Functionally Illiterate

When you think of illiteracy, what is the first thing that comes to mind? maybe for some, this term can be related to third-world countries. It can be defined as the inability to read and/or write. for me, the first thing that comes to mind when I think of illiteracy is:

This was a topic, and a term, that I did not relate to a level of seriousness until I began college. After doing a search of just the word “illiterate” and going through the images that pop up aren’t related to humor at all; they are a dark and raw and real. When I dug a little deeper to see where people with this issue were located, I was absolutely shocked to learn that there were people who lived in my home state that experienced illiteracy.

For those people in Ohio who experience illiteracy, the phrase “functionally illiterate” is used to make it a little more positive than what it actually is. This can refer to someone who goes through everyday life and functions, but may not be able to tell time or read a medication label or understand the bus schedule. According to Kristi Garabrandt of the News Herald, 66% of the illiteracy rate in Ohio comes specifically from Cleveland. This statistic can come from poverty, personal trauma/experiences, the inability to read and write, etc. This experience with illiteracy can affect a span of generations and causes more people in society to become “functionally literate”.

Being illiterate in the society we live in today can be detrimental to someone’s function in life. We talked last week on the topic of literacy being a right, and it seems that in this moment, specifically in Cleveland, it is a topic worth relating to. Children of adults who are going through life “functionally illiterate” are most likely not learning like other kids from literate households because they are comprehending now words or phrases. They are learning what they can in school, and they are expected to learn in this setting because they won’t be able to get this type of learning at home. Illiteracy can affect kids, which can potentially affect their future lives in society.

It is important for teachers/supervisors/professors to be able to realize and connect with these kids and help them learn and engage in their own way in order to break this trend and help children learn in a way that specifically makes with them and that starts in the classroom, from an early age.

 

The Evolution of Texting

Think back to the time you received your first cell phone. Most everyone in this class will relate this period of time to when flip phones were still a thing or phones that were just being developed with “qwerty keyboards”. We were so… fascinated by this new form of communication. However, it is considered the most common form of communication in today’s society. There was a point in history where the act of texting didn’t even exist, so how did this nonexistent term come to be so popular?

How mobile phone technology has changed over the last 40 years | Netstar

There was a time when those taking part in texting back and forth could only send SMS messages; better known as the dreaded “green bubble”.  In 1984, two European men came up with the concept of SMS messaging. However, it wasn’t until 1992 that the first SMS text message was sent through a retro company known as Nokia.

The 1990s was the developmental aspect of texting. This is when companies were learning how to send text messages to other people and how to use this new type of medium to communicate. Texting became available around 1993 for person-to-person, and then eventually through various networks like businesses. The 90s were also the time when the T-9 keyboard was invented.

a cinderella story hilary duff gif | WiffleGif Services were starting to be made available on mobile devices in the early 2000s. The news was able to reached on mobile phones at the beginning of the new millennium. “Text to” became very popular during this decade as well: “text to vote” on the hit singing show, American Idol, “text to donate”, “text to receive updates” on the presidential campaign. this was a time period where texting started become known and was being used commonly in everyday life.

2010 was not only the time “texting” was added to the dictionary, it was also when Apple iPhones started to become popular. The hype of a going from a T-9 keyboard, flip phone to an all touch screen iPhone was game changing. This may have been when the great Android vs. iPhone battle begin, also referred to as green bubble vs. blue bubble.

In our present day, texting has almost become a task. There are people who will have over 100 unread messages in their phone, with no intentions of replying to any of them. As far as we have come with being able to text, it seems that people would rather use the talk-to-text feature on their phones, or face-time, or talk to their apple watch. As the evolution of texting starts to become something that isn’t evolving anymore, the beauty of calling and seeing someone’s face while trying to communicate will hopefully *fingers crossed* be making a comeback.

NORMALIZE CALLING AGAIN!

 

Siri, Alexa, and more Robots

Who else feels like their phone is listening to our conversations way more than we realize? Just the other day I was telling my roommate I was in the mood for Panera white cheddar mac & cheese, and what was the first ad that popped up on my phone not more than 2 minutes later? You guessed it. One telling me to go straight to Panera on Lane and woof down a nice warm cup of cheesy deliciousness.

In the 21st century, there’s no such thing as a private conversation as long as Siri or Alexa are in the room. Although it seems like we have a problem with artificial intelligence, in some sense, it can be the other way around. Heather Suzanne Woods article, “Asking more of Siri and Alexa” exposes how AI is created with serious female gender stereotypes in order to cloud their ways of surveillance. She calls this “digital domesticity”, which encourages users to exchange in more personal forms of data exchanges, and make them forget that talking to a robot in the home could be a little off putting.

Siri and Alexa are people pleasers. They gently guide users to make decisions and have an overall calming effect. They also have a polite, sometimes even cheeky sense of humor. All in an attempt to make us comfortable with giving a glimpse into our personal lives. But what happens if AI comes in the form of a male voice? What does that do for the user and how is it different? There are a plethora of examples of Robots in pop culture to look to for answers.

Take for instance Sonny from iRobot, Optimus Prime from Transformers, and C-3PO form Star Wars. All of these robots are unique but also similar. Sonny is strong and intelligent, and does his absolute best to behave and think like a human, but some ideas and emotions are lost in translation. Same with Optimus Prime, he’s large and incredibly strong and powerful, but constantly miscommunicating with his human ally. C-3PO is less “manly” but is still cautious and loyal to Skywalker.

All of their characteristics suggest that male AI’s are created with the same physical stereotypes as that of a human male. Their purpose is to serve and protect the human, while lacking in communication and emotions. More often than not, the male robot sacrifices himself for their human companion. Female robots on the other hands, are created with the same emotional stereotypes as that of a human female. I mean, Karen from SpongeBob is literally supposed to be Planktons wife.

While all of my examples are fictional, I think there’s an important takeaway: even if these intelligence’s aren’t “real” we still force the same gender stereotypes on them. And as long as we’re doing that, then there’s still a problem.

2020: A Year of Political Unrest or A Year of Literacy?

One of few things undebated about 2020 was that it was a year full of political unrest. Either side of any debate held that year, whether presidential, COVID-19, wildfires, etc., will attest to that.

Civil Unrest Political Cartoon

Malcom X would argue the reason is the world is more literate than ever before. Literacy is loosely defined as the ability to read and write. https://www.merriam-webster.com/dictionary/literate#h1 So, with the United States reaching a 99% literacy rate as opposed 80% in 1870, it has more to say and hear than ever before. https://nces.ed.gov/naal/lit_history.asp

Simply said, there is a greater number of people whose different ideas are finally being shared. Additionally, by the 2016 election extremely well-read internet ecologies such as Twitter and social media have more or less been accepted as an official news source or valid manner of spreading information.

2016 Presidental Election Twitter Image

But any person can publish themselves on Twitter. So, anyone with an idea worth listening to can muster up the same audience and credibility as news reporters.

Blocks with Social Media Images

In other words, mainstream narratives about elections, political issues, ideals, and how to think etc., no longer are provided by the news outlets alone. The common man now has as much potential political sway as Alexander Hamilton. The only problem is millions of people are attempting to do this at once.

Alexander Hamilton as Depicted on the Ten Dollar Bill

So, the end result is responses to issues now seem cluttered. Movements seem contradictory within themselves. In general, politics has lost its unity without the authority of the news to lead either side.

Malcom X Giving a Speech

Perhaps this is a benefit. Movements like BLM and others that have been massively ignored for decades finally have gained attention basically thanks to social media and increased literacy of those writing and reading about it. Malcom X argued that the inability to write and read is what kept him in chains. https://antilogicalism.com/wp-content/uploads/2018/04/malcom-x.pdf

Regardless of whether this rapid transfer of ideas, politics and movements is positive or negative, the result is civil unrest.

Without the internet and the increase in reading and writing ability in the United States a majority of current political issues would likely have been ignored.

The end result is the ecology of political writing has changed entirely. No longer is political writing reserved for the news companies or the Ben Franklins of the world. But each person has the ability to capture attention like those giants of the past did. This means more ideas, more movements more politics in general.

A Political Activist Tweet

Good Morning Gremlins

“Boys and girls,” is the universal call to attention for most school-aged children. Gendered language subtly sends the message that those of us that might not relate to the gender binary are not included. These inequities must be addressed more directly in our classrooms and institutions.

From an early age, children reinforce gender stereotypes they learn, and it influences the way they think about themselves and others. All students must be empowered in order to provide an inclusive and safe learning environment. True gender equality can be reached when these needs are met for all students:

  • Equitable access and use of resources
  • Equitable participation
  • Safety or freedom from violence

The first step is to ask ourselves: How are you using language? Using nongendered terms and encouraging discussions about gender and identity opens the floor for exploration and acceptance. Advocating for a more diverse curriculum and calling into question shortcomings is important in creating a modern counternarrative to build a more just learning environment for all kids.

In the past few years, news articles have surfaced in outrage over school districts enforcing nongendered language. Referring to students as “friends,” “scholars,” or whatever it may be is not an attack on cisgendered students. In fact, it removes the gendered assumptions and competition that strong enforcement of gender roles evokes.

The U.S. Census Bureau collects the most comprehensive data about the demographic makeup of the country. The 2020 survey wholly excluded the identities of those who exist outside of the gender binary. Census data is used to inform policy, and without an accurate representation of that population, it is harder to provide evidence of necessary service and policy changes that protect those people.

There are many great resources out there for inclusive lesson planning and readings for class made by teachers for teachers. Pay note to the depictions of people in your readings: call into question stereotypes, read nonbinary and trans authors, challenge student’s assumptions. Engaging with more inclusive vocabulary and facilitating discussions about the influences and effects of biases and identities is a step all educators need to be taking.

As Winn explains, in “The Right to Be Literate,” hybrid learning environments including multiple forms of literacy serve students and teachers better. Collaborating with students and inviting them to share their lived experiences grants them agency to pursue their right to literacy.

Ultimately, diverse learning materials and methods are necessary to accommodate the diverse learners you are working with. These practices can and must incorporate all facets of identity. Classrooms should provide a safe, and inclusive environment that challenges and supports all students, without adding the burden of assumption.

Do AI Paint With Virtual Brushes?

Many people have brought up how AI VA have made contributions to the domestic setting, but how about the art scene?

AI or Artificial Intelligence is defined as ““is the science and engineering of making intelligent machines, especially intelligent computer programs. It is related to the similar task of using computers to understand human intelligence, but AI does not have to confine itself to methods that are biologically observable.”

Back in 2018 the first AI created portrait was auctioned for $432,500.

 

This sparked the debate of wether or not AI generated products could be labeled as art.

So what exactly is defined as art? The belief is that anything generated by AI isn’t original, which I’m not sure if I can completely agree with. AI is fed several images and words before it produces something that resembles the original content, but is that not what humans do? We make art based on our life experiences and everything we see, hear, imagine all accumulates in our mind which we then use to create art. Right now the main difference may just be that AI cannot fully experience all human emotions, and therefore the works it produces have no depth to them. After all it is difficult to look at a painting done by AI and try to find deeper interpretations or emotions in it.

In my personal opinion there seems to be a sort of uncanny valley going on here. After all, I believe that as humans we create and consume art to feel connected to the world. So to know that the work you are seeing was not created by a person who feels emotions as you do makes the work seem a bit unsettling. I think one of the best things about art is that it is imperfect, and although it may be made in the likeness of something, it is not an exact replica. AI therefore is incapable if making human error, so how does this change our interpretation of AI “art”?

Art is often not a solitary thing, but rather it is collaborative and synergetic. How then does AI participate in this? Is the data it is fed a communication with the world? Is the product of AI a collaboration because the data it is fed is real? Or because no humans were directly involved does it make the work solitary?

It seems that every day we discover that AI is capable of doing something new.Like most of you I don’t have answers for the questions above, but this is definitely something we can all think about with the rise of AI inventions.

 

Main Character Syndrome, Fleabag, and the Internalization of Audience

When I first read Marilyn Cooper’s article “The Ecology of Writing”, I’ll admit I was puzzled by the differences between what Cooper calls the cognitive process model and the ecological model of writing. The notion of a solitary author, as posited by the cognitive process model, didn’t seem so outlandish to me. Of course writing is a solitary activity– I don’t exactly sit around and gossip while I write essays, and I’ve certainly felt that I was “not a part of the world” I was writing for. As a lonely, nerdy, pre-English major of a child, I often turned inward to creative writing and reading as a substitute for human interaction. (That should have been the first clue that reading and writing are SOCIAL activities, but alas).

Then I remembered something else I did as an introverted child in lieu of socializing with my peers, and the tenets of the cognitive process model started to give way to those of the ecological model in my mind. Don’t laugh (or do, it’s kind of funny) but pre-teen Anna used to pretend like she was the main character in a young adult novel or a coming-of-age movie. Sound familiar? It should. If you’ve been on TikTok in the last year or so, you’ve probably heard of the main character trend (playfully dubbed “Main Character Syndrome”) going around. As the name suggests, the trend refers to when TikTok users romanticize aspects of their everyday lives and themselves (think sitting in a coffeeshop looking mysterious) as if they were the main character in a story. The main character in the TV show Fleabag embodies this idea perfectly. The protagonist frequently looks directly into the camera and talks to us, the audience, telling us what’s she’s thinking but can’t say out loud for fear of judgement or impoliteness.

So what do my poor coping mechanisms of years past, TikTokkers, and Fleabag all have in common? The answer: the internalization of audience. I conceptualized my middle school problems as plot twists and trials in my very own Hero’s Journey as if they could all be laid out and read chapter by chapter. Teenage girls wander somberly through bookstores, trying their best to look aloof and intellectual for the front-facing camera. Fleabag (that’s also the main character’s name) literally looks directly into camera, all the time. This is when I really started to grasp the ideas of the ecological model. Because pretending to be in a book certainly didn’t do me any favors (hindsight is 20/20: just quit sitting alone at lunch). Psychology professor Michael Karson has written about how viewing oneself as the main character can quickly become toxic. In the show, Fleabag only starts to learn and grow once she turns away from the audience.

Finally, I understood what Cooper meant when she said that no one is a truly solitary author– or at least, it’s unhealthy to do so. Because for Fleabag and I, the only long-term solution to feeling like an outsider involves opening yourself up to others. I can’t speak for teens on the internet, but I know that meeting up with friends after a long day of staring at my laptop and scrolling through social media always makes me feel more connected to the wonderful web of life we live in.

You are not a solitary author mournfully narrating your own story to an outside audience, and you’re never going to feel a part of something greater until you let go of your internal sense of audience. So maybe we all ought to get out of our heads, so to speak, and try to engage in reading, writing, and even speaking/socializing from an ecological perspective and not a cognitive one.

Discussion posts & replies: a plea?

Let’s talk about the digital classroom real quick.

In many ways it’s messy—slapped together in a haphazard panic by people fatigued from, among so many other things, a constant need to develop their own digital literacy. Given the broader context, maybe we’re all doing this distance learning thing better than I give us credit for. 

But still, I can’t help thinking some of our writing activities are… I don’t know, lacking? And nothing is more lacking than discussion boards

Let’s get a couple points out of the way first:

  1. If done right (which, c’mon, how often is this happening?), discussion boards serve several significant purposes. Not least of which is authentic engagement with the class’s material.
  2. Discussion boards will inevitably follow some of us back to our in-person classes when the time comes. 
  3. Writing is ecological (more on that in a bit). So the way we approach discussion boards matters outside of the discussion board genre.

What are we, students and teachers from all education levels, supposed to do with a failing system despite its huge potential?

I’m not going to pretend that I have the answers. Frankly, that pedagogical thread is far too tangled for my liking. But I do have a thought. Hear me out: 

I, for one, love when researchers leverage social media to develop and refine their research questions. Networked participatory scholarship is not without its faults, but it does provide those outside the academic sphere a small opening to an otherwise impenetrable scholars-only club. (For a more nuanced discussion, check out this quick read.)

And that’s where I think Cooper’s ecological model of writing comes into play. She says:

“[A]ll the characteristics of any individual writer or of writing both determine and are determined by the characteristics of all other writers and writings in the system.”

And:

“Writing, thus, is seen to be both constituted by and constitutive of these ever-changing systems, systems through which people relate as complete, social beings, rather than imagining each other as remote images: an author, an audience.”

Learning to communicate on discussion boards as complete, social beings whose ideas affect and are affected by the ideas of others will impact how we form and share knowledge outside of the digital classroom.

What researchers do on Twitter and other sites is in the same spirit as our discussion boards. They’ve been able to use digital spaces to mature their ideas. Why are we so weird with discussion boards then?

Maybe it’s time to shake up the standard conventions of discussion board posts and replies.

Ditch the formalities. Ask questions. Challenge ideas. Make responses shorter, more meaningful, and more conversational. Teachers and professors, compose your own discussion posts and reply to students in the same way you want them to be doing so they have a template to emulate. 

This is just my perspective; what’s yours?

The Anti-Social Writing Process

Is it possible to be anti-social in today’s world?

Even when we’re lying in bed being “anti-social,” what are we really doing? Staring at our phones, scrolling through social media? Reading books full of words and messages?

Human writing practices seem to be innately social—we write so that our words may be read.

Marilyn Cooper profoundly comments on this social nature of writing in her essay “The Ecology of Writing.” In it, she rejects the previously postulated cognitive process model of writing as being too internalized and solitary. Instead, she argues that writing occurs within a complex, reciprocal ecology, in which readers shape the process of writing and writers shape that of reading. In other words, this ecological model hinges on social interaction between writers and readers.

But perhaps humans can be a little too social, reading communications they weren’t supposed to. In response to this need for increased privacy, I would argue that an anti-social writing process has arisen: encryption.

Encryption is the scrambling or encoding of data to prevent unauthorized entities from reading it; only the parties with the key to unlock the encryption can interpret the data. Search engines do it all the time to protect our precious data, which they claim not to sell but still manage to monetize and distribute to advertisers. Ohio State physics professor Dan Gauthier created “tamper-proof” encryption for drones, exploiting minute discrepancies in drones’ microchips to make data purportedly impossible to read.

The reasoning for encryption’s proposed status as an anomalously anti-social writing process stems from the separation of the writing processes of data and encryption; the data being encrypted already exists in a legible form—it has already been written. Encryption is a subsequent, discrete writing process aimed entirely at making this data unreadable (see the image below).

This image shows the process of encryption. On the very left, a symbol of a blue sheet of paper is labeled "original data" with an arrow pointing to a gray sheet of paper, labeled "scrambled data." In between these two pieces of paper is a symbol of a gray key labeled "public key" under the line of the arrow and the word "encryption," above the line of the arrow. From the right side of the gray paper labeled "scrambled data," another arrow leads to a blue sheet of paper at the right edge of the photo, also labeled "original data." Straddling this second arrow is another key symbol, this one blue and labeled "private key," as well as the word "decryption." In short, the original data is encrypted into scrambled data, which is then decrypted back into the original data using the key.

But what about other forms of private writing, like diaries or Morse Code? Couldn’t these be considered anti-social writing processes?

As for diaries, the societal taboo or expectation of privacy makes them anti-social, not the physical writing itself; a diary user inevitably enters their writing into the social conversation by creating the possibility of it being read.

With Morse Code, the act of encoding causes you to inevitably transcribe the message—you still spell out all the words, just with different symbols (and hence participate in social writing). But encryption comes in after the message has been written and simply scrambles or locks the preexisting data. The text of encryption itself is often a series of algorithms, not a message.

Yet, despite the anti-social nature of encryption, it is still reactionary and reciprocal, like the writing and reading that takes place in Cooper’s ecology. Encryption must adapt as unauthorized “readers” become better at “reading” encrypted data, and these “readers” must also adapt if they want to intercept and interpret encrypted data.

Surely this is not a position Cooper expected to defend—an anti-social writing process infiltrating her social ecology of writing—yet it is an interesting one nonetheless.

Discussion Boards and Writing Ecology

How goes it everyone?

If you are a current or a former student that graduated in recent years, you are likely quite familiar with discussion boards; an online academic interaction tool that has increasingly been replacing traditional classroom debate. Since the onset of the Coronavirus Pandemic, this great replacement has only accelerated even further due to most classes shifting to an online format. Most of us students do at least a few discussion board posts every week in a given semester these days.

But do you know the theory and theorist that led to the rise of the discussion board as a staple in the academic experience of the average college student?

Image of Discussion BoardDiscussion boards came to us in the classroom thanks in large part to an academic by the name of Marilyn Cooper. Her theory of writing as an ecology was critical to the adaptation of the discussion board as an academic resource on a large scale.

If you’re like me and were immediately befuddled at the sight of the phrase “writing as an ecology”, fear not! What follows is as simple and concise of an explanation as I can muster.

Writing as it is understood by the mind of an educator has evolved greatly in the past century. Writing instruction used to focus primarily on the written product- allowing students to write a paper and then focusing on correcting surface-level structural and grammatical errors. Then the focus shifted to writing processes- focusing on teaching students how to write in a structured manner. From there we moved to focusing on the cognition of the writer- trying to shape understand the writer’s mental processes. And then, finally, Marilyn Cooper came along and introduced her theory of writing as an ecology.

What differentiates Cooper’s theory from the three mains schools of thought that came before it is her rejection of the writer as a “solitary author”; one who writes his or her work almost entirely independent of the outside world based on an imagined audience consisting of a few generalized stereotypes in the mind of the writer. Instead, Cooper postulates that all writing is interactive and is based on the norms and other factors of its time, and that in order to properly teach writing, educators should seek to facilitate writing peer communities that serve as a genuine audience for the writer, in stark contrast to the generalized imaginary audiences of the theorists that preceded her.

And it is this theory that laid the groundwork for the widespread adoption of the discussion board; it is meant to serve as an interactive and genuine audience for us students as writers. Do you think it achieves that purpose?

That’s about all I have time to say without droning on and boring you, but feel free to follow the hyperlink above if you want to read more about Marilyn Cooper and her theories!

Cheers!