Group items tagged

Team A did a really good job overall, but for me this source most definitely helped. The information within gave me a new stance on how I feel about texting in general. Overall, it serves to explain how phonological skills are strengthened through the act of texting. Which when you think about it, makes a world of sense.  For 'textspeak' to work properly one has to have an understanding of phonetics. Terms like 'l8r' and 'b4' which serve the purpose of being shorthand due to the character limits on texting are read  aloud as their  normal counterparts, 'later' and 'before'. Though I have seen and read those shorthand terms before, I never really thought about how it was so easy to just read them as I would if they were spelled normally.

I think we should read through their notes and discuss how they relate to their presentation.

Hey Amber, just read through all of their notes on both sides. I think I am sticking with A on this one. I made my initial thoughts post and it explains why I feel that team A had the better debate.

I think most of us agree that the video game links were definitely out of place with the rest of the research. So I decided to go a different route with this link. The reason I don't agree with this link is because I feel it is also out of place. This article talks about the mental health effects that technology has on some people. It also talks about their inability to cope or adapt with social situations. I feel like this argument, much like the video game argument, is in its own separate category from literacy.

I agree as well. While the article makes some valid points, one being that while you may have many 'friends' on the internet, none of them would be as close to you if you interacted with them in person, I feel that the whole article revolved around social skills and human interaction and not literacy. I could understand and agree with the article more if it was partially comprised of 'Television has a negative impact on literacy because it does not teach us anything important' or other things like that.

I have to agree with you guys, B team did not really make a point in some of their debate. I feel that they probably could have researched the topic a little more thoroughly. They did hit some subjects that can be true though.

The reason I like this link is because of something that it points out about the work place. "A poorly written email can lead to confusion, rather than clarity, in the workplace." There is a lot of emailing involved at my workplace. Whether it is an incident report, schedule change, or just a general question, abbreviations of any kind are not allowed at all. Each message has to be clear about what you are trying to say to someone. Everything we send is documented and reviewed so I agree with the importance of this statement.

This is one of the links I didn't think fit in with the research of team A. One of my biggest issues with the information is that it's just about a book that talks about Literacy in television. The other issue I had is that other than the title of the book, I'm not really sure at which way the author feels. From the description of the book and the popular passages from the book, there isn't anything that talks about the positive side of literacy in relation to television.

I liked this source for group A, as it was short, sweet, and to the point, but upon further inspection, I realized that while it was a good source to use as an introduction into how far communication has come, I felt that it didn't have anything to do with literacy. However, another liked I truly liked (and one that also pertained to the assignment), was this one: http://www.education.com/reference/article/what-impact-technology-learning/. I liked this part the best: "In a review of studies that focused on technology's impact on language acquisition, Zhao (2005) examined studies that researched the use of digital multimedia and language. Zhao concluded that technology can be used to enhance language acquisition in the following ways: Enhancing authenticity using video and the Internet. The Internet provides learners with access to authentic materials, like news and literature, while video can offer context-rich linguistic and culturally relevant materials to learners. Enhancing comprehensibility through learner control and multimedia annotations. Video materials online can be enhanced with full captions, key-word captions, and speech slowdown, allowing the reader to more easily digest the information. Digital reading materials can be hyperlinked to different media, which students can choose to help their comprehension of the material. Providing meaningful and authentic communication opportunities. Students can engage in authentic types of communication through e-mail, chat rooms, and other digital means. (p. 16)". The reason I liked the quote was because it mentioned different ways that technology can be used to help with literacy. Students can read at their own pace with the Internet and with video materials, and instead of having to use a dictionary to look up a word so they can understand it better, they can google it.