Several people have noticed, and I am feeling it myself as well, that it can be challenging to follow particular conversations within our #BMCed250 hashtag on Twitter.  When Twitter hashtags are used at discrete real-time events (like in-class, at conferences, the scheduled #edchat, etc.) conversations are easier to follow because all the participants are attending to the Tweets at the same time.  With our class we're using the #BMCed250 hashtag to converse over a longer span of time and asynchronously (without all necessarily seeing all the tweets simultaneously), so particular conversations within the hashtag are a little more difficult to manage.

Anyway, here are a few tools/techniques I found that might help you sort it all out if you are finding things chaotic:

Within Twitter

https://support.twitter.com/articles/20169582-what-s-where-in-twitter-s-new-design#conversations

I felt that the idea of plagiarism is presented as a hipocrasy in "The ecstasy of influence: A plagiarism" by Jonathon Lethem.  Lethem expresses that  it doesn't make sense that artists have come to resent those who plagiarize - those who love the author's work enough to adopt it, maybe change it and bring it into their own work.  His reference to the Velveteen Rabbit makes a good analogy.  The rabbit in the story is told that when a child REALLY loves him, he will become Real.  A horse tells the rabbit, "Generally by the time you become Real, your hair has worn off and your eyes drop out and you get loose in the joints and very shabby.” Then Lethem comments, "Seen from the perspective of the toymaker, the Velveteen Rabbit's loose joints and missing eyes represent vandalism, signs of misuse and rough treatment; for others, these are marks of its loving use" (Lethem 16).  The rabbit is clearly the piece of writing and the toymaker is the author.  The point is that it is the toymaker's job to build toys for enjoyment, right?  What child sits a toy on his shelf to look at for pleasure?  None. The child plays with the toy every day, takes the toy to sleepovers, restaurants, the movies, misplaces it and makes his father turn the house upside down looking for it, cries when his mom wants to wash it, and never wants to give the toy up even long after he has outgrown it.  Isn't that what authors are supposed to want for their piece of writing?

In high school, I didn’t have to write that much or that well.  I knew that the transition from high school to college-level writing would be hard and my fear about  the switch pushed me toward the natural sciences.  The first few science classes I took in college were happily writing free, but now that I’ve moved into higher level courses, I’ve had to learn the rules for writing in science.  

Just to follow up on some of the posts here and on Twitter about music as a form of literacy... here are some references that might be of interest to anyone who plans to write on this topic in future.

If you missed my Tweet this weekend, I posted a link to an All Things Considered interview with the director of a new independent film featuring the music of the Bayaka pygmies:  http://n.pr/wmrAhh

The film, Oka!, is a fictionalized account of ethnomusicologist Louis Sarno's experience living with the Bayaka, who create music ingeniously from all sorts of objects. Certainly we should be wary of the film's old familiar theme: "...man from economically developed, formerly known as civilized world, goes off to live and find meaning in traditional, formerly known as primitive society...", as well as the idea that any society is more "ancient" or "pristine" than any other... but, still the film looks interesting or at least fun and the library will acquire it when it comes out on DVD.  Here's a link to the trailer:  http://imdb.to/y5r16G

Having grown up in a middle class American community, the ideas of diversity, acceptance, individuality, and selflessness have been stressed throughout my education as well as in my household. Growing up with my mother can be confusing at times, especially as a youngster. I would often here her yelling, “You can’t expect to be able to help others unless you figure your own problems out. Focus on your own life,” and usually around the same time she would also yell, “You have to think about others. What do you think everyone else needs? The world is not always about you.” At five or six years old, those statements seemed like contradictions, but as I grew up, I discovered the idea of “gray matter” or the fact that everything is not one way or another. My parents worked incredibly hard to “get me out” in the world by sending me to public school, private school, boarding school, putting me on swim teams, taking me to art classes, afterschool programs, music lessons and so on and so forth. And while their intentions were for me to become well rounded, they also wanted me to be placed in different communities with people of different socioeconomic status and backgrounds. As a child, I rendered these activities and experiences as “good” or “bad” depending on how I fit in each situation, but now, I see all of these as learning experiences that brought me to where I am now.

After listening to the TED talk about the dangers of a single story and reading about the dangers of damage-centered research I found myself reflecting upon my experiences from my teaching abroad in China this past summer.

For the TED talk, I agreed with a lot of what the speaker said. Even traveling around China for only two months I was able to see that there are a variety of different stories to be told of the Chinese people. There are vast differences between the urban dwellers and the people in the countryside of China. Thus it was easy for me to understand the dangers of a single story - how it create stereotypes and limits people's understanding of one another. I thoroughly enjoyed this talk because I felt it confirmed a lot of my thinking about how stereotypes get started and how people gain pre-convieved notions about others. It also confirmed my belief in the importance of seeing and experiencing things first-hand.   

Lemke said that spoken language falls before we have a chance to analyze it, but written language is forever.  I find it interesting the distinct difference made between spoken and written language. With spoken language more “mistakes” can be made because they are likely to be missed and forgotten about, only the main ideas will remain. On the other hand, written language has the ability to be analyzed again and again word for word. This seems to connect to the idea of how stories in Africa were once told compared to how they are told now. Before stories were all oral, they involved motions and emotions and were passed down through memory, but once the European colonizers arrived stories began to be written down. While now there is a “formal” way to write down the stories, what is lost from the oral traditions of the past? Telling a story from memory is a certain kind of literacy, it just seems to be less respected by the European world because it can not be analyzed or monitored in the same way as written stories can be. While written language is incredibly important what is really gained if the written and the spoken are completely different?

It's interesting being able to observe our classroom's dialogues from so many different perspectives. What we say in the classroom, what we post on Twitter, what people post in their Serendip blogs, and for those of us in the 360, what we discuss in our other classes and drawing connections between the three. Each medium brings out a different side to us. Those who may have difficulty speaking up in class may flourish through digital dialogue while others struggle with the barriers that technology presents. Through each form, we learn to process our thoughts and opinions in a new way, much like Lemke discusses when he talks about diverse literacies. Just how Riley's word came was French and didn't have quite the same meaning in English, using diverse mediums can create new understandings of concepts. Twitter forces us to make our thoughts concise and requires a very different type of language than the one we may use in class or even on Serendip. I was initially upset when I saw that Overbrook Elementary featured the Twitter as a means of encouraging the students to read but now I am beginning to realize that this generation has grown up with technology and that sites such as Twitter can serve as a gateway for students to encourage them to read and write, even if it only is in a 160 characters. The idea of using multiple mediums to gain new perspectives goes back to Adiche's The Danger of a Single Story, where she urges us to never make conclusions based on a single story.

Discussing language use particularly in the public education setting, I never feel fully comfortable with how I speak and my interaction with language within the classroom. This is relevant both for my method of speech in the classroom in college and also how I speak to students in the public school classrooms I work in. We all code-switch, speaking differently at work than to our friends than in the classroom. We learn in the classroom, as Lemke discusses, Standard English or “correct” or “proper” English as dictated by the dominant group in power and their normal speech patterns. Lemke pushes this concept to say that Standard English could be called Corporate English because not many if any people actually use this specific form of English in day to day life. In school students speak a variety of dialects of English, but are told that only is correct and are even graded on their ability to master Standard English. I struggle with speaking in a less formal way to students, which is something that I think puts myself and my students at ease, yet I worry about setting a “bad example” for later moments in which they are scrutinized over their method of speech. Working in almost 100% working-class African-American public schools, I constantly think about language and the way students use and interact with language in the classroom. I hear teachers make fun of and imitate students’ method of speech and constantly correct their students. I also see and feel the trust and respect students give to me when I speak in a form of English they feel more comfortable with.

Last week's readings resonated deeply with my constant vigilance for misrepresentations/misconceptions and flat-out misinformation. I am sensitive to this insofar as it applies to my own experience, idea of self and heritage - the catchall term for history, place, community, culture, experience, memories etc. When Chimamanda Ngozi Adichie recounts the story of her own narrow-minded expectations upon arrival in Mexico, I recognized that moment when one's personal disdain for ignorance is abruptly challenged by one's own ignorance thus begging the question, am I a hypocrite? I've found that generally, one responds "no" and toys with becoming indignant about how others' lack of knowing is worse. I've born witness to this in my interactions with many people who do not identify as American. We can all indulge in stories similar to that of Adichie's roommate and yet we are rarely able to recognize that our own knowledge of another region of the world is as limited and often informed by stereotypes as perverse as any.