[Air-L] Your Opinion

[Elaine Studnicki]

P, 

I do know many literate adults who couldn't make there way out of a
technology brown paper bag but they are considered literate.  In education
we try to make connections with real world experiences to put the learning
into a context and hopefully students will know how to use and associate
technology to other experiences.  But honestly I don't know how often that
happens and how effective it is.  How do we know?

Thanks, 

Elaine


On 4/15/09 3:50 PM, "Pam Brewer" <brewerpe at appstate.edu> wrote:

> Jeremy--
> 
> On the one hand, you point to "digital literacy" as somewhat extraneous
> 
> "Digital literacy to me is just 'literacy'.... if you have the right
> skills to be 'literate' you should have the right skills to be digitally
> literate, but the argument is frequently made that it isn't so, thus we
> have digital literacy, we also have informational literacy, which is a
> different thing also apparently, there is internet literacy, and webbed
> literacies and multimodal media literacies."
> 
> On the other hand, you point out the importance of context.  I think
> digital literacy is just one way to contextualize literacy, and maybe
> the ability to contextualize is central to this discussion because that
> ability contributes to both literacy and learning.  It might also be a
> key issue to K-12 improvements.  Context is certainly exigent to my
> field of technical communication and to my teaching though I hadn't
> thought about in quite this way before.
> 
> P
> 
> Pamela Estes Brewer
> 
> Assistant Professor
> Department of English
> Appalachian State University
> phone 828-262-2351
> fax  828-262-2133
> email  brewerpe at appstate.edu
> 
> 
> 
> jeremy hunsinger wrote:
>> hoover dam... good proofreader.... yes, that's not me.
>> On Apr 15, 2009, at 3:15 PM, jeremy hunsinger wrote:
>> 
>>> True, but there in a 747 we are talking about something a bit more
>>> like a complex system of technologies, much like say the hoover damn
>>> than the the canonical aristotelian example which is similar
>>> though.... it is captaining a ship, which is a complex system, and
>>> takes years of mentorship, which is why i later talked about this in
>>> terms of that apprenticeship model of knowledge acquisition.
>>> 
>>> but in the end i was talking about the skills necessary to achieve
>>> literacy more than the literacy in this post and the
>>> practicing/development of those skills will likely be performed in a
>>> social context as an individual....
>>> 
>>> probably should also state that i generally mean a bit more than
>>> objects when i refer to technology, i tend to mean more than the
>>> echnics as the technology, so technology includes is all the social,
>>> cultural, ideological, systems that exist within the ecological arena
>>> that situates the technology in its performative and other
>>> contexts.    that is closer i think to the 'techne' 'logos' meaning
>>> of technology than perhaps the more modern object without context.
>>> 
>>> anyway, i'm still supposed to be writing about knowledge and
>>> commodity forms in the information society and am still avoiding it.
>>> 
>>> 
>>> On Apr 15, 2009, at 3:00 PM, Scott Swigart wrote:
>>> 
>>>> " what we need for the future, we need people who have the skills
>>>>> to achieve literacy on their own on any given new technology or old
>>>>> technology they are confronted with"
>>>> 
>>>> Not all technology is created equal.  This assumes that the
>>>> technology is
>>>> designed to be usable, discoverable, and intuitive.   Some of the most
>>>> academically challenged people figured out how to use their iPhones
>>>> just
>>>> fine.  The designers of the 747, on the other hand, had no
>>>> requirement that
>>>> pilots simply be able to figure it out on their own.
>>>> d
>>> 
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