Reading and Discussion #11

"The blogs were...part of the real-world blogosphere; each students' reflections and arguments were visible, transparent , and open to scrutiny, comments, and criticisms from anyone." (Avila & Pandya, 2013)

I chose the above quote, because I think that if we are to teach critical media literacy, at some point our students must learn that what is digital is rarely private and protected. Our digital products and footprints are everywhere can can still be accessed even if we remove our products from where we first posted them. Privacy is not possible in our digital world, especially in social media, such as blogs. This exposes out students to a bit of reality in a somewhat controlled environment where we can guide their responses to criticism.

The above video discusses the concern students must give to their digital footprints. If our students are to be creating digital media they need to know about digital footprints and repercussions.

1. An essentialist view focuses only on the abilities of the technology, not in the way that it is used. An ideological view focuses on the use and abilities of technology in the greater social schema and how all categories of social functions are affected or molded by the use of technology. I adhere to the essentialist view of technology. I don't see technology directly molding our society, but rather, I see society molding and controlling technology and media.

2. The teacher used blogging to allow her students to post their pictures to the world and receive feedback from the viewers while being cognizant of the messages they were promoting with the images they posted. The teacher uses a tactic of social pressure within her class; the students know that their best work will be broadcast on the teacher's blog, so they all compete with each other not to the the worst blogger. Requiring the students to stay organized means that the students must be able to put forth their knowledge, products, and opinions in a fashion that is appealing and interesting; this keeps the students on their toes as social and entertainment tastes of their audience changes, the students must adapt their product to remain at the center of the attention of their audience.

References:

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (pp. 95). New York, NY: Peter Lang Publishing.

Privacy student intro video - the digital footprint [Web]. (2012). Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=DinW62zlWcc