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Naomi S. Baron’s article “Instant Messaging and the Future of Language” combats the notion that computer-mediated communication (CMC) is leading to the downfall of language and linguistic competency. Baron argues that language has been constantly adapting and changing over time. CMC is merely an adaptation of language that caters to the currently popular trend of using informal speech and communication. CMC is not as simplistic as many people believe it to be. Instead, it is a complex system that can be modified to reflect one’s personality and experiences. Several contractions, shorthand phrases and even IM specific terms have spawned from society’s rampant usage of CMC. CMC holds similar properties to other kinds of informal language as it does not adhere to strict guidelines and rules. While this makes CMC harder to control, it provides CMC with a wider range of linguistic diversity. Baron states that “it is hardly surprising to find many [adolescents] experimenting with a new linguistic medium (such as IM) to complement the identity construction they achieve through speech, clothing or hair style” (P. 30). She even likens this attitude to the constant usage of “like” or “totally” used by adolescents in the past. People can use CMC as a means to reflect who they are and what they are capable of without worrying as much about making minor grammatical mistakes.

Even throughout everyday conversation, people are creating new terms or shorthand expressions that are specific to their social groups. Language is constantly being modified and created to allow people more outlets to express themselves and their ideas in creative ways. The constant evolution of language is something that people must embrace and learn to understand rather than something that should be dismissed as strange and evil. People can even explore language in more in depth ways by investigating how different kinds of languages interact with one another.

While CMC veers away from academic speech towards a more informal style, it does not hinder students’ academic proficiency. Baron states that ultimately, instant messaging creates “no harm, but only if … teachers ensure their students develop a solid grasp of traditional writing conventions as well” (p.31). CMC and traditional language can work in tandem as long as people can easily differentiate when and how to use each type of language. By exposing students to various kinds of language, they can have even more opportunities to break down and understand language, and can gain access to skills that pure academic writing could not provide them with.

– Justin Bailey

Reference

Baron, N.S. (2005). Instant messaging and the future of language. Communications of the ACM, 46(7), 30-31.

First Weblog Entry – Word count: 445

Lesley S. J. Farmer’s article “I See, I Do: Persuasive Messages and Visual Literacy” emphasizes the importance of raising students’ awareness of how visual literacy and persuasive messages are created and structured for viewer consumption. Farmer argues that “while persuasive images surround students daily, young people often overlook the subliminal impact of those messages” (P. 33). They merely absorb every media outlet they encounter without thinking twice about what implications these visuals have. Advertisements, photos, and other types of visual sources are filled with elements that cater to our interests. Visual elements such as colours and shapes are used strategically to peak or maintain interests yet are so entrenched in our lives that we do not give them a second thought. By providing students with methods they can use to properly analyze the persuasive messages and other forms of visual literacies that they are being exposed to every day, students will gain more knowledge about the world around them. They will understand why certain visual codes change our perceptions and how we can use this knowledge to our advantage. Teachers can also provide students with information regarding how visual codes can be received differently depending on a persons’ background or previous knowledge. Messages within images can be complex and multi-faceted as different people can interpret images in vastly different ways.

It is also greatly important that students learn how to both create and deconstruct various kinds of visual literacies so they can more critically process whatever they encounter. Teachers can get students to use editing programs or other kinds of technology so that they more deeply explore visual literacies on a more personal level. Students will learn even more about how visual literacies and media affect them through creating their own images. To further the effectiveness of this practice, students can even break down the choices they make in the creation of their images and analyze how their peers respond to them. Farmer states that “digital tools … make it much easier to manipulate images in order to convince and persuade viewers” (P. 32). As technology advances, the ways that people can modify images and implement their messages increases dramatically. This can be both beneficial and detrimental to society. People can create more complex messages that challenge viewers to think more deeply about the content of the image and all social or cultural ideas behind it. However, people can also more easily hide negative subversive messages in images that trick people into subscribing to what they want. The best way to help students interact with visual literacies is to empower them with the knowledge to understand and break down the images constantly circling around them.

Question for the Seminar Lead Project:

What are the most important aspects teachers should be aware of when creating technology rich activities for students to explore visual images?

Work Cited

Farmer, Lesley S.J. (2007). I See, I Do: Persuasive Messages and Visual Literacy. Internet @ schools, 14(4), p. 30-33.

Hello everyone,

It was great to present to you all today and I wish I could have engaged in further discussion on the two different endings to  Thelma and Louise; I am sorry I was not able to address everyone who had further comments/questions to contribute to the discussion. I am hoping my short presentation has at least peaked a further interest in teaching ‘film as film’ in the English classroom- at whatever grade level – as I feel it is often the unit/genre that is overlooked in the English classroom.

I am posting a PDF of my presentation and as I mentioned before, please do not hesitate to contact me if you have further questions or would like to learn more about teaching film.

Claire

Hello everybody,

Just a quick note that I will be posting parts of my presentation and resources I discussed and shared with you within the next few days.

Until then (or at any time), if you have any burning questions related to film or teaching in general, please feel free to e-mail me.

teachingfilm2012@gmail.com

Thanks, and good luck with your practicums!

Claire