Blog 9

Gaming Literacy Interview

Smith's Social Linguisticn (Interactional) Approach

Messages -> What someone says ( 1 person ) ( 1 Topic )
Interactional Units -> A conversation with two speakers on the same topic.
Set of interactional units -> Coversation on the same topic with multiple turns/interactions.
Moved conversation forward by making statements.
CH introduces new topic
Change in set of interactional unit
             -> Defined by laughter
             -> Ch introduces new language.
Where does the conversation change focus? What marks those changes?

Interactional set #1 -> (Main Focus) Being an expert in games doesn't count as being in software.Ch        I wanted to talk a little, you  talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?

B          you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things

Ch        so it's interesting, games aren't really considered software are they?

B          they are -

Ch        so you know lots of software

B          yeah, but it's just games (laughing) -> signal for the end of the first unit. (Laugh)

Interactional set #2 -> Relationships between games and software. (Background) 
Ch        so what kind of crossover did you find between learning the games and learning the software everyone needs to know?  Obviously it wasn't real hard for you to learn, frontpage

B          I think it's because I had ah, background exposure

Ch        what background?

B          Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.

Interactional set #3 -> Gaming as literacy.
Ch        that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program.  And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications

B          well like a lot of games, in the beginning, there's menus.  You don't just start playing.  There's menus, you get to customize your decal your spray, clothes,

laughing

It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.

Ch        OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?

B          I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch

Ch        how about file systems and gaming spaces?

B          you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files

Interactional set # 4 -> How playing games as a kid prepared you as an adult.
Ch  - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?

B          like I was navigating through menus

Ch        you got used to trial and error

B          I wasn't being graded - there's no - all right man, let's pass this class you've got to

Ch        so you're completely comfortable with messing it up and starting over.

B          Oh yeah

Interactional set # 5 -> Ch states her opinion about print generation.
Ch        I think the print generation has a lot of hangups with that - what's something else

B          there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way

Discussion of Patterns:
            -> Throughout each interactional set, Ch directs the conversation. However, in many instances Chandler's questions are based off of Brian's response. For example, in interactional set # 2 Brian responds to Chandler's initial question by saying, "I think it's because I had ah, background exposure."
Chandler's next question connects to Brian's answer so she asks, "What background?"

Who learns what?
         -> In this interview it is obvious that Chandler learns about the primary focus which is gaming and software. However, through the conversation Brian seems to learn that he is quite good at gaming and software because during the interview Brian seemed to be very modest about his skills in his field pf expertise.

Power Dynamics:
       -> Chandler is in control throughout the entire interview.








Goldman's cognitive approach

Surface layer- Physical presentation of the text and what is being interpreted. (What Brian thought about his gaming knowledge).
Textbase layer- What the text says.
Situational Model- Assumptions referred to by the text. (Brian now knows that he can apply his knowledge of gaming to different software.)

Ch        I wanted to talk a little, you  talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?

B          you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things

Ch        so it's interesting, games aren't really considered software are they?

B          they are -

Ch        so you know lots of software

B          yeah, but it's just games (laughing)

Ch        so what kind of crossover did you find between learning the games and learning the software everyone needs to know?  Obviously it wasn't real hard for you to learn, frontpage

B          I think it's because I had ah, background exposure

Ch        what background?

B          Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.

Ch        that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program.  And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications

B          well like a lot of games, in the beginning, there's menus.  You don't just start playing.  There's menus, you get to customize your decal your spray, clothes,

laughing

It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.

Ch        OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?

B          I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch

Ch        how about file systems and gaming spaces?

B          you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files

Ch  - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?

B          like I was navigating through menus

Ch        you got used to trial and error

B          I wasn't being graded - there's no - all right man, let's pass this class you've got to

Ch        so you're completely comfortable with messing it up and starting over.

B          Oh yeah

Ch        I think the print generation has a lot of hangups with that - what's something else

B          there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way

Questions this analysis may answer:

              -> This analysis can answer questions about how someone proir knowledge about a certain subject, can help them gain new knowledge about a new subject.

             -> How a student's background can help them for the future.

Blog 8

Sample Transcript for DA

After I read the interview between Dr. Chandler and her student Lorena, I scanned the interview and looked for any "power moves" regarding discourse analysis. Here is the list of things I came up with:

• The student repeated the words "you know" throughout the interview.
• The student told the story three different times in the interview.
• The mood changes from the begining of the interview to the end.
• The three themes I found was the ESL Test, friends, and fear.
• I also noticed hesitation with some of the student's responses.
• Dr. Chandler used the student's responses to ask the upcoming questions.
• The interview ended on a positive note saying, "Yeah, in the new class, I got a new group of friends. It was good."
• There were approximately fifty-sixty uses of pronouns.

"Power Moves":
      Social Expectations:
         State, School board, mother, and friends.

I have to admit some of the things I came up with were more difficult to find than others. I am still trying to see if there is anything else I could find, and if I do I will add it to my list!

Blog 7

1.) I think discourse and discourse analysis is a bit clearer to me after the class lecture. Since we broke down the "power moves" to look for when we analyze discourse analysis in writing. The list included things such as use of pronouns, use of questions, eye contact, struggle of authority, themes, and use of tone of voice. I think this list makes it so much easier for understand and analyze discourse. Now I know what to look for and how to use this information when defining discourse. After we learned about these "power moves" I went and reread chapters 1 and 2 of Bloome. It was actually a little easier to understand and I think I was able to pick out some important aspects about discourse.

2.) My big question about discourse that I still cannot quite understand is how to use as a research method. I know we went over it in class, but I am sstill confused about the whole thing. Hopefully reading the blog that Dr. Chandler post about the lecture will help me understand it better.

3.) I think the best kinds of activities would be working in groups and using what we learned to identify discourse and discourse analysis. Sometimes listening to what your classmates think can help you get a better understanding ona certain topic.   

Blog 6

I had a really hard time understanding discourse and discourse analysis. Even after I read Bloome's piece, I still could not come up with a clear, specific definition. So I hope what I came up with is at least somewhat right!

I do not think there is one definition for discourse analysis. From the chapter, Bloome describes it as a the way we use and explore language in various literacy events. Discourse is also linked to texts, fasce-to-face interaction, and the structure of social institutions.

There are two levels in discourse called micro and macro. Micro levels approaches discourse with a more face-to-face interactions, the immediate situation, and local events. While on the other hand, Macro levels approach discourse with a emphasis on broad social, cultural, and political processes.

Another approach to trying to define discourse, you can use it as a noun or a verb. There are four definitions of disourse as a noun  that inlcude text, language-in-use, identity, and as truth, rationality, and common sense. As a verb, it become the action that a person or group take with others.

Even after writing my blog I still have still blurry spots abput discourse and discourse analysis. It seeems to be such a broad topic that there cannot be one definition to expalin the entire concept. It may be useful as a research method because as a future teacher, it could help me help a student who has a difficult time expressing themselves with me, peers, and even their parents.

Blog 5

Unfortunately I was not in class when we went over creative writing as a research method, but after reading the blog posted about the discussion in class I think I understand some of the points for creative writing. So the idea I came up with was about a young boy coming to the United States from another country on his own. The story would focus on all the hardships he faced trying to become a neurosurgeon and creating a life for himself in a new place, around new people.

My research process would include:

1. Cluster: This first step would give me a chance to come up with various smaller ideas that reflect my cental concept. For example, what age would the boy be when he moves to the United States? What kind of community would he live in? The stages of his educational process to become a neurosurgeon?

2. I would talk to friends and family who may have knowledge about this topic, and use their experiences to come up with a storyline and help me design a plot.

3. Freewrite: I would begin to write down my ideas and come up with a sequence of events that my character would go through. I would keep a notebook and pen or pencil with me, so if an idea popped into my head I could write it down.

4. I would interview people and observe children from other countries in school and home settings, just to see how he or she adapts to a new environment.

5. Once I have organized my thoughts and ideas I would begin to write my first draft, I would definitely have more than one peer revisions with more than one person. After I revised and have written my final draft, I would do another peer revision  and proofread numerous times before being completely finished.

Blog 4

My Three Research Projects
      As a future teacher, I wanted to center my three research topics on children. There are so many new and interesting research about children that teachers should be aware of. The different aspects of our society is changing the way young children see and view people have the environment around them. So, I think the more I can learn about things going on within our community can help me understand my students on a higher level.

1.) The Media and young children
    
  Focus: For my first research project, my focus would be to research how much does the media (TV, radio, internet, magazines ect.) play a role in a child's developmental skills. As we all know the media has become a major part of our society. We are bound to find out about the latest break-ups, make-ups, fashion hits and fashion flops just about anywhere we turn. However, how are the actions of these celebrities affecting our youth? Also, is the effects negative or positive?

Where? I am not exactly sure what this means, but I would do the research where children are surrounding by the media. It may be at someone's house while the children are watching TV, or in a computer lab where children are able to search the internet, or even in a classroom setting before the beginning of class. As I recall from my elementary days, children have the best conversations with there peers right before the teacher walks in!!

When? I would try to do my research when children are able to have play time or free time. I think observing children in a setting where they are able to watch or do as they please would be the best way to see how they react tp any rype of media. For example, observing children when they are allowed "TV time" at home would be a great way to see what they choose to watch anf how they respond to it. I think if I did my research during classroom instructions or at a time when he or she has to get their homework done, would not give me the most accurate results. I only say this because at those particular times children are suppose to be focused on a certain subject or topic.

How? The methods I would use to go about my reserach would be ethnography, interviewing (parents, teachers, and children), and visual analysis. I chose these three methods because for this particular topic I think one of the best ways to obtain the research needed is to observe, then, analyze, and finally draw conclusions. I can interview parents and teacher and get there opinions on the media and how it effects children. Also, interview children and get their take on what they think about media.

2.) Reading to children at a young age.

        Focus: The focus of my second research project would be how important is it for children to be read to at a young ag? There are so many different kinds of families in our society, each with their own uniques characteristics and values. There are some parents who read to their chidlren even before they are born, and other who just wait until their children start school to introduce books and reading to them. My main focus question would be does reading to children from a young age help develop childrens' reading skills?

       Where? I would do my research in more than one family's home where there is both young children and parents. Also, I think a classroom setting would be another good place to conduct my research. I am not too sure where else would be a good place to do research for this particular topic so far.

     When? I think during the school year when children get a lot of reading assignments would be a good time. Also, before bedtime when children are getting to go bed would also be a good time. I chose the secone one because bedtime is usually when parents can have one-on-one time with their child, some choose to spend this reading to their children while other choose to do other things.

    How? The methods I would use to do my research would once again be ethnography, visual analysis, and especially interviewing. I would interview parents who read to their children when they were little vs. parents who did not read to their children when they were little. I would also interview parents who were not read to when they were little, but chose to read to their own children vs. parents who were read to when they were little, but chose not to read to their own children. Finally, I would interview teachers that know parents spend time reading with their children vs. teachers that know parents do not spend enought time reading with their children.

3.) Homework and young children
  
        Focus: The focus for my third research project would be how effective is homework for children on a daily basis? There are many people who say that homework is not necessary everyday, but rather on a weekly basis, while others believe that homework is vital on a daily basis especially for younger children.

      Where? I would definitely do my research in a classroom and at the homes of students. I would observe students throughout the day at school during their lessons, then go to some of their homes and see how well they do the homework, and then go back to the classroom the following day to see how well the student was able to retain the material.

     When? I would condcut my research during the school year, since that is when children would probably get the most homework.

      How? The methods I would use for this research project would be ethnography, interview, and visual analysis. Interviewing both teachers and parents as well as children would be a great way to get responses from those who are mostly involved in dealing with homework.

Questions
1.) I know I chose the same three methods for all three research methods, is there any other methods that I could use that would be just as effective?

2.) How long would I have to conduct my research for in order to get accurate results?

BLOG 3

What Young Children Teach Us About Literacy Learning 
Authors: Catherine Maderazo and Prisca Martens 

I chose to write my blog about this essay because I was interested to see what kinds of things the two authors Maderazo and Martens would come up with. Children are very active and are always doing something, so I was curious which experiences the two moms/authors would use to write the essay.

Purpose: It took me a while to figure out how to put my thoughts of the purpose into words. I'm still not quite sure if it sounds right or even makes sense, but here goes.....

After I read the introduction and conclusion of the essay, I think that the purpose was for Maderazo and Marten's to take their childrens' experiences in play to explain how adults learn much of what they know about how childrens' early reading and writing by watching young children in their environment . Observation of how children use the tools and people around them has helped adults learn how children connect to the world of literacy.

Process: As I looked through the book I saw that the authors separated their research by five different lesson plans. Under each lesson plan was an example of what Maderazo and Martens observed their child doing, and how it connected to the main point of the lesson. There were also a few pictures of some of the childrens' work which were probably photocopied or scanned from the original.

Sources: When I think of sources I assumed it includes what or who the authors used to get the research. So I came up with a list that I thought was a part of the sources for this essay. (I might be totally wrong!)

• Leo and Elliot Maderazo; Sarah and Matthew Martens
• A variety of books that the children liked to read.
• Signs and logos in the community.
• Hot Wheels website/internet
• Sarah's grandpa
• Miss Cartwright