Skip to main content

Home/ Full Sail Digital Literacy Melinda Adkins Team B: Refutal/ Contents contributed and discussions participated by vnarvaezfullsail

Contents contributed and discussions participated by vnarvaezfullsail

Simple Middle Filter: All | Bookmarks | Topics
vnarvaezfullsail

Literacy Under Siege | Beyond Literacy - 0 views

www.beyondliteracy.com/literacy-under-siege

shared by vnarvaezfullsail on 16 Jul 14 - No Cached
  • Literacy has been under siege for some time. The supposed agents of this threat have changed over the years but the perception remains constant. Television, movies, video games, mobile phones, and the Internet have all been identified as the culprits that rot the brain, desensitize, delude, and generally ruin the minds of the young (and perhaps everyone else too). At the core of much of this concern is the perceived decline of literacy. One of the most passionate and eloquent commentators on this decline and its impact is Chris Hedges. In Empire of Illusion: The End of Literacy and the Triumph of Spectacle (2009), he notes, “The illiterate, the semiliterate, and those who live as though they are illiterate are effectively cut off from the past. They live in an eternal present.”
  • This “eternal present” is comprised of “comforting, reassuring images, fantasies, slogans, celebrities, and a lust for violence.” It is a world devoid of substance, dislocated from history, reflection, and nuance. The media and popular press point clearly to new technologies as the cause of this decline but also, ironically, as the source of the “new literacy.” Texting, YouTube, Twitter, Facebook, and countless other technologies and media are widely seen as undermining or displacing literacy. Not so. They are certainly changing our relationship with literacy and altering what it means to be literate in a ubiquitous multimedia world. But all these things are intimately linked to literacy.
  • So it turns out that most new technologies and media are not threatening literacy but in fact enhancing it. As a result these are not the tools and capacities that will displace literacy; they are much more likely to be sources for the defense of literacy. While they may be easy targets for the luddites, none of these technologies has exhibited a capacity sufficiently powerful to displace literacy or even create a substantive new literacy. In fact, most are based on a foundation of conventional literacy. The Internet is the largest, most comprehensive information resource ever assembled. It represents the triumph of literacy not its demise. These technologies are not candidates for post-literacy. A replacement for literacy will require a greater level of capability and capacity than that of these relatively primitive technologies.
vnarvaezfullsail

Television and Literacy - 0 views

eserver.org/...smetana

shared by vnarvaezfullsail on 16 Jul 14 - No Cached
  • There are other studies that support the theory that watching television does decrease literacy. In 1976, the National Assessment of Education Progress found that teenagers who watched three hours of television the night before an exam scored significantly lower than those who watched less than 60 minutes of television. (Hornik 195) The students who watched three hours of television scored a 59% compared to the 69% of the ones who only watched one hour. (Hornik 195) The number themselves are not striking; however, the similarities with the homework are more surprising. The same group of teenagers scored a 58.5% when they did not do homework and a 72% when they had done homework. This shows an interesting relationship between time spent watching television and time spent in academic studies. The National Assement study gives credibility to the displacement hypothesis. Two other studies observed similar effects. The California State Department of Education conducted a study in 1980, that showed that television caused a "relatively sharp decline on mathematics, reading, and written expression examinations at both the 6th and 12th grade levels". (Hornik 195) The second study conducted by Morgan and Gross found correlation between television hours with each reading ,mathematics, and language competencies. The study found correlations of -0.20 for the sixth through ninth graders that participated. (Hornik) The important point in the past studies is that television affects not only literacy but also mathematics, and language skills. This is the strongest evidence yet that supports the displacement theory, along with the Alwin and Hall studies this is the strongest evidence yet for the displacement theory.
vnarvaezfullsail

TV found to have negative impact on parent-child communication and early literacy compa... - 0 views

www.sciencedaily.com/...110914122317.htm

technolgy television

shared by vnarvaezfullsail on 16 Jul 14 - No Cached
  • Since the first television screens lit up our living rooms scientists have been studying its affect on young children. Now scientists have compared mother-child communication while watching TV to reading books or playing with toys to reveal the impact on children's development. The results show that watching TV can lead to less interaction between parents and children, with a detrimental impact on literacy and language skills.
  • The team found that when reading a book with their children parents used a more active communication style, bringing the child into contact with words they may not hear in every day speech, thereby improving their vocabulary and grammatical knowledge. In contrast watching TV resulted in significantly fewer descriptions and positive responses than mothers playing with toys. "Reading books together increased the maternal communication beyond a level required for reading, while watching TV decreased maternal communication. This is significant when we consider the amount of time young children spend watching TV. In some cases children are left alone to watch TV, missing out on any parental communication at a critical stage in their development," concluded Nathanson.
  • vnarvaezfullsail on 16 Jul 14
     
    Television Impact
vnarvaezfullsail

Is technology producing a decline in critical thinking and analysis? | UCLA - 0 views

newsroom.ucla.edu/...logy-producing-a-decline-79127

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • "Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
  • Another study Greenfield analyzed found that college students who watched "CNN Headline News" with just the news anchor on screen and without the "news crawl" across the bottom of the screen remembered significantly more facts from the televised broadcast than those who watched it with the distraction of the crawling text and with additional stock market and weather information on the screen.   These and other studies show that multi-tasking "prevents people from getting a deeper understanding of information," Greenfield said.
  • Visual intelligence has been rising globally for 50 years, Greenfield said. In 1942, people's visual performance, as measured by a visual intelligence test known as Raven's Progressive Matrices, went steadily down with age and declined substantially from age 25 to 65. By 1992, there was a much less significant age-related disparity in visual intelligence, Greenfield said.   "In a 1992 study, visual IQ stayed almost flat from age 25 to 65," she said.   Greenfield believes much of this change is related to our increased use of technology, as well as other factors, including increased levels of formal education, improved nutrition, smaller families and increased societal complexity.
  • vnarvaezfullsail on 14 Jul 14
     
    ""Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades.""
vnarvaezfullsail

Texting, Twitter contributing to students' poor grammar skills, profs say - The Globe a... - 0 views

www.theglobeandmail.com/...article4304193

Literacy poor Texting

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • Cellphone texting and social networking on Internet sites are degrading writing skills, say even experts in the field. "I think it has," says Joel Postman, author of "SocialCorp: Social Media Goes Corporate," who has taught Fortune 500 companies how to use social networking. The Internet norm of ignoring punctuation and capitalization as well as using emoticons may be acceptable in an e-mail to friends and family, but it can have a deadly effect on one's career if used at work. "It would say to me ... 'well, this person doesn't think very clearly, and they're not very good at analyzing complex subjects, and they're not very good at expressing themselves, or at worse, they can't spell, they can't punctuate,' " he says.
  • vnarvaezfullsail on 14 Jul 14
     
    Cellphone texting and social networking writing skills
vnarvaezfullsail

The 4 Negative Side Effects Of Technology - Edudemic - 0 views

www.edudemic.com/ive-side-effects-of-technology

decrease literacy skills education damage

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • Declining Writing Skills Due to the excessive usage of online chatting and shortcuts, the writing skills of today’s young generation have declined quite tremendously. These days, children are relying more and more on digital communication that they have totally forgot about improving their writing skills. They don’t know the spelling of different words, how to use grammar properly or how to do cursive writing.
  • vnarvaezfullsail on 14 Jul 14
     
    Declining Writing Skills
vnarvaezfullsail

Children who read on iPads or Kindles have weaker literacy skills, charity warns | Mail... - 1 views

www.dailymail.co.uk/...racy-skills-charity-warns.html

decrease reading literacy skills damage technology social digital

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • Jonathan Douglas, the director of the National Literacy Trust, said: 'While we welcome the positive impact which technology has on bringing further reading opportunities to young people, it's crucial that reading in print is not cast aside.
vnarvaezfullsail

http://www.jite.org/documents/Vol9/JITEv9p173-181Eshet802.pdf - 0 views

www.jite.org/...JITEv9p173-181Eshet802.pdf

literacy technology damage social digital

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • vnarvaezfullsail on 14 Jul 14
     
    Eshet-Alkalai Chajut Findings in Children
vnarvaezfullsail

You Can Teach Old Dogs New Tricks: The Factors that Affect Changes over Tim...: EBSCOhost - 0 views

web.a.ebscohost.com.oclc.fullsail.edu/...detail

literacy social technology

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • This study attempts to establish whether changes in digital literacy, through a period of five years, are age-dependent or the result of experience with technology. The study is based on empirical findings from two independent studies of Eshet-Alkalai & Amichai-Hamburger (2004), which investigated digital literacy skills among different age groups, and of Eshet-Alkalai and Chajut (2009), which investigated changes over time in these digital literacy skills among the same participants five years later. In order to distinguish between the age-related and the experience-related factors, the present study reports on findings from control groups of a similar age and demographic background, which were tested with tasks similar to Eshet-Alkalai & Chajut (2009). Results show two major patterns of change over time: (1) closing the gap between younger and older participants in tasks that emphasize experience and technical control (photo-visual and branching tasks); (2) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking (reproduction and information tasks). Based on the results from the control groups, we suggest that experience with technology, and not age-dependent cognitive development, accounts for the observed life-long changes in digital literacy skills. Results, especially the sharp decrease in information skills, suggest that the ability to find information or use digital environments does not guarantee an educated or smart use of digital environments. (Contains 1 figure.)
  • vnarvaezfullsail on 14 Jul 14
     
    Sharp decrease in information skills.
vnarvaezfullsail

Study Says Older Adults Less Negative About PersonalComputers: EBSCOhost - 0 views

web.a.ebscohost.com.oclc.fullsail.edu/...detail

digital literacy social contact older adults

shared by vnarvaezfullsail on 14 Jul 14 - No Cached
  • vnarvaezfullsail on 14 Jul 14
     
    "TECH TALK Dateline: MUNCIE, IND. In a 10-year span from 1989 to 1999, older adults grew less uneasy using personal computers but were still wary of social changes caused by technology, a Ball State University study reports. A survey of 94 people 60 years and older in 1999 found 39.4 percent said they would never learn how to use a personal computer as compared to 66.3 percent in 1989. The study, compiled by Ball State sociology professors Dr. Ione DeOllos and Dr. David Morris, updates a previous report by Morris done in the late 1980s when personal computers were relatively new in the average American home and business. The updated study is expected to be published in the Journal of Educational Technology Systems. "In 1989 the personal computer was not nearly as widespread, less understood and more of a mystery to older adults," DeOllos says. "These people had not grown up with the computer revolution and were less likely to own or use a computer. "The 1999 response suggests ambivalence in attitudes which may simply be predicated by more exposure, contact and experience," she added. When asked if some people can't be taught computer skills, agreement dropped from 62.2 percent in 1989 to 42.4 percent in 1999. "This reflects attitudes toward other people and may simply be indicative of real-life experiences such as community learning programs," DeOllos notes. When it comes to the social significance of computers, however, older adults believe that computer technology is damaging personal relationships. In 1989, 26.6 percent of the respondents agreed that computers isolate people by preventing normal social contact. In 1999, 50.6 percent agreed with the statement. "While computers may facilitate some forms of social contact, it appears that respondents are concerned that close, person-to-person, face-to-face relationships are suffering," DeOllos said. ~~~~~~~~ By Ronald Roach"
1 - 11 of 11
Showing 20▼ items per page