to imagination and innovation.  We just have to listen.

Social Media Makes for Better Student Writing, Not Worse, Teachers Say

While perusing the Internet for an article, blog, or video to back my ideas of digital media and our youths' writing and reading skills, I came across an article by Joanna Stern who interviewed several educators on the affects of digital media on reading and writing.  Jennifer Woollven, an English teacher discovered that when students know their writings will be broadcasted across social media, they take more ownership over their writing. In this same article Joel Malley, another English teacher, stated that creativity is being born from such digital technology such as story-telling projects and blog postings.  He also noted that his students were taking greater pride in their writings because they knew it wasn't going to be hiding in the closet but be displayed for the world to see.  Another fact I found interesting in the article was based on how many teachers are viewing social media as a pre-writing or a foundation for writing, "…students start to express their thoughts and that means students are writing more and they see that as a plus" (Stern, 2013).   

The article also noted that while students do make mistakes and use texting shorthand while writing, it should not be considered a huge mistake. Woollven wants to remind educators that this generation has grown up with instant messaging and texting. It is part of their culture. The teachers in the article do admit that longer texts allow for more mistakes because kids are used to short messages on social media with little to no revisions. However, I want to point out a quote that I could not agree more on stated by Joel Malley:

"Teachers have been complaining about the declining standards of writing for what seems like 150 years," Malley said. "I disagree with that. They [students] write differently for me than they do on their Twitter accounts, and if they don't, it's my job to let them know what the difference should be" (Stern, 2013).

We are educators, instead of complaining about student's writing in combination with digital media, let's be flexible enough to utilize the tools students are using and make them more powerful.  

Our Digital Natives

Citation
Lenhart, A., Arafeh, S., Smith, A., & MacGill, A. (2008, April 24). Writing, technology, and  
       teens. Retrieved on June 1, 2014 from http://www.pewinternet.org/2008/04/24/writing-
       technology-and-teens/

NCTE. (2009). Writing outside of school. Retrieved on June 1, 2014  from 
       http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0191-
       sep09/Chron0191BriefWriting.pdf

Scholastic. (2014). Can texting help with spelling?. Retrieved on June 1, 2014 from
        http://www.scholastic.com/teachers/article/can-texting-help-spelling

Stern, J. (2013, July 16). Social media makes for better student writing, not worse, teachers 
        say. Retrieved on June 1, 2014 from http://abcnews.go.com/Technology/social-media-
        makes-student-writing-worse-teachers/story?id=19677570

Digital Media Effects on Conventional Reading and Writing Practices

Texting a Friend

Does Digital Media Make Us Bad Writers

"According to Lunsford, the writing we produce is not getting worse.  Instead, it is simply adapting to the modern world" (Karp, 2010).

A few years ago I would have disagreed with this statement adamantly.  However looking back on this subject now, I'd have to say it was a stagnant belief.  I learned a certain set of rules regarding the English language in grade school and that was it.  No one taught me in school that language is fluid with the time period or as Lunsford stated above - adaptive.  As someone who is in love with the Shakespearian time period it should have occurred to me that language changes over time and just because it does so over my time period here on Earth does not make it wrong.  Technology is adapting the way we think, especially when it comes to communication.  As our language adapts, our writing and literacy skills will follow.  

My Flipboard

Literacy Debate:  Online, R U Really Reading?

"As teenagers’ scores on standardized reading tests have declined or stagnated, some argue that the hours spent prowling the Internet are the enemy of reading — diminishing literacy, wrecking attention spans and destroying a precious common culture that exists only through the reading of books." (Rich, 2008).

I have to be honest, just about the whole article shocked me.  I'm 37 years old and not adverse to digital literacy at all.  It never occurred to me that snippets of literacy online wasn't considered reading to some individuals.  My prize books are Animal Farm, The Great Divorce, Shakespeare's Unabridged Works and Memoirs (1874), Jonathan Livingston Seagull, etc…   I also love my collection of books on my iPad but sitting still long enough to read a whole book or a series of books is hard to do when the Internet provides a plethora of reading material.  I believe discounting snippets of Internet literacy to be a stagnant belief.  We are in the digital age and information literally flows from our fingertips.  I currently have 7 windows open on my MacBook and every few moments I flip through a couple.   I love my Flipboard. I can skip through articles fairly quickly and glancing at the snapshot I just took of my Flipboard makes me want to check out the science article in the bottom left corner.  The problem today is that we don't engage teenagers in the material that they want to read.  I'm a huge advocate for comic books.  They are short, eye catching, and can be read on the Internet.  Not only that but you can make your own at Make Beliefs Comix killing 2 birds with one stone - literacy and writing.  

Web Evangelist vs Traditional Writing

Geoffery Fairchid

I don't feel that digital media is destroying our children's ability to read and write.  I think the problem lies in what we want our students to read and how we are approaching writing.  Neither are innovative.  I look at the stories my kids are reading (the same one I did, excerpts of old stories) and how they are being tested.  I know for a fact that there is some sort of missing link.  I don't know if it is failure to read a story and apply concepts that the pre-prepared test the teacher puts no thought into does.  I've seen the oddest questions come from stories I know my child and I didn't discuss as we reviewed together. 

When it comes to writing my children's teachers use a lot of worksheets to develop grammar skills.  I'm not seeing an innovation in teaching.  I'm not trying to bash on teaching skills in general at my children's school but there is a missing link.  My children use technology at home.  They use kindles to read.  They use YouTube to learn how to make paper Japanese stars and swans.  They use Siri's Text-to-Talk on my iPhone.  They are bombarded at home with technology but not at school.  There is some sort of missing link and I don't think it is the digital technology that should we should be pointing our finger at.  I think we need to find new innovative ways to teach our students to read and write that will intrigue or peek their interest.  We also need to start acknowledging what they are reading and writing and applying this to our teaching.  OR we can acknowledge that as culture changes, writing is going to change as well.  This has been noted in all the readings and the TEDtalk Video as a negative concept which eventually turns into the norm, such as Latin transcending into French (John McWhorter, n.d.).

I also want to point out that I agree heavily with John McWhorter in the TEDtalk Video, "Txting, is killing our language.  JK!!!"  Writing follows our language.  Not vice versa.  

"All communication includes the transfer of information from one person to another, and while the transfer of information is only the first step in the process of understanding a complex phenomenon, it is an important first step.  Writing is a fairly static form of transfer" (Ferraro and Kathryn C. & Palmer).

Intimate Conversation with My Husband

There is obviously a place to write in proper form and a place and time to just communicate.  When I texted my husband this weekend during my karate tournament my messages had to be short and concise.  I did not have time to write a thesis.  My first communication as I quickly put on my sparring gear was, "2nd in kata".   Along with an additional brief comment.  As I ran to my kids' karate rings to see them finish, my fourth text was, "1st in sparring".  I'm not going to include punctuations in the messages as I write this blog because I didn't have time for punctuation during my quick, intimate conversation with my husband (especially at the beginning of the conversation as I found myself a rather nervous wreck).  My husband understood what I meant.  He knows the linguistics of the Japanese word "kata."  He understands the places I was awarded and so he replied, "Derek says NICE!  I say congrats!!"  Short and concise.  Just as John McWhorter points out that texting is a form of language not writing.  

When I first began texting it was new.  I was still use to writing long papers and I felt that my writing should reflect punctuations, proper grammar, etc… How long and laborious that was especially hitting the "2" button three times to type just the letter "C".  It didn't take long to understand why texting required short, concise messages with abbreviated wording such as "BTW, LOL, etc…"  It took an even shorter time period for those words to turn into "btw, lol, etc…"  just because the shift button took more effort than what it was worth.  Before I knew it, it was a part of my personal culture as well as the culture I was embedded into. 

It interesting to note how the texting world is becoming fluid as it develops into its own language.  Obviously it will always be rigid as facial expressions, nonverbal clues, and the human component are absent.  It's not as rigid as writing can be but to add the nonverbal clues and engage the other individual texting is quickly developing ways to do this such as adding visual expressions such as "lol" or as John McWhorter explained the term "slash" as a "new information marker"which further gives us evidence to pull texting away from the category of writing and into language.  

I recommend the TEDTalk series in general




Citations

Ferraro and Kathryn C. , V., & Palmer, K. C. (n.d.).Differences between oral and written 
              communication. Retrieved on May 25 from 
              https://www.mtholyoke.edu/acad/intrel/speech/differences.htm

Karp, J. (2010, Jan 26). Does digital media make us bad writers?. Retrieved on May 23, 2014 from 
              http://spotlight.macfound.org/featured-stories/entry/does-digital-media-make-us-bad-writers

Rich, M. N. K. (2008, July 27). The future of reading literacy debate: Online, r u really reading?. 
              Retrieved on May 23, 2014 from http://www.nytimes.com/2008/07/27/books/27reading.html?
              pagewanted=all&_r=0

TEDTalk. (Producer). John McWhorter: Txtng is killing language. JK!!! [Web Video]. Retrieved from 
              https://www.youtube.com/watch?v=UmvOgW6iV2s

Ahem… Introduction

Boy Scout Jamboree 2013

Introduction
My name is Jaime Ford and I live on the outskirts of Farmington, WV in Katy Village just 7 minutes from Fairmont State University (FSU).  I am the Coordinator and Education Specialist for STEM (Science, Technology, Engineering, and Mathematics) based student programs at NASA's IV&V Educator Resource Center (ERC).  After awhile you get used to all the acronyms when you work with NASA.  How many people knew there was a NASA in Fairmont, WV?  How many thought that IV&V stood for "Building 4 & 5?"  How many people knew there has been a NASA in WV since 1991?  Show of hands….

Challenger Crew 

IV&V is an acronym and stands for Independent Verification & Validation.  After the Challenger tragedy in 1986… I know most of you knew exactly where you were when this happened (I was nine and sitting on a cold gym floor)… NASA shut down the shuttle program until they could figure out the cause of the explosion that ultimately killed seven crew members.  During the debate, NASA declared that if indeed this would have been a software malfunction an independent NASA facility that could verify and validate software may prevent another tragedy in the future.  The Challenger malfunction was a mechanical issue, however NASA's IV&V Facility doors opened in 1991.  Since then the engineers have corrected numerous issues including 5,000 critical errors on the International Space Station and continue to make sure satellites, robots, and rockets function properly in space.  After all who wants the "Blue Screen of Death" during a space mission?  Especially if the space mission is carrying human life.

All Girls FLL Team

How'd I end up at NASA's IV&V Facility?  I have a Bachelor of Science in Animal & Veterinary Science and a background in animal research.  I returned to school in 2010 to obtain a teaching license in biology, general science, and physical science.  I learned my passion was in research and teaching science.  My thought was, "A scientist in the science classroom is what we need in our school system."  I was offered the position at the ERC shortly after I received my teaching license and this position has awed me from the beginning.  Who wouldn't love teaching robotics, aviation, and rocketry?  I also teach Planetary Geology, Living & Working in Space, and the Electro-Magnetic Spectrum.  I've developed a few other classes since I've started that include "Our Solar System" and "Mission to Mars."  I'm also working on a prototype class that utilizes our engineering 3D CAD software and our 3D printer.  I also help with STEM challenges such as FIRST LEGO League (FLL), Team America Rocketry Challenge (TARC) and the Real World Design Challenge (RWDC).  At the end of the day, I hope that I can show students a field of study in STEM that they didn't realize they could be pursue and continue to live here in WV.

Graduate Studies
I have declared Digital Media as my Masters in Education program at FSU.  I hope to enhance my knowledge base in technology to continue teaching STEM based education in WV.  In the last five months I have taught 750 kids from various counties in WV.  My goal is always to improve my fluid classroom, which means improving myself as well.  I have thus far completed 27 hours of my graduate program which includes:

• EDUC 6300 Found of Am Ed
• EDUC 6301 Research in Education
• EDUC 6304 Diversity & Disability
• EDUC 6305 Adv Educ Tech and Media
• EDUC 6814 Game Design & Learning
• READ 6300 Foundations in Read & Writing
• READ 6315 Teach Cont Area Literacy
• ONLR 6808 Tech Tools for Online Learning
• SPED 6321 Students with Sp Behvr Prob

My Definition of Literacy
Literacy in the 21st Century

I chose this video for a few reasons.  First, I am biased as a STEM educator to make sure my students are exposed to up-to-date technology and have ready access in the ERC.  Second, technology is our future.  It is not slowing down, it is increasing… becoming more readily available… and humankind is evolving around it.  

Repost Wisely

Media Literacy in Education

The nice thing about the digital age is the fact that information is literally at your fingertips.  When I earned my A&VS degree, research was long and laborious.  Now I can bring a quote or statistic to the surface quickly.  It doesn't mean that it is accurate but it's still instantaneous.  Quotes on FB usually set off an alarm.  Finding out if the quote is accurate is more difficult than I thought.  I would love to think that Albert Einstein or Marilyn Monroe said half the things I've read but in the end I may find those quotes are from someone else's imagination.  How disappointing...

Carter

A little over a month ago, one of the warriors from our Dojo suffered a horrific head trauma.  The experience has been terrifying to watch as both someone who knows this little guy and as a parent of an 11 year old child myself.  This video outlines the gratitude his father wants to express to all the people who have kept Carter in their thoughts, hearts, and prayers through this journey.