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ENGL665: Teaching Writing with Technology

Shelley Rodrigo, Author

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Mike's Reading and Thinking Notes - 9/30

"A Pedagogy of Multiliteracies: Designing Social Futures"

I've been meaning to read this seminal article for a few years now and never got around to it. This essay offers the theoretical grounding for what I often cover in the first Composition I classes' literacy narrative assignment and how one defines 'literacy.' Students usually offer a definition of what the authors call 'mere literacy' (although that seems a bit too derogatory of a phrase to me), and then we expand that to the so many other literacies based on discourse, nontraditional 'texts' and so on. The article attempts to bring about a paradigmatic shift from the singular, monolingual emphasis on one national language to a more pluralistic and diverse emphasis on many languages and 'multiliteracies.' 

I was surprised (although not really) to find no mention of Claude Levi-Strauss, Jacques Derrida, Roland Barthes, or other critical theorists, all of whose work this article draws heavily from, especially given the long bibliography at the end of the article. This bothers me. I would even been happy with Ann Berthoff being mentioned. So, for example, when the authors say that their first argument "relates to the increasing multiplicity and integration of significant modes of meaning-making, where the textual is also related to the visual, the audio, the spatial, the behavioral, and so on" (4), this strikes me as nothing really that new, except for how it's being applied to education, I suppose. I instantly thought of William Blake and his illuminated manuscripts, too, when I read this. I don't know. This just bothers me. Our field, I think, owes a lot to the critical theory of the 20th century, and this rarely gets acknowledged in a serious way. Try to find a comp-rhet article without a citation from a psychologist though; I think that's backwards. Still, i did enjoy this article a lot. 

One question I had related to the sentence: "We may have cause to be skeptical about the sic-fi visions of information superhighways and an impending future where we are all virtual shoppers" (4). I didn't know if I misunderstood, but it seems to me that this is exactly what has developed over the past 18 years. Obviously, the authors couldn't know how rapidly technology would change everything, but I am curious about exactly what they were referring to here.  

Infrastructure and Composing: The When of New-Media Writing

One of my favorite sections of this article related to the section on "file management and standards" and the backwards design that these technologies impose on the user (23). For instance, when creating a video file, you have to begin by choosing what resolution you want the file to be in and other project settings related to the final product (23-24). I never really thought about that before, but that's 'backwards design.' You think about what your ultimate outcome will be before you ever begin composing: a video for the internet or a video for a hi-res TV? 

I totally identified with the frustrations expressed with regard to some of the infrastructure limitations from college-wide networking or ITS decisions, which are often made by those who have little to no direct contact with what happens in the classroom. I thought it was great that the networking people actually visited the classroom to see what was happening (31-33), and then made changes based on that visit. Encouraging. 

Here's a link to a image related to new media, which is just a reminder of how many options we have and the unique infrastructure demands that getting access to these programs on campus (in a way that actually works) can present. One browser update and BAM, problems. I would embed this typically, but Scalar makes it so difficult to do this (not difficult, just irritating, I guess)....http://nmtp06sharlene.files.wordpress.com/2010/11/new-media-terms.jpg


New Learning - Chapter 5
I found it interesting that this chapter was on "learner personalities," as I have recently written some about 'personality' from a more theoretical perspective. A person's personality, according to the book, is a combination of material conditions like social class, locale, and family, corporeal attributes like age, race, sex, and physical/mental attributes, and symbolic differences, including culture, language(s), gendre (is this a typo or some new classification; sounds dubious), and affinity/persona (139). 

A lot of the information was kind of general. The illustration on page 168 of what inclusion looks like was helpful. I would have appreciated a little more care with some of the words that were used; "personality" has a long, interesting history (see below), and their use of "modernity" (152) as an historical moment seems a little inaccurate ('modern times' might work better). Not big issues, but still. I appreciated the care with which the other two articles we read this week pursued their writing. 

My notes on 'personality' not covered in NL

In his “Gloss on Personality” from Critical Models, published first in 1963 as Eingriffe: Neun kritische Modelle, Theodor Adorno briefly considers some recent etymological changes reshaping the word personality, taking a special interest in this particular change of circumstances: whereas we once might have spoken of a person having a personality, at some point we came instead to think and to speak of a person being a personality. The state of ‘being’ a ‘personality’ appears to confer upon someone the strength, power, and related attributes associated with distinctive status. The OED first links the English form of this word to Anglo Norman and Latin roots (personalité, personalities), when “personality” still described the three persons of God; from this departure point the word in the seventeenth century came to mean the quality of being a person (as opposed to an animal). The eighteenth century witnessed the emergence of personality as relating to the individual and often admirable characteristics that a person might possess, whereas the late nineteenth and early twentieth centuries oversaw the change that Adorno calls out above, whereby personality typically comes to designate a powerful person whose very identity is put in service to the “bourgeois religion of success” (Adorno 163).

And so, struggling against the hegemony of conformity in his own time, a time not unlike our own in this respect, Adorno traces the history of the notion of personality from Kant’s idea that people can have—but not be—a personality, to the ‘personalities’ of the early twentieth century who capitalize, often financially, on their status as celebrity personalities. The revised meaning of personality connotes strength and power and is subsumed by “individual persons who, according to Kant’s own distinction, define themselves more by their price than by their dignity” (Adorno 162). The force of Adorno’s “Gloss,” however, comes from its identification of the even more recent disinterest in personality based on individual, even eccentric, characteristics; Adorno recalls how being called “quite a character” is no longer in any way a compliment, but a derogatory jab at “those who resist the omnipresent mechanisms of conformity,” those who “are no longer considered to be the more capable persons” (163). To restore as principal denotation for the word
“personality”
the most common sense of personality from the late eighteenth-century—a person’s individual and distinctive character—is no doubt a lost cause; however, Adorno urges the reader that something of this formerly-common sense of the word must be saved: the “critical consciousness” of personality’s “intrinsic force of I”—which Adorno describes as “the strength of the individual not to entrust himself to what blindly sweeps down upon him,” and the will to resist “blindly” coming to “resemble” the wave that sweeps down (165). Taken to idiosyncratic extreme, this “force of I” runs the risk of becoming blindly entrenched in the personal and taking on a relentless, potentially solipsistic self-expression that in its idiolect enables but also limits stylistic play. The impersonal by contrast forces one outside of oneself, to a sort of “out of place-ness." (from "Coetzee, Blanchot and the Work of Writing: The Impersonality of Childhood" forthcoming in MediaTropes December 2014. 








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Discussion of "Mike's Reading and Thinking Notes - 9/30"

me too!

Guess why we read "A Pedagogy of Multiliteracies"?

Posted on 1 October 2014, 12:50 pm by Shelley Rodrigo  |  Permalink

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