Group Facilitation Notes: Textual Media, Discourses, & Literacies

Textual Media, Discourses, and Literacies Notes

 

Technology in Education:

-We have access to an unlimited amount of resources

-In the classroom, computers, the Internet, and technology have expanded the knowledge of students and contributed to many new opportunities

-Less memorization (calculators, computers)

-Is technology hurting literacy?

-Is teaching the old fashioned way even useful anymore?

-Technology has it’s pro’s and con’s

-Socrates did not support writing, Pluto wrote his stories down and now they are able to be referenced, unlike many of Socrates philosophies

-Technology has definitely influenced communication-people can “hide” behind technology and say things over the computer or their phone that they may not say in person

-Electronic vs. Non-electronic

-Technology affects how one came become more literate in a certain subject

-Being technologically literate can be defined in many different ways

 

Technology By Age:

Primitive: (Cave Man)

  • Clubs/weapons
  • Fire
  • Cave art

 

1600’s: (Colonization)

  • First refracting telescope
  • Submarine
  • Method for blood transfusions

 

1700’s: (Revolution)

  • Cotton gin
  • Steam engine
  • Odometer

 

1800’s: (Civil War)

  • Transportation, covered wagons, horses, buggies, boat if near water, ride on train
  • Candles and oil lamps
  • Used an open fire to cook or an open fireplace, cooked food in a large cast iron pots
  • Industrial Revolution

 

1900’s: (Globalization)

  • Radio
  • Internet
  • Cell phones

 

2000’s: (Modern)

  • Social Media
  • Computer Technology
  • Renewable energy

Facilitation Reading

Class Notes: Literacies, Academic Discourse, & Conventions of Appropriateness

Class Notes on Group Facilitation: 10/16

 

Literacies, Academic Discourse, Conventions of Appropriateness

 

  • School:

Appropriate-casually formal, respectful, focused

Inappropriate-using profanity, talking about drugs/alcohol, improper grammar in emails

 

  • Professional:

Appropriate-serious, proper grammar, respectful, straight to the point

Inappropriate-hoodrat, sloppy, emotional

 

  • Family:

Appropriate-open communication, comfortable, school, sports, loving, asking favors, politely asking for money

Inappropriate-stealing money, cursing (depends), disrespect, “bad stuff,”

 

  • Friends:

Appropriate-anything goes, sarcasm

Inappropriate-gossip about them, hurting their feelings, pushing their buttons

 

There is appropriate and inappropriate behavior and language to use in certain situations.

 

Literacies & Academic Discourses: 

 

Science: Steps, informative, data

 

History: Important figures or people, factual, important dates and events,

 

English: Analytical, themes, focusing on grammar and mechanisms

 

For different academic discourses, when a person writes, it becomes more personalized towards that discourse.

Free Write from my Group Facilitation

Today’s class facilitation has definitely expanded my knowledge in cultures and languages, literacies, and discourses. Since my group presented today, all of the knowledge I gained through research and teaching the class has definitely given me a better understanding of how culture and language is all interconnected and the effect it has on society. I didn’t realize how many different aspects make up our culture and the way we speak. One of the challenges my group faced was deciding on how to tie everything together since culture is such a broad topic. It covers a group of peoples language, beliefs, dress, attitude, values, norms, behaviors, and even material objects that are important enough to pass on to future generations of a society. However, I feel like this topic has benefited me in many way. For starters, I have a much better understanding of language and culture simply because I had to teach the class about what it is which has helped me retain the information much better. This topic is also related to what I am currently learning about in my Sociology class which makes it super interesting that I can connect it in two of my classes.

Group Facilitation 1: 9/16

Group 1: Class Notes 9/16/13

 

Stereotypical High School groups:

 

  • Jocks-cocky, popular, athletic, attractive

-”Yo, what’s up bro?”

 

  • Potheads-chill, hungry, creative, high, smell “earthy” or like essential oils, open-minded, lazy

-”You trynna smoke? I got some loud.”

 

  • Nerds-smart, geeky, studious, glasses, socially awkward, “tidy”

-”According to my calculations…”

 

  • Fashionistas-always put together, snobby, well dressed, confident or self-conscious, creative, trendy, thrifty

-”OMG that is so fab!”

 

  • Preps-opinionated, rich, “monogram everything,” Lilly Pulitzer, chevron, “Polo’s”

-”Lilly sale!”

 

  • Hippies-no shoes, long skirts, tie-dye, colorful, chill/mellow, carefree, nature loving

-”Yeaaaaaaa man, just chill out.”

 

  • Scene/Emo/Gothic-obnoxious, dark clothes, dark make-up, intimidating, over dramatic, emotional, normally introverts, expressive, seem depressed, somewhat artsy, loud music

-*sighhhhhhh*

 

  • Band Geeks-instruments, obnoxious, dedicated, friendly, artsy, typically smart

-”Music theory, scales, notes.”

 

  • Troublemakers/Rebels-mischievous, manipulative, opinionated, defying the rules, argue, rude, testy, push your buttons, careless, liberal, extreme

-”The man trying to keep ya down!” (Shouting)

 

 

Gossip Girl vs. Walking Dead vs. Boy Meets World

  • Literacy, Technology, Place, Actions, Writing, Language, Beliefs, Values
  • How do these stereotypes all come into play?
    • Society changes, skills evolve

 

  • Why do people adapt to other discourses?
    • To fit in, feel accepted
    • Helps you survive
    • We need other people, we have multiple roles in our lives
    • People deviate from their discourse in the Walking Dead because there is more of a need for survival
    • Position of authority vs. the new guy

 

  • Once the labels are eliminated, how do we determine who’s on top?

 

-Speech Acts: verbs that do things

 

Lauren: “When we are younger, we are more acceptive of things, but as we grow and mature, we begin to label things to help us process, accept, reject, organize, and memorize things.”