A tagxedo for my blog
(CLICK ON THE IMAGE!)
A link to Tom Engelhardt’s blog at The Nation previewing an essay by Lewis Lapham on the impact of the internet on language and freedom in which Lapham calls digital communication “a language meant to be disposable.” God save the book (that has no advertising blinking in its pages).
This post’s title is a quote from Lewis Lapham’s essay.
The links cited in my paper are compiled here.
Copyright and Fair Use: Trends and Resources for 21st Century Scholars from Johns Hopkins University Library (the most comprehensive site for this topic I have found; many videos and teaching resources)
Legal Guide for Bloggers from Electronic Frontier Foundation
CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments
ALA Information Literacy Competency Standards for Higher Education
New Literacies and Classroom Practice
Draw diagrams online
Coursera’s Founders (AI experts) and Funders (venture capitalists)
Coursera says, We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in.
Really? Why? How?
Thinking about the Center for Media Literacy’s Five Core Concepts (see my previous post):
1. All media messages are constructed.
2. Media messages are constructed using a creative language with its own rules.
3. Different people experience the same media message differently.
4. Media have embedded values and points of view.
5. Most media messages are organized to gain profit and/or power.
The NPR story is a media message; it provides publicity for Coursera, and it was a totally non-critical happy-happy piece about how the courses provide a beneficent free service to the economically disadvantaged all over the world. Maybe they do, but is there no cost associated with this service?
“Free” high-quality education sounds wonderful (I may take free class myself), but there is no credit for these classes. Also, what will happen with the data generated by these classes (for example, statistics on users and how well they learn)? Are there economic interests that will benefit from moving most education online and are they related to Coursera? Why, specifically, are the two venture capitalists investing $15 million? Why was NPR’s report such fluff? Are the philosophical/economic/political assumptions of the professors and their institutions explicitly expressed?
Reminding us that there is no such thing as neutral technology, Selber wants us to apply Pfaffenberger’s theory to communications technology and its business/educational matrix. Here is Pfaffenberger’s Technological Dramas that provides historical context for Selber’s charts and explanations.
Agenda of a recent Innovation in Education conference at ASU. Surely, Selber/Pfaffenberger’s regularization concepts of segregation, centralization and standardization come into play when innovation=corporate control. This agenda is astonishing!
I am putting resources for future reference here in this post. They are provided in the National Writing Project’s Digital Writing Matters by DeVoss, Eidman-Aadahl, and Hicks, 2010. Highly recommended.
University of Rhode Island’s Digital Media Lab (tons of teaching resources, including fair use)
Open Educational Resources at Creative Commons (awesome generosity by creators)
NCTE’s Code of Best Practices in Fair Use for Media Literacy Education (long; hope to find time to read it soon!)
The Digital Writing Wiki
Digital Writing Workshop Wiki
EdTechLive (interviews about K-12 Web 2.0)
Educause (amazing resources on IT in higher ed)
Digitalis from the National Writing Project
Pew Internet and American Life Project
Public Domain Sherpa
Teachers Teaching Teachers