1. Hull and Stornaiuolo approach social networking through the lens of
“cosmopolitanism,” which they define as “…a strategy for reconciling the
tensions inherent in a vastly interconnected yet deeply divided world,
where we have ‘obligations that stretch beyond those to whom we are
related by the ties of kith and kind, or even the more formal ties of
shared citizenship’ (Appiah, 2006, p. xv)” (p. 792 in reader). How does
this concept further our discussion of literacy? Why should we view
student behavior through this lens?
2. Boyd and Ellison walk us through a history of social network sites and
past research. How can we think of social network sites as spaces for
literacy development? Do you think SNSs have a place in the classroom? Why
or why not?
Friday, November 4, 2011
wk 12 prompts
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1. Taking on a "cosmopolitan" approach in thinking about literacy permits us to expand the scope of what literacy can entail. Especially living the United States where there is such great diversity, it necessary to take on a kind of mindset that allows "for negotiating meaning and interpretations across divergent cultural, linguistic, geographic, and ideological landscapes" (85) to appreciate different backgrounds. The developing concept of "transliteracies" specifically details cosmopolitan educational practice. This idea not only puts into perspective the "movement of texts across communicative and geographical spaces", but also the "multiple platforms, tools, and media" that vary in use across the nation (86). Thus, it is essential to view student behavior through this lens, because it makes our interaction with students more sensible. Even though there may be great differences among us, the idea of cosmopolitanism suggests that there is an "increasingly circulatory movement" (85) that connects us to one another in a binding way. Therefore, it is helpful to interpret student behavior in this manner, because it allows teachers to better understand their students and give them a more meaningful learning experience.
ReplyDelete2. Personally, I'm a bit torn about my position regarding the use of social network sites in the classroom. From one perspective, I recognize that it would only make sense to utilize SNSs for literacy development, since they are so popular in modern society. In Parker's article last week, it gives an example of how a SNS like YouTube could be beneficial for teachers with limited time in the classroom. Teachers could potentially upload videos to this site for students to learn or review material that they may need extra guidance with. However, another perspective I cannot ignore it the fear that the use of SNSs could get out of hand and possibly take over the track of learning in a negative way. There are many things that are inappropriate for classroom use associated with SNSs, but I believe that they can be beneficial tools if they are implemented with careful discretion.
-Joyce Park
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ReplyDeleteThe concept of “cosmopolitanism” as defined by Hull and Stornaiuolo can be applied to further our discussion of literacy in several ways. Firstly, it is important for people to keep in mind that there are many types of literacies that must be considered rather than the common belief that literacy is simply the ability to read and write. Secondly, it is equally important to not give more weight to a certain type of literacy over another, which is most commonly seen when individuals promote the idea that the only “correct” form of literacy is the widely accepted standardized American English. Similar to Hull and Stornaiuolo’s definition of “cosmopolitanism” as “a strategy for reconciling tensions inherent in a vastly interconnected yet deeply divided world”, it is important for individuals to realize that there are other important factors that need to be considered when judging individuals rather than focusing solely on a student’s aptitude in standardized American English. We should view student behavior through the “cosmopolitanism” lens because it is important to look at a student’s diverse set of characteristics – characteristics that are completely ignored or labeled as irrelevant in today’s academic system – rather than just focusing on a student’s ability to regurgitate information that is taught in the classroom.
ReplyDeleteSocial networking sites can be used as spaces for literacy development if they are carefully integrated into the current academic system used today. One of the biggest failures of today’s academic system is that it does not cater to the wide range of students that come from a diverse number of cultures and backgrounds. Social networking sites “enables users to articulate and make visible their social networks” which allows individuals to “communicate with people who are already a part of their extended social network” (211). For this reason if SNSs are successfully integrated into today’s classrooms, it will help make today’s classrooms make progress toward being more interactive with the students while also promoting the diverse cultures of all the students by enabling students to “articulate and make visible their [own] social networks” to others (211). However, SNSs must be implemented with great care in order to make sure that they do not detract from the educational experience by allowing students to do tasks that are not school related on the school SNSs. For this reason, it is very important to take the steps necessary that make sure that the SNSs restrict students from being off-task but does not detract from the purpose of the SNSs, which is to promote an interactive academic environment that also promotes the diverse literacies that are present at today’s schools.
1. This concept of “cosmopolitanism” furthers our discussion of literacy because it allows us to view literacy in a larger scope, rather than purely the practice of reading and writing. Additionally, because most human beings do not live in homogenous societies, a “cosmopolitanism” view of social networking enables us to communicate across “cultural, linguistic, geographic, and ideological lands” helping us become more culturally literate members of society (85). As explained in the article, these types of global communication are “quintessential 21st-century literacies” because they allow people to “build relationships with others to pose and solve problems collaboratively and cross culturally” (85). I believe it is important to view student behavior through this lens because teachers only get to know a certain part of their students, one focused in academia. However, peering through the lens of “cosmopolitanism” could help teachers understand more personal details about their students, therefore allowing them to understand their academic struggles and successes, and what they might be able tot do to assist them.
ReplyDelete2. We can think of SNSs as spaces for literacy development because they allow students to communicate across different borders; social, cultural, etc. which increases their understanding of other types of literacy, consequently making them more literate. Additionally, technology is an integral part of life for children of the 21st century. Allowing students to communicate with one another over the Internet encourages thoughtful conversation outside of school. Like Joyce, I am uncertain of whether SNSs have a place in the classroom. While using SNSs in the classroom might lessen the divide between in-school literacy and out-of-school literacy, I think that SNSs have certain aspects that are detrimental for learning. For example, most people write in improper English on social networking sites. Unless teachers were able to manage the way their students approached the SNS in reference to grammar, spelling, and syntax I believe that introducing the non-standardized English used on SNS into the classroom would hinder learning. However, I think that, if well-organized, SNSs might create interest in difficult subjects that students might otherwise find boring.
1. Approaching social networking though the lens of cosmopolitanism greatly furthers our discussion on literacy because it expands the meaning of literacy far beyond what is commonly held as the ability to read and write and the practice of Standard English. The cosmopolitanism view would allow more meaningful and beneficial communication across the various groups in our diverse world inducing stronger connections between these groups which, if practiced could be used for the purpose of more effective teaching and thereby greater student comprehension. I would agree with Joyce’s comment that this type of view would make out interaction with students more sensible. With this greater interaction teachers can understand their students much better and thereby educate them in a much more effective manner.
ReplyDelete2. SNS’ can be used as an interactive tool to promote literacy development. These tools can be used by teachers to incite attention and interest, like games and social mediums in last week’s articles can be used to promote literacy. But with the benefits of SNS it could have it’s downfalls. If not integrated into teaching practices correctly, like too much freedom or too much concentration on the SNS’ the opposite of the desired effect could occur, disengagement. There needs to be a beneficial balance between the way in which SNS are used and the degree to which they are used. The dry and outdated education practices that fail to engage the interest of students needs to be adapted to the changing times, including the use of SNS and other interactive mediums like games to promote literacy development.
Hull and Stornaiuolo’s theory of “cosmopolitanism” relates to our discussion of literacy, because it has to do with having new definition of literacy. Our discussions of literacy have to do with using technology and other avenues to learn new ideas besides the traditional textbook learning. Cosmopolitanism has to do with social networking in educational practices. This is something pretty current because social networking is something that has just occurred with the emergence of Facebook, email, texting and countless forms of communication. It would be interesting to apply this concept to education because it is something that students are interested in. Students spend so much time checking their Facebook and updating their twitter that school seems like something boring and stagnant. It is boring compared to the constant change of the world around us. They need dialogue and conversation to learn. They need to be able to discuss new ideas and get other students’ thoughts about the world around them, rather than taking a passive approach to learning where students simply listen to a lesson. This approach could give them a new understanding of ideas but it only comes about through communicating with others.
ReplyDeleteSocial network sites can be used as spaces for literacy development because it can help permeate new ideas. It can also further develop thoughts that typically would stay underdeveloped. They do have a place in the classroom because it will keep students engaged. Outside the classrooms social network sites are used for finding jobs and making connections. Students need to learn to utilize these resources in order to be successful outside of school.
- Cassi Hoyt
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ReplyDeleteThis concept adds to our previous definition of literacy. According to Hull and Stornaiulo, a “reimagined cosmopolitanism” offers literacy studies a “starting place for including conceptions of local and global citizenship within its curricular and pedagogical purview” (86). Thus, the authors’ approach will allow others to expand upon their previous ideas of literacy to include how an individual recognizes him or herself within different communities. Because we live in a diverse world and community with infinite outlets to develop literate capabilities, we must consider all these places of interest when defining what it means to be literate. As such, viewing students’ behavior through the lens of “cosmopolitanism” would give the teacher a more, well rounded perspective of the student. By identifying with what interests, groups, and individuals the student identifies with, teachers will have a better ability to provide a more in-depth approach on what teaching style they should use.
ReplyDeleteSocial networking sites are spaces for literacy development. They provide students another way to express themselves, exposure to new ideas and events, stay connected with their peers, and develop their literacy of the digital world. Although the following is true, SNSs should only have a small presence in the classroom. As the world continues to be become more globalized through technologies, students need exposure to all these new types of medias so they can learn how to use them to their advantage. But once this proficiency is met, students should focus on literacy skills that can only be taught in the classroom and make SNSs a tool to be used at home.
Hull and Stornaiuolo’s definition of “cosmopolitanism” brings forth a new idea of literacy and how it can be applied in the classroom, going much further than just traditional reading and writing. In their article, the authors employ several examples and new-aged techniques to further students’ literacy through digital media. They advocate that websites, such as Space2Cre8 and the Kidnet project, allow people to communicate with others all over the world, using various methods to portray oneself, to debate and negotiate, to learn about other cultures, and to utilize images, music, and other forms of multimodal communication. These types of websites create opportunities, especially for students, to be more in touch with the rest of the world by putting to use these new types of literary practices. Hull and Stornaiuolo also claim that these methods permit students to explore deep self-discovery, which helps develop both literacy and an understanding of the surrounding world. We should view student behavior through this lens because it casts new light on a student’s abilities, demonstrating skills that one may not employ in the classroom. Teachers will be able to see their students more personally and to gain insight on students’ perceptions of themselves and the world around them, which may otherwise be hindered in the classroom.
ReplyDeleteSocial networking sites let people communicate easily over the internet, facilitating conversation on their own initiative and time while using one’s own comfortable style of writing. People can communicate in various languages and with others all over the world, learning about separate cultures, customs, and communication fashions. Like stated in the Hull and Stornaiuolo article, being able to design and personalize one’s own profile does allow for self-reflection and a greater understanding of one’s own place in the world. Despite these beneficial points, utilizing these sites in the classroom may be a tricky balance. I think as long as they are taught in an educational way, as in how to use the sites properly and safely, how to communicate effectively, how to personalize profiles, etc, students could come out with valuable learning experiences and literacy gains.
"Cosmopolitanism" is a concept that relates greatly to the world we live in today because although we have always lived in a "deeply divided world," technology, such as, social networking sites, have enabled us to realize just how different people are from each other. Thus, "cosmopolitansism" allows us to further our discussion of literacy because it enables teachers and students to open the doors for discussions about such differences and how to reconcile these differences to live in a harmonious world. This approach allows for literacy to have a deeper role and meaning than simply the ability to read and write; it acknowledges that people are "social actors with responsibilities towards other and the world." Thus, by viewing literacy through this lens, students and teachers can use literacy to interact with each other and with the rest of the world.
ReplyDeleteI would really like to see SNS integrated into the classroom because I think SNS have the potential to promote interactions in classroom that are engaging and could be openers for students to practice a large range of literacies, such as, sharing stories and ideas and finding similarities and differences betwen people. I understand that there are a lot of controversies that the use of SNS used in the classroom can bring, but I feel that educators can use SNS in the classroom to educate students about how to appropriately use SNS. Educators can use the opportunity to talk about privacy and professionalism; using SNS in the classroom can open the doors to these conversations that can be practiced in the classroom.
The literacy is not only the ability of read and write in the school. Students can be learning literacy from school, home, peers, media and more. According to Hull and Stornaiuolo, social networking through the lens of “cosmopolitanism” I agreed that this article concept can be in our further discussion of literacy because many students have a different way to learning from own culture from community such as different ethnic groups, religions and more. The lens of cosmopolitanism meaning is “a strategy for reconciling tensions inherent in a vastly interconnected yet deeply divided world” Teacher can use the cosmopolitanism lens to view student behavior to understanding student’s individuality. Many times, the student’s individuality can pay no attention to a teacher. In two weeks ago, we learned of some students are act differently between in school and home. That article showed of the student did not attention in class; however, the child did write and read many things from helping dad (from work). I wonder that if the teacher used the lens of cosmopolitanism to this student who might change student’s behavior in the class.
ReplyDeleteI think that social network sites can use as literacy development in class. Students can use tool as communicate with teachers and classmates. Sometime, this system can use as that students can learn different culture from across a country, too. In last week, we learned that media is a good source to develop literacy such as YouTube. Students can use lots of media as repeating the school work to understand better in school and home. However, social network sites cannot have a place in the classroom because the systems can disorder students’ behavior in the classroom. Although, social network sites are a good ideas to use outside from a classroom because the systems can use as emergency contact to each other, show express own emotions and more.
Thinking all the way back to the beginning of the semester, we started this class with defining literacy and thinking of literacy outside of just reading and writing, and I think Hull and Stornaiuolo’s lens of “cosmopolitanism” does just this. It brings into the discussion diversity and communication, especially through social mediums, which is a huge portion of students lives. If teachers look through this ‘lens’, they could connect with their students on a new level beyond just reading and writing, and possibly understand their students in a new light. Social media has become such a huge part of society today, especially for young people, and using this cosmopolitanism could help teachers integrate this into the academia world.
ReplyDeleteLike some of my other classmates have mentioned, I can see both the positive and negative in bringing SNS’s into the classroom. They have the ability to bridge a learning environment with one that a student can connect to their social/outside world. In a few of the articles we have read there have been examples given of teachers using video sites like youtube, and blogs and chats to connect students to what they are learning in school while providing a creative outlet as well. I think there is huge potential for them to be used for literacy development, but it needs to be done under careful supervision. I also think it needs to be done in a classroom environment where the teacher is invested in using these SNS’s. There is also the potential issue of content and usage by students who aren’t being supervised, which I think is a big concern for a lot who question using SNS’s in the classroom. Ultimately though, I think that SNS’s could effectively be used as a part of literacy development.
Hull and Stornaiuolo present a different version of literacy, one that is different from the one we generally view - reading and writing. They approach social networking through the lens of “cosmopolitanism”, where it broadens “communication across difference to include global contexts influenced by cultural flows of people and ideas facilitated by the digital” (793). By allowing students to communicate through a social networking site, such as space2cre8, where students from different countries can interact, they understand the cultures and values of others while also practicing a different form of literacy. By viewing students through these lens, teacher will better understand the kind of learning students learn best while also learning about their interests, struggles, and successes to better understand where they come from.
ReplyDeleteSocial network sites are a form of literacy development, where people express themselves in the digital world. In SNSs, people are free to share pictures, art, music, videos, and write the way they want without any regulation, so this is a form of literacy discourse that people enjoy while connecting and communicating with people around the world. Since technology and SNSs are part of modern popular culture, we can use them to make learning and interactions more fun and engaging in classroom settings. For example, my high school English teacher from my senior year made our class choose a character from the Renaissance period and create a fake facebook profile of them using a template she created. We were to choose a picture, put a short bio description, update statuses, have a comments wall where we interact with other characters, and have the time period right. It was a fun way to integrate a character from an older period with SNSs because we took on their perspective and understood it well. Therefore, I believe that SNSs does have a place in the classroom only if the teacher knows how to use it right.
The concept of “cosmopolitanism” which Hull and Stornaiulo present can be used to further our discussion because it brings about the point that literacy is much more than just reading and writing. To have “Obligations that stretch beyond those to whom we are related by the ties of kith and kind, or even the more formal ties of shared citizenship,” demonstrates that there is no one literacy is that superior than another. We as people should approach literacy by embracing the differences, rather than seeing other forms as inferior. Currently social networks are functioning as images of the offline world, where there are clear divisions between race, class, and geography. However, By re-framing the use of social networking as “an education practice and, more specifically, as a potential “cosmopolitan” education practice” we can then be able to use social networking as a tool for to “built relationships with others to pose and solve problems collaboratively and cross-culturally.” We should view student behavior through this lens because it gives a holistic view of the student, rather than just singling out certain aspects of the child that society deems as solely important, such as the ability to read, write, and repeat.
ReplyDeleteWe can think of social network sites as spaces for literacy development because they allow for individuals to connect with other individuals that they would probably never otherwise have connected with.Through this, they are able to gain exposure to different forms of literacies that are outside of their own social network, which allows for the individual to gain different perspectives on literacy and also bridges gaps between how different forms of literacy are seen. They can also be seen as spaces for literacy development, because social networking sites allow for individuals to express themselves through many different tools. The way an individual chooses to portray themselves on these sites is a literacy in itself. I’m not entirely sure where I stand on if they have a place in the classroom, but I'm leaning towards it being a good idea. I think that social networking sites can benefit students because they enable an individual to have to examine themselves in order for them to determine how they want to portray themselves for others to perceive, and also because they are great forms of self-expression. They can also greatly benefit teachers, because they will be able to better relate and understand their students. I guess if the social networking site helped the students in some way progress academically or was a tool used for them to better understand and connect themselves to society, I think it would be a good idea to have in a classroom setting.
By holding a cosmopolitan lens people are able to engage in literacy through different pedagogical tactics. The ability to open the doors of local and global discussion around literacy allow students to listen and reflect on a wide range of interactions. Social networking that focuses on the cosmopolitan practice can give literacy the power to have a moral disposition in relation to distant audiences and global as well as local (86). This may also lead a student to better understand the process of becoming a person engaged with the global world and at the same time seeing oneself as an active member in a digital online environment (93). I agree with Laura Belknap in her opinion on how most students do not come from homogenous society, and there is a great need to allow students to express themselves across cultural and social communities. If students are viewed by their teachers through a lens that encourages them to understand their unique self while also acknowledging the beauty in the vast opinions of others, then teachers will help create a safer place for true dialogue.
ReplyDeleteWe can think of social network sites as spaces for literacy development by considering the opportunities these sites allow for socialization and create a more diverse community. The power in crossing cultural borders through social network sites opens the space for students to engage in a multi-faceted conversation around the idea of literacy. Although I mentioned the possibilities of what social network sites can do, I do not recommend for classrooms to incorporate them into their pedagogical practices. Unfortunately, these sites are often distracting and nonconstructive causing many students to waste away precious time by doing nothing productive. Social network sites are often used to participate in shallow conversation and surface friendships that do not promote literacy development.
In a time where there are many countries that are intertwined with business and politics, and where communication across seas happens in an instant all over the world at any given time, promoting cross-cultural communication through the use of social media makes sense. As Hull and Stornaiuolo stated, what would occur with social networking is the creation of “transliteracies” which “foster youthful capacities to listen and reflect … encourage hospitable interaction across “legitimate difference” and promote care for self and others” (85). This makes literacy not just about the individual student, but expands it to relating and connecting with other people, something very fitting for the 21st century. Viewing students through this lens may reveal to us aspects of the student that may not be seen in traditional teaching methods that could help shape an effective way of learning for everybody. For example, students may not choose to actively engage in a classroom setting, but via the computer the student is able to take more charge on the identity he/she wishes to create.
ReplyDeleteSocial Networking Sites (SNS) help create dialogue that authors such as Freire, and many others, promote. It allows easy and extensive communication about a variety of topics, and also holds as a place to learn about new facts and information by making it easier to share such things with other people. Even if teachers did or did not want it in the classroom, students are already bringing in SNS without their aid. For example a common practice for students is to add each other on Facebook. For teachers to incorporate SNS would help engage the students, since many are already involved in them anyway. The tricky thing about using SNS in the classroom is the question of how to successfully use it as a productive tool, instead of creating a potential field for bullying or harassment, which is a problem when using such sites.
This concept of an overarching and inclusive cosmopolitanism by Appiah alters our discussion of literacy by broadening what could be considered as significant and a part of education. Such a change “juxtaposes and balances local commitments with broader arenas of concern” (Hull 793) and allows aspects of “aesthetic, cultural, historical, and ideological differences” to play a significant part in literacy as it becomes part of the shaping and educating process of youth. We should view youth through this lens because it takes into account the societal aspects of students outside of the classroom experiences and allows them to incorporate them into the classroom to potentially increase engagement.
ReplyDeleteIncluding social network sites as spaces for literary development seem similar to the discussion about including videogames into the classroom except that social networking sites tend to be more viral and also inclusive. On a potential advantage, it will not be as gender segregated as games are with boys. Social networking sites also gain many of the learning advantages that games can provide because of its immediateness and the interactive potential. It will allow students to participate in interesting classroom topics outside of the classroom and also socially integrate it. I believe though that it will be very difficult to integrate this because of how easy it is to get distracted with SNS because of how intrinsically social they are. The popularity web might get tangled into the activity and the feedback of different students are not always equal resulting in another opportunity for social rifts for students and cliques
The article by Hull and Stornaiuolo furthers our discussion of literacy because it opens up yet another look at the way students' lives are evolving and how there is a need to bridge some gaps and disconnects between the classroom and the diversity of students and interests. The statement insightfully states, "Of course, all children and youth require 21st-century resources, tools, practices and opportunities" (791). With this in mind, it is easy to see the connection between the intentions of Hull and Stornaiuolo in the article and the intentions of the class to recognize new, insightful, myriad ways in which learning/ school curriculum can move forward and become more diverse.
ReplyDeleteViewing student behavior through this lens could very likely integrate new and exciting systems of learning which allow educators to notice a new repertoire of talent within a student. The teacher would simply understand a student in a bit more personal of a way because seeing the aptitude for learning in a student's everyday life, helps bridge the gap the article spoke of and educators can understand and therefore interface on much more fluid of a level. As the article states, the rewards of these new ways of approaching education could "not be greater...for educating a citizenry able and willing to communicate with digital tools across differences in radically interconnected yet divided world" (791).
I believe social networking sites could very likely be a progressive influence upon the world of education. Because, that's just the thing, the world of education is being seen more and more about the education of the world--namely how a diverse student body is influencing a new lens to view how to reach students effectively. Of course, the SNSs would most likely be formatted to network with educational resources andnopportunities, as well as aspects of student life which are more socially influenced. In-classroom SNSs could potentially impact a student's identity concerning education and school. Instead of a student going to their daily classes and then going home to socially connect with friends, students can be excited about connecting with friends at school. There are many factors to take into consideration and planning ahead. As the article states, there are concerns regarding the limits of both student's boundaries and the potential for various things on the Internet. However, it appears clear integrating these typesnof technologies and programs into the curriculum could dramatically affect class-room learning.
The concept of cosmopolitanism can be applied to further our discussion of the global literacy. As mentioned in this article, our world is characterized by cultural flows of ideas and people across territorial boundaries. (P792) Therefore, it helps us how to recognize and position each one's literacy among different kinds of literacies in the globe. Nowadays, we should be aware of the importance of social networking. The term "cosmopolitanism" serves to let us know the importance of collaboration in order to meet greater purposes. Moreover, viewing students' behavior through the lends of cosmopolitanism help teachers to get to know their students in many perspectives.
ReplyDeleteSNSs, so called Social Network Sites, are defined as web-based services that allow individuals to construct profile within a bounded system, articulate people with connections, and view and traverse those people within the system. (P806) SNSs help strangers connect based on shared interests, political views or activities; and therefore it helps them share their views on a public platform. I absolutely agree with Joyce Park's comment that SNSs could have double sided effects in classroom. On one hand, SNSs could help students build up friendship with the others. And therefore, students are able to study together and do some researches by using the Internet. There is no doubt that SNSs are great platforms for students to communicate and share resources. However, weird things could happen, such as the phenomenon of "Fakesters", examined by Boyd(in press-b P815) . Therefore, I again second Joyce Park that SNSs can be beneficial if they are well implemented.
Hull and Stornaiuolo’s lens of cosmopolitanism is crucial in understanding literacy because it enables us to think of literacy as more than just reading and writing. With the examples given of students using social networking as a way of expressing how they want to be perceived, what is shown is the potential of this lens to go beyond a different definition of literacy. For example, understanding the differences between students enables them “...to situate themselves and their local worlds in relation to others and experiment with self making...” (798). Through a cosmopolitan lens we are able to better understand differences in the classroom and in the world. This has the potential to provide a better of understanding of difference that can allow for us to work on our similarities as people.
ReplyDeleteI think that in expanding our definition of literacy as just reading and writing, social network sites have a place. Social networking sites have become crucial in disseminating how the world is viewed and thus how we come to understand it. It is because of this that I believe they have a place in the classroom. For example, creating a profile and knowing that this is a representation made available to others allows for students to understand and participate in the interconnectedness we currently live in. Though I acknowledge that SNS can also serve as a distraction for students, their potential and presence shouldn’t be undermined by this because, as seen by last weeks readings, they have educational benefits as well.
In Hull’s definition of cosmopolitanism is “a strategy for reconciling tensions inherent in a vastly interconnected yet deeply divided world.” After reading this definition, I found it to help further our discussion in various ways. Especially because literacy can be interpreted in many different ways and one isn’t more important than another, cosmopolitanism reinforces these diverse literacies. The idea of “reconciling tensions” in a ‘divided’ world shows that everyone has different characteristics which are all shown in different ways especially through a social lens. If teachers can use this idea of cosmopolitanism, they have the opportunity to not only know a student from a classroom perspective but also the student’s lifestyle back at home and in the community. With this in mind, teachers would be able to find more effective ways to help students individually.
ReplyDeleteThe idea of expressing oneself by sharing their interests, hobbies, and even pictures can be a form of literacy development. Just the fact and the idea of sharing their lives with so many different people, they are sharing their culture and how they live their daily lives. In other words they are sharing their lives with other people which is a form of literacy because they can communicate with other members of their society or people from different parts of the world. I do believe that SNSs have a place in classrooms. The idea of creating groups and being able to share their thoughts through the computer can actually expand a discussion from class. Since most classes aren’t any longer than two hours, the idea of using SNSs can help students to continue their ideas to one another and even help students who don’t speak up in class to write what they think. It can also help create connections with your classmates and create new network in your social web.