EDUC 6816 - Wikipedia Analysis

Guiding Question: Does the Wikipedia article appear to be biased in any way or does it maintain neutrality?

Step One: If you find some information that seems to reflect a partiality, preference, or prejudice for or against a person, object, or idea copy and paste that information to your blog:
 
In general - this article was very scientific, with a lot of information and sources to back up the numbers it presented. I didn't many examples of bias, but I did find some word choices that made me think bias might be present:

Warming of the climate system is unequivocal. (Wikipedia)

This word choice seemed very strong to me, and meant to persuade.... although when I checked the reference, the word was taken straight from an IPCC report.

The probability that these changes could have occurred by chance is virtually zero.[29] (Wikipedia)

This stuck out to me as well, but on further examination, I think it's an example of neutrality.... If it omitted the word virtual, it would have been more biased.

From 1990–1997 in the United States, conservative think tanks mobilized to undermine the legitimacy of global warming as a social problem. They challenged the scientific evidence; argued that global warming will have benefits; and asserted that proposed solutions would do more harm than good. (Wikipedia)

This just struck me as out of place. It was expanded on, and seemed somewhat irrelevant. I felt this needed a separate Wikipedia article. I felt the authors were biased against conservative think tanks and included this as a "jab."  

 

Some people question aspects of climate-change science,[208][213][214] see: list of scientists opposing global warming consensus. (Wikipedia)

I'm not sure this is an example of bias or not, but I questioned the reason
 behind having this list. Is it to show how few scientists question 
global warming consensus? Is it to lend legitimacy to opposition of 
climate-change? (I don't necessarily need to know the answer to these 
question, but these questions make me think Bias is involved).

 
Step Two: choose a claim to verify. Using Google find two websites. One that supports the claim and one that disputes it.Use this Website Evaluation checklist to validate the sources.

The claim:

Since 1978, output from the Sun has been precisely measured by satellites.[98] These measurements indicate that the Sun's output has not increased since 1978, so the warming during the past 30 years cannot be attributed to an increase in solar energy reaching the Earth. (Wikipedia)

Web Page Evaluation Checklist - 1

Web Page Evaluation Checklist - 2


Step Three: Click on the "Talk link" at the top of the Wikipedia Page. What does it mean that this article and its editors are subject to General Sanctions?
 
 Editors can be sanctioned by administrators for disruptive edits including personal attacks and incivility. Sanctions can includes blocks to edit pages related to Climate Change for up to a year. Administrators are to be "uninvolved" The user can appeal the sanction. Uninvolved administrators means users who are not directly involved in current conflict on the topic. 

Wow - I followed the links into the section with more detail about specific user... That is interesting. I had a general notion that there were rules that governed the use of wikipedia entries, but I had no idea to what extent the rules ran for both editors and administrators. Nor, did I have any idea how the "governing body" and process worked. I definitely didn't understand everything on that page, but I understood that General Sanctions meant the article was tagged for intense review and scrutiny.

Step Four: Scroll down to the frequently asked questions section. Choose one of the questions and read the answer. Verify the answer using another online source.
 Does methane cause more warming than CO2?
(Wikipedia)
Web Page Evaluation Checklist - 3 (The Role of Methane)

 Step Five: Below the FAQ section read the section titled Section on natural systems. This is where Wikipedia editors discuss edits and concerns about accuracy and neutrality with articles in Wikipedia.  What did you learn about issues related to global warming? How does Does reading this section influence you perception of Wikipedia as a resource for learning in school? Justify your stance using concrete examples.

This section focused too much on one study. This user felt that it also didn't include enough "caveats" to the extreme weather predictions. Reading this section (and the section I read further that outlines sanctions and the governing process), convinced me to a greater degree that Wikipedia could be a source used in schools. It is clear to me that controversial subjects (and, I'm assuming, non-controversial ones) are exposed to higher scrutiny that many creditable sources allowed within schools (newspaper articles, for example).

Step Six: NewsAndEventsGuy (talk) and Enescot (talk) are heavily involved in editing the Wikipedia article on Global Warming. Click on their names to see their profiles. Then read their pages. Again. how does this information make you feel about the credibility and validity of information on Wikipedia.Justify your stance using concrete examples.

Looking at the User pages of NewsAndEventsGuy (talk) and Enescot (talk) further confirms my stance that Wikipedia is a source that should be used in schools. There is open dialogue among users. A record of User edits are available to look for patterns. And a casual visitor can clearly see open discussion that happens behind the scenes- which is not available in print forms (and most digital forms ) from school-worthy sources.


Step Seven: How do think Wikipedia could be integrated into classroom activities? What do you think about using Wikipedia as a source of information instead of textbooks? Has your opinion changed? How? Why?

This has been an interesting, eye-opening, activity. I think the best way to integrate Wikipedia into a classroom activity is to use it as an excersise in information literacy. I think after students went through some sort of "Wikipedia: Behind the Scenes" Curriculum, they could then be "cleared" to use it as a source... maybe even if some checklist was involved that included looking at the user edits. Actually, using the checklist for verifiable sites could also be a good activity for any online source a student wanted to use. This checklist could be adapted based on grade level. 

Sources:

Berger, P. W. H. (n.d.). Retrieved from http://earthguide.ucsd.edu/virtualmuseum/climatechange1/03_3.shtml 

Felix, R. W. (2013, February 06). [Web log message]. Retrieved from http://iceagenow.info/2013/02/admits-solar-activity-play-significant-role-global-warming-report/

Phillips, T. (n.d.). Retrieved from http://science.nasa.gov/science-news/science-at-nasa/2013/08jan_sunclimate/

 Wikipedia. (n.d.). Retrieved from http://en.wikipedia.org/wiki/Global_warming

EDUC 6809 - Weekly Reading #2

Explain how the Multigenre & Mulitmodal assignment related to each of the readings. 

We were given what was, essentially a writing prompt that allowed us to reflect on our understanding of three memorable texts. Research presented in Adolescent Literacy brief suggested this in the Shifting Literacy Focus section. It prompted us to find three texts that were (at least in my case) texts I consumed in an out of school setting.  We wrote statements about how the three texts effected us and what made them memorable. We wrote these while also adding images and quotes related to the text to further convey the influence of these texts on ourselves. This was a suggested activity in the Writing Outside of School brief and the Writing Now brief.

I also felt, for me, this assignment also allowed us to engage in "multiple identities." I felt like the three texts I choose allowed me to present myself in a "geekier" light than I normally would in an academic space. This is suggested in the Reading and Writing Differently brief.

We used technology to create our Multigenre & Multimodal textual lineage creations. We also had to manage multiple streams of information - by choosing texts that were from multiple genres. These concepts were presented in the Literacy Learning in the 21st Century brief.

Describe three ways the readings changed or reinforced your thinking about the role of digital technologies/media in teaching children to read and write.

• Holistic Writing: 

The "process model" of writing is flexible: writing and rewriting happens at all stages of writing. I also responded to the idea of not separating writing and grammar instruction. Which I took to mean that the "rules of grammar" should be taught within context of audience, and not as individual instruction.

• Multiple Identities:

This concept intrigued me because I think there is a lot of societal and work-attaining value to helping students understand that multiple identities are commonplace and make us three dimensional interesting people. Many of my students are not comfortable navigating between peer interactions and professional interactions, and I believe that this is because there is an over emphasis on "being fake." I instead enjoy thinking about myself (and others) as multi-dimensional. And, depending on the place (dare I say - audience), they can present themselves in different ways, while still being true to themselves.

• Out of school Writing: 

I like the idea that writing activities engaged in outside of school should be legitimatized as writing, particularly those engage in by young people. I think this could help students writing within school because, right now, students groan when they talk about writing. I believe, teachers would find more engaged students if they designed discussions and activities that encouraged and accepted out of school type writing, such as fan fiction, text messaging, and projects that utilized social "chat" to explore in-school topics.

Find an example (i.e lesson plan or students work sample) of how other teachers are using digital technologies to support reading and writing in a content area like Math, Science, Social studies, Art, Music, Health, Family and Consumer Science

Historical Facebook

EDUC 6816 - Week Two: What Wikipedia Can Teach us About New Media Literacies

http://my.hsj.org/Portals/2/Schools/3405/Article319694_Wikipedia-%20Sean%20Hickle%20-9th%20grade.jpg

What is Henry Jenkins main arguments about Wikipedia?

That Wikipedia can be used to teach students “social skills and cultural competencies” needed for the participatory culture that is part of the 21st century world (and 21st century workplace). He also argues Wikipedia is one source to become New Media Literate, and identified several skills that could be enhanced via student interaction with Wikipedia: Collective Intelligence, Judgement, Networking and Negotiation.

What is "participatory culture"?
A culture of few obstacles of artistic expression and civic dialogue, and srong encouragement of sharing of knowledge, ideas and creative products. Members feel their “contributions matter” and a where there is a sense of “social connection.”

What is the relationship between "old literacies" and "new media literacies".
Jenkins describes new media literacies  as “a set of cultural competencies and social skills which young people need as they confront the new media landscape.” He describes “old literacies” as focusing on individual expression while new literacies focuses on the skills needed for social and community collaboration.

What are the reading and writing behaviors associated with "new media literacies".
According to Jenkins, reading and writing behaviors associated with new media literacies are “participatory, social, collaborative, constructive and conversational.”  As a result, we think differently as we write and read then when we read and write individually.

According to Henry Jenkins why is it important to teach "new media literacies" in school?
New Media literacies teach skills that are used in the 21st Century Workplace, and skills that can be applied to Civic Engagement. His four key skills of Collective Intelligence, Judgement, Networking and Negotiation, are all skills necessary for student’s future success.




What can young people learn through contributing or even consuming Wikipedia?
By contributing to and using Wikipedia students learn (among others):

• how to become more critical consumers

• how to research for accuracy
• 
how to write/produce for a specific audience

• they take responsibility to be accurate in what they produce

• how to identify and the importance of citing proper sources

• how to actively engage in group dialogue

How do you feel about Wikipedia after reading or listening to Henry Jenkins? Do agree or disagree with his arguments? Why?
Although I think Jenkins oversimplifies the definition of New Media Literacy, by over emphasizing “participatory culture” and leaving out other aspects,  I agree with his arguments. I think Wikipedia is great source for teaching students about the importance and significance of participatory culture. I feel more convinced that Wikipedia is an established, guided by, and closely guarded, principles for knowledge sharing and collective intelligence.

Find an online resource that supports your position on using Wikipedia as a resource for learning in school. Summarize the argument being made in the resource and explain how it supports your position.
 

Teachers: Please stop prohibiting the use of Wikipedia

This article is a blog written in a personal manner. The author argues that Wikipedia shouldn’t be banned outright but should be used a way to help students learn “credibility, fact checking, verification, and crowd sourcing.” He argues that Wikipedia has what the majority of other online information sites do not: citations, references, links and primary sources. He think it makes more sense for teachers to encourage students to use Wikipedia while citing it appropriately, and finding more sources. He also argues that Wikipedia definitions are easy to understand and give foundational information that will help a student with further research.

I agree with this blog author, especially using Wikipedia to give a foundational understanding of a topic that will allow students to explore more in-depth research about a subject.

EDUC 6816 - Why Information Literacy is Important in a Democratic Society

Three concepts from this video related to the need for Information Literacy in a democratic society:
 
1.) Internet Freedom - A Democracy relies on an informed citizenship who are able to determine their own beliefs...

2.) Digital Activism - .... and act on them. Also necessary to keep a "check" on political power, which can also be done by.....

3.) Political Participation - in which information literacy is critical to determine when information is needed, how to find information, and whether that information is valid and free of bias.

It's important information literacy is taught in schools because students, even the most tech-savy of them, don't necessarily know when additional information is needed. They need to know how to find relevent and valid information. And how to determine bias information, compare it and rate the value of it. I believe education is meant to prepare students to be productive citizens, which includes both the workplace and within their communities. Information literacy is crucial for students to engage in constructive dialogues that results in positive change. 

Without Information Literacy, citizens in established democracies are more likely to fall prey to government repression, and the three concepts stated above will deteriorate. One example the speaker used was how to circumvent the filtering system. He stated any 14 year old in Australia (a democracy) can figure out how to post a YouTube video that is initially blocked by a national filtering system, but in Iran it is a much different story. Information Literacy that the 14 year old boy uses helps keep the filtering system out of Australia, a check on abuses of power in place, and a stronger democracy.

Should Wikipedia be used as an information resource in school? Why or Why not?

Yes! Wikipedia is a great resource for information. Depending on what you are researching, I would even argue that Wikipedia is the best resource for information. It (generally) gives straight forward, easy to understand information that is typically well categorized (and usually correct). It requires users to validate their information with additional references, and if those are lacking, it will tell you so- in plain english - at the top of the page.  It is a great place to start for an overview of a topic. I encourage my students to use the "references" and "external links" section of an article to look deeper into the research topic. In fact, the references cited on a Wikipedia page will usually give you more valid information than a google search would turn up! Wikipedia is a great tool teachers can use to teach their students how, when and why to validate information.

Resources:

TedxTalks (2010, May 31). TEDxSydney - Brett Solomon - Citizen Journalism and the Democratisation of News Coverage. Retrieved May 27, 2013. from http://www.youtube.com/watch?v=iBIKbMSXWfE&feature=youtu.be

6809 - "Digital Media Effects on Conventional Reading and Writing Practices"

From Does Digital Media Make us Bad Writers

Instead, it depends on an old concept: audience.  According to Baron, there is a difference between a grammatically suspect, poorly spelled email to your writing professor and an email sent to a friend.  In one case the quality of writing absolutely matters. In the other, it may not. (Karp)

I think this demonstrates a need for the idea of literacy to change.... students need to learn appropriate context for informal writing and formal writing. I think this is one way that new literacies are important. I freelance video production and one of the first questions I ask is "Who is your Audience?" If the client can't clearly articulate the answer to that question I know there was a lack of thinking about why they want a video created.

The same holds true for when I teach students video production - without a clear understanding of who their audience will be, students struggle with developing their concept. A video about an organized group of teens that created a punk-music scene in Eastern Kentucky would be very different depending on who they determine to be their audience.
Example:  (Audience - how it would effect the video)

• Other teens - The video would be a "highlight reel of all the cool things that happen"

• The parents - The video might include serious interviews with the kids who started it and the adults who supported them by letting them use their space for shows.

• Adults from outside the region - the video might include "scholars" from the region to address stereotypes about "hillbillies" in Kentucky.

 From:  Literacy Debate: Online, R U Really Reading?

 Now she regularly reads stories that run as long as 45 Web pages. Many of them have elliptical plots and are sprinkled with spelling and grammatical errors. One of her recent favorites was “My absolutely, perfect normal life ... ARE YOU CRAZY? NOT!,” a story based on the anime series “Beyblade.” (Motoko)

This both excites me and perplexes me. First, it's exciting because kids are writing the fan fiction and they are reading others' writings. That is awesome. But, the mention of spelling and grammatical errors worries me because I think the best grammar learning comes from just reading a lot of good grammar (rather than teaching the correct "rules"). Grammar is something that can effect future workplace success, and can effect your ability to be taken seriously in the public sphere. I'm not sure what the balance is in this case...

Good lesson plans that take into account student online reading habits and interests could help. Here's an idea: teachers could ask students to print out a selection of fan fiction and then ask them to "edit" it. This could include correcting grammatical mistakes and "remixing" the writing for clarity. I think if this was done on a fairly regular basis, the students would start to recognize grammatical errors as they read the fan fiction, but still be able to enjoy the storyline. It could also help encourage them to write more fan fiction (and be grammatically correct). 

I am excited about the way Digital Media is changing how people read and write in the digital age. (This makes me a Web Evangelist - but I don't like that term, so I'm calling myself a Web Enthusiast or maybe Digital Enthusiast!). Communication is evolving, and print text is no longer the primary way information is conveyed...The digital world relies on hyperlinks between chunks of information, with multiple (sometimes contradictory) sources, in many forms (visual, auditory, or text-based), that each need their own consideration of context and reliability. I think this is more in line with how our interactions with others in the real world are vs. a text-based book that has a clear beginning, middle & end. 

Transforming the Way We Learn: Why Digital Literacy is So Important

This blog post presents a theory  that breaks digital literacy into four different categories:

• Language – print and texting, as well as visual, multimedia, and coding literacies.

• Information – search, tagging, and critical thinking/filtering literacies fall into this category

• Connections –social skills and networking, collaboration, digital safety and intercultural awareness.

• (Re)design – remix literacy, encompassing all of the above literacies, but also including an awareness of copyright, fair use and the legal issues surrounding remixes and mashups. (MacQuarrie, 2013)

The post also presents several resources that can help a teacher address each of the four categories. I chose this blog posting as my resource because I think it presents a clear understanding that the importance of digital literacy is being able to evaluate and interpret information critically. Digital Literacy is not about teaching students how to use technology, because that is constantly changing, but about learning why, when and how to use technology as a tool for communication, collaboration and information.

References

Karp, J. (n.d.). Retrieved from http://spotlight.macfound.org/featured-stories/entry/does-digital-media-make-us-bad-writers 

Motoko, R. . Retrieved from http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=1&

MacQuarrie, A. (2013, February 04). [Web log message]. Retrieved from http://blog.k12.com/educational-technology-and-tools/transforming-way-we-learn-why-digital-literacy-so-important

EDUC 6809 - Introductory Post

Where you are from and what do you do:

Hello! I'm Vanessa. I live in Pocahontas County, but I'm originally from the outskirts of Cleveland, Ohio.  I am an Adult Basic Education/SPOKES Instructor in Pocahontas County.  I help people earn their GED and teach SPOKES- a 10 week academic and job readiness class. 

I am also currently teaching a digital storytelling workshop for middle school students in the evenings. I started my "teaching career" teaching teenagers how to make video and audio documentaries. I love teaching all things digital, but also have a love of all things Math, Social Studies & Science  (Grammar - not so much :P)!

I teach a little bit of everything, and really love it! It's quite perfect for me because I'm interested in many things - this job allows me to pass my curiosity and passion for life-long learning onto my students!

What do you want to get out of the class?

I have always been interested in multi-media and new literacies. I feel very passionate that the idea of "literacy" needs to be expanded.  I want to get out this class new ideas that I can put into practice in my classroom and in digital workshops. I am particularly interested in teacher learning, and hope to discover resources to share with my peers.


YouTube Video - The Essential Elements of Digital Literacy

A cartoon:
 - maybe not exactly what you were looking for, but I kinda like it - so here you go:




References

TedxTalks (2012, March 22). TEDxWarwick - Doug Belshaw - The Essential        Elements of Digital Literacies. Retrieved May 27, 2013. from http://www.youtube.com/watch?v=A8yQPoTcZ78&feature=youtu.be

Margmeijers (2008, May 25).  New Literacies for a New Age. Retrieved May 27, 2013. from http://www.youtube.com/watch?feature=player_embedded&v=hs2YPGTEWGU

EDUC 6816 - Introductory Post

Where you are from and what do you do:

Hello! I'm Vanessa.... I live in Pocahontas County, but I'm originally from the outskirts of Cleveland, Ohio.  I am an Adult Basic Education/SPOKES Instructor in Pocahontas County.  I help people earn their GED, and I teach SPOKES, which is a 10 week academic and job readiness class. 

I also teach the occasional evening workshop for all ages in digital media. Right now, I'm teaching middle school students' digital storytelling using the poem Where I'm From as a model. (Two more weeks to go - Those kids are exhilarating/exhausting!! Hats off to any middle school teachers out there!).

I teach a little bit of everything, and really love it! Its quite perfect for me because I'm interested in so many things - this job allows me to pass my curiosity and passion for life-long learning onto my students! 

What do I want to get out of this class:

I am hoping to get more clarity in distinguishing between new literacy, digital literacy and information literacy. They are all related in a way but I still use them interchangeably.  I'm seeking clarity on the nuances of these terms.

I'm also interested in discovering new resources and creating instructional materials to help with my classes.  And, as always, to just learn more about the (digital) world around me!

What do you think this video has to do with information literacy?

This was  a fascinating video that made a great case for how Web 2.0 differs from its earlier version. I think that it has to do with information literacy because its about how and why information on the web is created and disseminated: For us, and by us - it is US - the collective citizenry of the world (or at least, the lucky, first world US that owns and knows how to use a computer). Its about the revolution of information, which is - because of the capabilities of Web 2.0 -  able to be created by a large expanse of everyday people and not controlled/created by a small group of powerful people.


How do you define Information Literacy? Link to a online resource that supports your definition.

Information literacy is about learning when more information is needed, how to find digital information, determine it's relevance and use that information to create something.

Here's an "official" definition.