Eilola "Living on the Surface..."
A discussion of the rift between modernist and post-modernist humanity is the focus of this piece, which suggests that the nature of information and interface in the advancing technological world has created a new breed which are highly adept at the art of working within "real-time," non-linear circumstances. The author points to the juggling of simultaneous multiple data when playing video games, where split-second decisions, decisions which have become intuitive rather than consciously cognitive to the poste-modern generation, mean the difference between failure and success. This is the delineation between modernists and post-modernists; modernists stem from a school of thought which thrives on linear information, while post-modernists work within realms of multi-thread simultaneous information.
The fact that such a pronounced distinction between "modernists" and "post-modernists" is suggested by Eilola led me to consider that with the rate of increase in technological advancement, it is unlikely that mankind will ever "evolutionarily" catch up with technology. as each new breakthrough develops and becomes mainstream, the generation familiarized from youth with that technology will come to use it flawlessly and effortlessly, while the previous generation struggles to remain proficient. In that case, the post-modernists who have developed this ability to work within non-linear constructs, a skill which seems to be difficult to master for modernists, will themselves be de-throned by the next generation of nouveau post-modernists who will embrace whatever further advancement comes into existence in the next decades. Analyzing the advancement of technology from the standpoint of a stable cultural shift may be an extraneous effort since the dynamic nature of technology makes it impossible to predict what sort of world we will all live in twenty years from now. Global communication networks and "living on the surface" may rule the post-modern generation, allowing it to thrive for a few years or decades, but it begs the question, what will the title/thesis be of Eilola's protege be when the post-modernists themselves have been supplanted by a new breed who find global communication networks as blase as ten-year-olds now find typewriters?
Wednesday, January 31, 2007
Digital Literacy Checklist
This checklist is designed to list the skills required to use, interpret, and create digital multimedia web pages. A user can take the test on pencil and paper and then score themselves to discover what areas they need to hone their personal computer skills in to be competitive in today's digital environment.
First, I have to say that while I understand this is a work in progress, there is a certain negative irony in suggesting a digital literacy test be taken and scored using old fashioned pencil and paper. At this point there is no auto scoring system, no systematic interpretation of possible numeric scores, and no way to process the test online. Also it is an extensive list that might appear less exhausting if it were broken up into sections, contained an estimated time of completion as well as save points, similar to the FAFSA online. As it is it just goes on and on and one wonder if one will ever reach the the end of it and how many hours that might take to accomplish, as well as how many sheet of paper it would take to print out this checklist in order to use it.
So onto the positive points. I like the idea of using video to demonstrate each skill in case a user needed clarification. I think I prefer the 1-5 scoring technique to the more b&w yes or no answers. Some of these skills overlap and just because a user had never performed a specific operation, it may be possible that they would still be able to use their previous computer experience to problem solve and complete an unfamiliar action.
Overall, as a piece of rhetoric, I had difficulty in understanding who the audience was that this piece was intended for. Business professionals would require something more complete and convenient. Teachers might use it but would need a scoring system. Students might use it but it would require reference to outside resources for instruction in the skills they were lacking.
Really, this page just felt like an unfinished project, not a bad idea but it lacks refinement and manpower to finish all the details.
This checklist is designed to list the skills required to use, interpret, and create digital multimedia web pages. A user can take the test on pencil and paper and then score themselves to discover what areas they need to hone their personal computer skills in to be competitive in today's digital environment.
First, I have to say that while I understand this is a work in progress, there is a certain negative irony in suggesting a digital literacy test be taken and scored using old fashioned pencil and paper. At this point there is no auto scoring system, no systematic interpretation of possible numeric scores, and no way to process the test online. Also it is an extensive list that might appear less exhausting if it were broken up into sections, contained an estimated time of completion as well as save points, similar to the FAFSA online. As it is it just goes on and on and one wonder if one will ever reach the the end of it and how many hours that might take to accomplish, as well as how many sheet of paper it would take to print out this checklist in order to use it.
So onto the positive points. I like the idea of using video to demonstrate each skill in case a user needed clarification. I think I prefer the 1-5 scoring technique to the more b&w yes or no answers. Some of these skills overlap and just because a user had never performed a specific operation, it may be possible that they would still be able to use their previous computer experience to problem solve and complete an unfamiliar action.
Overall, as a piece of rhetoric, I had difficulty in understanding who the audience was that this piece was intended for. Business professionals would require something more complete and convenient. Teachers might use it but would need a scoring system. Students might use it but it would require reference to outside resources for instruction in the skills they were lacking.
Really, this page just felt like an unfinished project, not a bad idea but it lacks refinement and manpower to finish all the details.
Cyberliteracy
Navigating the Internet with Awareness
-Laura J. Gurak
Chapter 1
Cyberliteracy: Towards A New Internet Consciousness
The introductory section to Laura J. Gurak's book, Cyberliteracy explores the effect of communication technologies on society and culture. Gurak's central argument is, "how we view the world and how we live in it are being shaped by the features of these new technologies." Gurak goes on to speculate that what she refers to as 'cyberliteracy' is and will be in the future an important "awareness" to navigate the internet. The awareness that Gurak speaks of is, "that to be truly literate online, users must understand the economic and political forces that are shaping information technologies;" and further that the internet should be an active and engaging medium in the hands of the many voices that can control it and not a passive venue for commercialism, as other communicative technologies have become.
What I find the most interesting about this selection is Gurak's defintion of cyberliteracy, which "means voicing an opinion about what these technologies should be and being an active, not a passive, participant." To effect rather than to be effected. This is not an entirely novel concept, but I think that it points to a concern we should all share, and that is power. Who has it and who does not. The control of information as Gurak suggests relegates power. She urges the cyberliterate and illiterate to understand, become literate and knowledgable to the opportunity these technologies offter, that we have "to be more than a user."
James
Navigating the Internet with Awareness
-Laura J. Gurak
Chapter 1
Cyberliteracy: Towards A New Internet Consciousness
The introductory section to Laura J. Gurak's book, Cyberliteracy explores the effect of communication technologies on society and culture. Gurak's central argument is, "how we view the world and how we live in it are being shaped by the features of these new technologies." Gurak goes on to speculate that what she refers to as 'cyberliteracy' is and will be in the future an important "awareness" to navigate the internet. The awareness that Gurak speaks of is, "that to be truly literate online, users must understand the economic and political forces that are shaping information technologies;" and further that the internet should be an active and engaging medium in the hands of the many voices that can control it and not a passive venue for commercialism, as other communicative technologies have become.
What I find the most interesting about this selection is Gurak's defintion of cyberliteracy, which "means voicing an opinion about what these technologies should be and being an active, not a passive, participant." To effect rather than to be effected. This is not an entirely novel concept, but I think that it points to a concern we should all share, and that is power. Who has it and who does not. The control of information as Gurak suggests relegates power. She urges the cyberliterate and illiterate to understand, become literate and knowledgable to the opportunity these technologies offter, that we have "to be more than a user."
James
Monday, January 29, 2007
"Information Literacy in General Education," By Mary Sellen
The basic premise of this piece goes along with what has been discussed off and on within our class time, and that is the way that advances in technology are changing not just our education but our lives in general. The piece seems to focus on a few main themes, one being the dissemination of information through a variety of avenues. The second point of the piece focuses on the need for students to be educated in the computer/internet field just as aptly as they would be educated in such fields as basic reading and writing.
If were are to expect the new generation of students to be "computer literate", then what must be taught is not only how to use the computer and the internet, but also how to access information. For example, where to go, and what to look for. If students are to be expected to make the transition from paper text to digital text, then the information needs to be capable of being readily accessed. The article makes reference to "electronic literature," among other new multimedia technologies. What is suggested is that the generation that grew up using standard text, would undoubtedly struggle to adapt to a new form of literature. However, the new generation, if educated properly, should have no trouble whatsoever, as it would be that they will have grown up implementing it on a regular basis.
In the end, it is an identify and act process. Identify that digital text and electronic literature is the wave of the future, and then act by finding a way to disseminate the information, and educate people on how to access it.
I also would just like to point out, as an observant reader, that the author used the word "dangerous," when considering the idea of trying to predict the future. I feel confident in saying to you all that I think that is the worst use of a word to describe something, that I have ever come across in my literate life.
END
The basic premise of this piece goes along with what has been discussed off and on within our class time, and that is the way that advances in technology are changing not just our education but our lives in general. The piece seems to focus on a few main themes, one being the dissemination of information through a variety of avenues. The second point of the piece focuses on the need for students to be educated in the computer/internet field just as aptly as they would be educated in such fields as basic reading and writing.
If were are to expect the new generation of students to be "computer literate", then what must be taught is not only how to use the computer and the internet, but also how to access information. For example, where to go, and what to look for. If students are to be expected to make the transition from paper text to digital text, then the information needs to be capable of being readily accessed. The article makes reference to "electronic literature," among other new multimedia technologies. What is suggested is that the generation that grew up using standard text, would undoubtedly struggle to adapt to a new form of literature. However, the new generation, if educated properly, should have no trouble whatsoever, as it would be that they will have grown up implementing it on a regular basis.
In the end, it is an identify and act process. Identify that digital text and electronic literature is the wave of the future, and then act by finding a way to disseminate the information, and educate people on how to access it.
I also would just like to point out, as an observant reader, that the author used the word "dangerous," when considering the idea of trying to predict the future. I feel confident in saying to you all that I think that is the worst use of a word to describe something, that I have ever come across in my literate life.
END
“Buying Your Way In…”
By Danny Sullivan
I found it interesting to see the page cluttered with a mish-mash of clickable ads, mostly promoting search-engines: It makes sense, as the prime topic of the piece was how advertisers infest their banners, links, and blurbs into the various results of search-engines (an online utility that allows open-ended input into a text field, and outputs, from throughout the web, content relatable to said textual input).
The article made it very clear from the start that when a search engine sells a listing, it is not a secret to be kept, and therefore nothing to be afraid of – there is no backhanded-ness going on here. The comparison was drawn to more primitive varieties of print: A newspaper sells ad space, but the ads are easily identified as such, even with adverts masquerading as editorial. The problem, Sullivan identified, is that this new form of advertising is somewhat undeveloped, and users sometimes misconstrue paid placement ads – ads guaranteed by payment to show up after a certain search term is entered – as part of the search results. Other types of paid-listing, including paid inclusion and paid submission, have various benefits (mainly for the proprietors of the included site).
Sullivan saw a narrow benefit in the generation of revenue for the various engines he examined, enabling said engines to return sites that don’t pay as well. I am truly neutral to this whole business: As an internet user since 3rd grade, I have come to easily distrust and disregard online advertisements. One thing that did come to mind, though, is this: Could someone with enough capital create a sort of search-engine monopoly, giving enough people enough money to make their site the number one hit at all times? And those of us who take Orwell’s 1984 as a bit prophetic might foresee a huge governmental influx of paid for web listings (considering the article also pointed out the legislative hand dipping into the public-policy pool of online ads) – an oppressive government may, in the future, provide some digital propaganda for the online proles.
Reading over that, it nearly sounds absurd. . . Nearly. :)
By Danny Sullivan
I found it interesting to see the page cluttered with a mish-mash of clickable ads, mostly promoting search-engines: It makes sense, as the prime topic of the piece was how advertisers infest their banners, links, and blurbs into the various results of search-engines (an online utility that allows open-ended input into a text field, and outputs, from throughout the web, content relatable to said textual input).
The article made it very clear from the start that when a search engine sells a listing, it is not a secret to be kept, and therefore nothing to be afraid of – there is no backhanded-ness going on here. The comparison was drawn to more primitive varieties of print: A newspaper sells ad space, but the ads are easily identified as such, even with adverts masquerading as editorial. The problem, Sullivan identified, is that this new form of advertising is somewhat undeveloped, and users sometimes misconstrue paid placement ads – ads guaranteed by payment to show up after a certain search term is entered – as part of the search results. Other types of paid-listing, including paid inclusion and paid submission, have various benefits (mainly for the proprietors of the included site).
Sullivan saw a narrow benefit in the generation of revenue for the various engines he examined, enabling said engines to return sites that don’t pay as well. I am truly neutral to this whole business: As an internet user since 3rd grade, I have come to easily distrust and disregard online advertisements. One thing that did come to mind, though, is this: Could someone with enough capital create a sort of search-engine monopoly, giving enough people enough money to make their site the number one hit at all times? And those of us who take Orwell’s 1984 as a bit prophetic might foresee a huge governmental influx of paid for web listings (considering the article also pointed out the legislative hand dipping into the public-policy pool of online ads) – an oppressive government may, in the future, provide some digital propaganda for the online proles.
Reading over that, it nearly sounds absurd. . . Nearly. :)
OK, I'm getting this thing done early so I can sit on my butt the rest of the night and so you all can enjoy mine first!
"Searching for The New York Times" by Adam L. Penenberg
I'm assuming you all have read "Searching for The New York Times" by now, but if not I will give you a little overview of it. Basically this article is saying that despite the fact that the New York Times is one of the largest newspapers in the country it really isn't that huge online. The author, Adam L. Penenberg, googled The New York Times and it didn't show up in the search until the 295th result. That is pretty pathetic for such a famous paper. He goes on to discuss the reason for it. The New York Times makes it very hard for search engines to spider its content because they make users register. They even have a paid archive which is pretty much impossible for them to get through. Because of this it is very difficult for search engines to find relevant sources in the website to whatever it is that you are searching for. If they can't get to the information they can't get it to the searcher. The article goes on to say that The New York Times only makes about 2-3% of their profit from their website. So something needs to change.
They had an interesting idea in the article that the New York Times should flip flop what people pay for (as of now, new articles are free for 2 weeks). The article stated that the old information should be free and people should pay for the new. I personally agree with that, but I would like to know what the rest of you think they should do?
The article also said that this could be the end of the New York Times if they don't figure something out. Do you all think that is true or is the paper too famous at this point? I'm not sure either way.
It also said that The New York Times is trying to work something out with Google to get them higher up. Do you all think that is fair and something Google should do, or does the New York Times need to figure this one out on their own?
Jessica
"Searching for The New York Times" by Adam L. Penenberg
I'm assuming you all have read "Searching for The New York Times" by now, but if not I will give you a little overview of it. Basically this article is saying that despite the fact that the New York Times is one of the largest newspapers in the country it really isn't that huge online. The author, Adam L. Penenberg, googled The New York Times and it didn't show up in the search until the 295th result. That is pretty pathetic for such a famous paper. He goes on to discuss the reason for it. The New York Times makes it very hard for search engines to spider its content because they make users register. They even have a paid archive which is pretty much impossible for them to get through. Because of this it is very difficult for search engines to find relevant sources in the website to whatever it is that you are searching for. If they can't get to the information they can't get it to the searcher. The article goes on to say that The New York Times only makes about 2-3% of their profit from their website. So something needs to change.
They had an interesting idea in the article that the New York Times should flip flop what people pay for (as of now, new articles are free for 2 weeks). The article stated that the old information should be free and people should pay for the new. I personally agree with that, but I would like to know what the rest of you think they should do?
The article also said that this could be the end of the New York Times if they don't figure something out. Do you all think that is true or is the paper too famous at this point? I'm not sure either way.
It also said that The New York Times is trying to work something out with Google to get them higher up. Do you all think that is fair and something Google should do, or does the New York Times need to figure this one out on their own?
Jessica
Saturday, January 27, 2007
Wednesday, January 24, 2007
To deviate briefly from the interesting discussions posted about our readings I would like to focus rather on the assignments due next week, as I believe the gravity of Sean's post pertains, in part, to our assignment.
As I approach the topic of my research for the assignment, I cannot help but question the definition (. . .once again. . .) of nonfiction. To present this dgital technology and how it pertains to the changing world of writing, a working definition for nonfiction, specifically nonfiction in the digitized world needs to be had, at least for me.
The way I will define nonfiiction for this particular assignment will be as any writing truthful or not that relies on reality, that is, facts, occurances, times, and anything grounded in the happenings of our world to state opinion, proffer commentary, or simply relay such happenings.
It is with this very shaky yet stable oxymoronic definition of nonfiction that I will examine a new digitized venue for such writing and how such writing maybe shaped in the future to accomidate the perhaps changed needs and wants of the user. Further, it is my opinion that other disciplines, as Sean suggests, that other disciplines, such as media, and webdesign are in a better position to control the audience of the internet age, as more and more websites are relying on mediums other than writing. This leads me back to one of my initial concerns approaching this class and internet culture: who is actually controlling the creative liscence on the internet? Is the writer's, who throughout the history of writing have wielded ultimate creative control, or is it now the webdesigners who are always creating new and appealing ways to interact with the internet.
As I approach the topic of my research for the assignment, I cannot help but question the definition (. . .once again. . .) of nonfiction. To present this dgital technology and how it pertains to the changing world of writing, a working definition for nonfiction, specifically nonfiction in the digitized world needs to be had, at least for me.
The way I will define nonfiiction for this particular assignment will be as any writing truthful or not that relies on reality, that is, facts, occurances, times, and anything grounded in the happenings of our world to state opinion, proffer commentary, or simply relay such happenings.
It is with this very shaky yet stable oxymoronic definition of nonfiction that I will examine a new digitized venue for such writing and how such writing maybe shaped in the future to accomidate the perhaps changed needs and wants of the user. Further, it is my opinion that other disciplines, as Sean suggests, that other disciplines, such as media, and webdesign are in a better position to control the audience of the internet age, as more and more websites are relying on mediums other than writing. This leads me back to one of my initial concerns approaching this class and internet culture: who is actually controlling the creative liscence on the internet? Is the writer's, who throughout the history of writing have wielded ultimate creative control, or is it now the webdesigners who are always creating new and appealing ways to interact with the internet.
Numbers or Words?
Ironically, I've been learning the art of mathematical graphing in a class this semester, working with vertices and connections, and the theorems which govern what is essentially networking. Page and Brin's work uses precisely the techniques we've been studying, which for me raises a question: how much of this discussion of the future shape of rhetoric in general is being built upon a foundation of mathematics and numbers? After all, where rhetoric was once constructed of styli on papyrus or clay, pens drawn across paper, typeset on page, words are now coded in binary and xtml and governed by Euler circuits, return pathways, electron transmission. Unlike type in a printing press, which are simple molded pieces of metal, or pens, which are cylinders of dye or stain we call ink, binary, xtml, html, indeed all coding and digital tools contain a further layer of information. Ink can be used to create information, but it does not contain information within its make up. If we are to think of words as atoms, the fundamental building blocks of written communication, then we have just added a new layer of subatomia to our universe. Digital coding is the quark. But unlike this analogy where quarks and atoms are (oversimplified) more complex combinations of similar material, the interesting aspect to me is that the new foundational-layer-language of written (word) information is it's opposing counterpart, mathematics. Mathematics is now the construct of writing.
Ironically, I've been learning the art of mathematical graphing in a class this semester, working with vertices and connections, and the theorems which govern what is essentially networking. Page and Brin's work uses precisely the techniques we've been studying, which for me raises a question: how much of this discussion of the future shape of rhetoric in general is being built upon a foundation of mathematics and numbers? After all, where rhetoric was once constructed of styli on papyrus or clay, pens drawn across paper, typeset on page, words are now coded in binary and xtml and governed by Euler circuits, return pathways, electron transmission. Unlike type in a printing press, which are simple molded pieces of metal, or pens, which are cylinders of dye or stain we call ink, binary, xtml, html, indeed all coding and digital tools contain a further layer of information. Ink can be used to create information, but it does not contain information within its make up. If we are to think of words as atoms, the fundamental building blocks of written communication, then we have just added a new layer of subatomia to our universe. Digital coding is the quark. But unlike this analogy where quarks and atoms are (oversimplified) more complex combinations of similar material, the interesting aspect to me is that the new foundational-layer-language of written (word) information is it's opposing counterpart, mathematics. Mathematics is now the construct of writing.
I gathered from the readings that the more education someone had, the more likely they are to use the internet. I have had a theory about this running around in my head for a while, but the statistics (although they are quite dated) seem to show that to be true.
Those who grew up with the internet are more literate that the older generations that may have been lucky to receive an 8th grade education where they were. I have read articles suggesting that the kids of today aren't reading as much as they should, and the authors cite the internet as the problem. They suggested that because kids can click on a picture, they are not wanting to read as much any more. I would have to disagree with that school of thought. Navigating a web page does have certain elements of design which are inherrant (links, a title, etc.), but if someone has to push a button to try to get where they want to go too many times, they are more likely to give up than to keep clicking links.
I found it funny that the creators of Google crashed Stanford's internet while they were building Google because of bandwidth issues.
That is enough from me for one day. I will try to be less long-winded in my later posts.
John
Those who grew up with the internet are more literate that the older generations that may have been lucky to receive an 8th grade education where they were. I have read articles suggesting that the kids of today aren't reading as much as they should, and the authors cite the internet as the problem. They suggested that because kids can click on a picture, they are not wanting to read as much any more. I would have to disagree with that school of thought. Navigating a web page does have certain elements of design which are inherrant (links, a title, etc.), but if someone has to push a button to try to get where they want to go too many times, they are more likely to give up than to keep clicking links.
I found it funny that the creators of Google crashed Stanford's internet while they were building Google because of bandwidth issues.
That is enough from me for one day. I will try to be less long-winded in my later posts.
John
I found this story in Yahoo! news talking about a novel that is composed entirely of text messages. It found it interesting that the author created a print novel composed of text messages. If you would like to read the story yourself, follow the link below.
Text Message Novel
I don't have time to search out the text, but I have an interest in Finland, as I lived there for a couple years of my life. If anyone has the time to check into finding a text sample, I might be able to translate part of it.
John
Text Message Novel
I don't have time to search out the text, but I have an interest in Finland, as I lived there for a couple years of my life. If anyone has the time to check into finding a text sample, I might be able to translate part of it.
John
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