# data[].attributes.headline
"But most of those [teens] who are addicted to their phones or computers are actually focussed on staying connected to friends in a culture where getting together is highly constrained" #18

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"But most of those [teens] who are addicted to their phones or computers are actually focussed on staying connected to friends in a culture where getting together is highly constrained" #18

# data[].attributes.headline
"Youth do not learn to critically assess the quality of information they access" #186 – Lankshear #170 "One [issue]...changing status of knowledge and the relationship between knowledge and truth"

# data[].attributes.subject
"Youth do not learn to critically assess the quality of information they access" #186 – Lankshear #170 "One [issue]...changing status of knowledge and the relationship between knowledge and truth"

# data[].attributes.body
Edit (Tess):
Here is a great resource I found recently that expands this COR work to also include resources to help students and teachers foster criticality towards tech and platforms: https://www.civicsoftechnology.org/

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Free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.

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Feels like things have started to turn on this one, especially amongst adults –  "Media narrative often suggest that kids today– who have grown up with digital technology – are equipped with marvelous new super powers [multi-tasking]" #22  (Andy)

# data[].attributes.subject
Feels like things have started to turn on this one, especially amongst adults –  "Media narrative often suggest that kids today– who have grown up with digital technology – are equipped with marvelous new super powers [multi-tasking]" #22  (Andy)

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IRA FLATOW, HOST:

Up next, we'll be focusing on you and your true love - your smartphone. Think about it. Are you lost without it? Inconsolable if the two of you are separated? Willing to walk into a lamppost rather than look up while texting? Is it the object of your desire? Isn't it?

And your romance is about to be taken to a new level. Google has already released its new Google Glass to developers, and it could be for sale within the year - a pair of glasses that can take pictures, translate what you say into Chinese, display the weather, walking directions, texts, emails, or the height of the Eiffel Tower on a tiny, little screen above your eye.

Now the two of you need never be separated for even one moment. Your virtual life can now join your real life. Some might say your virtual life can become your real life. So where do we draw the line between these two virtual worlds and our real world? Do we even have a choice?

My next guest says our technology-addicted lifestyle and our nonstop multitasking may be affecting our ability to concentrate, manage our emotions, even think creatively. Clifford Nass is author of "The Man Who Lied to His Laptop." He's also professor of communication here at Stanford. Welcome back.

DR. CLIFFORD NASS: Good to see you again.

FLATOW: Excuse me for my cough. So are you fearful about us losing contact with what real life is once these things happen?

NASS: I'm fearful and optimistic. Fearful because technology, media technologies in particular are incredibly seductive, but optimistic because humans are pretty cool and seem to work their way out of things.

FLATOW: How distracted are we today?

NASS: Remarkably so. The top 25 percent of Stanford students are using four or more media at one time whenever they're using media. So when they're writing a paper, they're also Facebooking, listening to music, texting, Twittering, et cetera. And that's something that just couldn't happen in previous generations even if we wanted it to.

FLATOW: I'm Ira Flatow. This is SCIENCE FRIDAY from NPR.

But people used to say, oh, television. You know, that's the thing that's going to keep us distracted. And oh, radio, that - before that. Oh, this sort of thing, that sort of thing. What makes this different?

NASS: Well, it's true that radio and television do distract us. People have television on chronically while they're doing other activities, so that happened. The difference was the number of televisions in the home was rather limited, and so kids in particular didn't always have control of the box. We now see a dramatic growth so that kids have TVs in their own room.

We also have a number of new devices. The number of young people, as well as older people, who have a cellphone and a tablet and a laptop and a personal computer and a stereo system and a computer and et cetera, has just exploded.

FLATOW: Yeah. And now they can have them all on a pair of glasses in one spot.

NASS: So it's not clear whether that'll be a substitute or that'll be yet one more device in which yet another screen, yet another input mechanism they can have.

FLATOW: Yeah, but there are people who say, you know, I'm great at multitasking. I can - I have no problem with this. What do you say to that?

NASS: The research is almost unanimous, which is very rare in social science, and it says that people who chronically multitask show an enormous range of deficits. They're basically terrible at all sorts of cognitive tasks, including multitasking. So...

(LAUGHTER)

NASS: ...in our research, the people who say they're the best at multitasking because they do it all the time. It's a little like smoking, you know, saying, I smoke all the time, so smoking can't be bad for me. Unfortunately, it doesn't work that way.

FLATOW: And it's quite noticeable on tests. You can actually test for that and see the differences going on.

NASS: Yeah. It's...

FLATOW: Yeah.

NASS: Mm-hmm. Yeah. So we have scales that allow us to divide up people into people who multitask all the time and people who rarely do, and the differences are remarkable. People who multitask all the time can't filter out irrelevancy. They can't manage a working memory. They're chronically distracted.

They initiate much larger parts of their brain that are irrelevant to the task at hand. And even - they're even terrible at multitasking. When we ask them to multitask, they're actually worse at it. So they're pretty much mental wrecks.

(LAUGHTER)

FLATOW: Wow. But they don't think they are.

NASS: No. You're...

FLATOW: And that's the danger, right?

NASS: That's right. No, they actually think they're more productive. They actually think they tend to - and most notably, they think they can shut it off, and that's been the most striking aspect of this research.

We - the people we talk with continually said, look, when I really have to concentrate, I turn off everything and I am laser-focused. And unfortunately, they've developed habits of mind that make it impossible for them to be laser-focused. They're suckers for irrelevancy. They just can't keep on task.

FLATOW: So they - all because they have been multitasking. They've lost that ability to focus on one thing.

NASS: That's precisely right. Our brains have to be retrained to multitask and our brains, if we do it all the time - brains are remarkably plastic, remarkably adaptable. We train our brains to a new way of thinking. And then when we try to revert our brains back, our brains are plastic but they're not elastic. They don't just snap back into shape.

FLATOW: Can you retrain them to come back?

NASS: We would love to know. It's very hard because frankly in the few studies we've tried to do it, people refuse. It's almost impossible to get a group of people who believe their lives are built around multitasking to stop for two weeks to actually see whether their brains have changed.

FLATOW: What an addiction. It must be really - is it correct to call it an addiction?

NASS: There's some debate about what the term addiction means, but by any of the behavioral measures of addiction, these people are absolutely, positively addicted. If you're talking about the biochemical stuff, it's much more complex.

FLATOW: All right. We're going to talk a lot more with Clifford Nass, author of "The Man Who Lied to His Laptop." That's something to do. We'll be right back after this break. If you're in the audience, step up to the mic. We welcome your questions. Stay with us. Be right back with multitasking, yes or no, after this break. We'll be right back. I'm Ira Flatow. This is SCIENCE FRIDAY from NPR.

(SOUNDBITE OF MUSIC)

FLATOW: This is SCIENCE FRIDAY. I'm Ira Flatow. We're talking with Clifford Nass, author of "The Man Who Lied to His Laptop." He is also professor of communications here at Stanford University in California. And we're talking about multitasking. And I think the topic of conversation now is so focused on people driving and, well, tweeting and talking. How dangerous is that? What is going on in that car seat?

NASS: The evidence shows that basically tweeting, Twittering, texting, even speaking on the phone whether it's hands-free or not is incredibly distracting. And the core problem is that to our surprise, what we found is when people are driving and talking on the phone or texting, that other task becomes what we call the primary task, the thing their brain focuses on. And driving becomes the sort of secondary, yeah, I'll pay attention when I want to.

So ironically even though everyone's terrible about it, high multitaskers do better because they're distracted by the road.

(LAUGHTER)

NASS: So these low multitaskers focus on the conversation, the high multitaskers every now and then go oh, my goodness, a road - something I can look instead of focusing on what I want to. So it's a problem for everyone and without the advent of autonomous cars, it's going to be a continuing problem.

FLATOW: But now we also have other little screens there. Beside the road, you've got a little screen for your, you know, your audio or video products, your radio.

NASS: The problem is, as people have become - love screens. So the more screens you put in the car, the more people want to look at the screen, and the basic problem is the windshield is just another screen, and as screens go, not all that an exciting one. So we have this true design challenge that we've never encountered before, which is the entire field of automotive design has to switch from how can I, the designer, stop distracting you because you really want to pay attention to the road, to a radically different world in which the driver says I don't want to pay attention to the road, and the auto designer has to say how can I force you back onto paying attention to the road? It's a really exciting challenge.

FLATOW: And I can see why then people would like to design a driverless car, because then they can sell you products that you can use in your car when you're not having to look at the road.

NASS: You're absolutely right. The worst problem for advertising in a car is people just don't pay enough attention to advertising. So what autonomous cars will allow, if they're truly autonomous or automated 24/7, is for people to pay attention to the ads or the content. The problem is if the car hits a moment in which you have to be thrust back into the driver's seat, right, actually driving, that's another enormous challenge. How do we reorient the driver to the road? And that's something we're working very hard on, and it's difficult.

FLATOW: OK. Let's go to the audience here. Yes?

LARRY: Yes. My name is Larry and, Clifford, your comment was interesting. And aside from driving which is obviously a not-good multitasking environment, can you actually train people adequately to multitask effectively or are they all going to be distracted no matter what they're doing?

NASS: We don't know. We, so far, have not found people who are successful at multitasking. There's some evidence that there's a very, very, very, very small group of people who can do two tasks at one time but there's actually no evidence that anyone can do even three. And remember, the top 25 of Stanford students are doing four or more, and the top 25 percent of tweens - at least tween girls - are doing three or more. So it's a pretty bleak scenario.

FLATOW: Does this affect your creativity at all?

NASS: It's one of the big questions we're looking at. We suspect so. The argument had been oh, creative people suck in everything and therefore that's what they're doing. But it's actually not an accurate description of creativity. Creative people do suck in a lot of things, but then they focus really hard on finding relationships that are not obvious. These high multitaskers don't focus very hard. So we suspect they're actually going to be less creative, although we haven't done that research yet.

FLATOW: So multitasking is a misnomer then? It's like multiswitching, you say? You're switching back and forth and not doing things at the same time.

NASS: When it comes to media, sure. So we all, of course, are breathing while we're eating while we're doing other things. But when it comes to media or our prefrontal cortex, the thinking part of our brain, yes, we're basically switching back and forth. We only have about three bits' worth of information we can mess with at any one time.

FLATOW: Wow. We need new heads.

(LAUGHTER)

NASS: I'll take one.

DAVID: Hi. I'm Dante Simone's(ph) father. And it's...

FLATOW: Do you have a name of your own?

DAVID: David.

FLATOW: David, okay.

NASS: You have a great child.

DAVID: I - it seems like in the last 10 years there's been a real interest in ADD and ADHD. And I wondered if you had been studying any correlations between multitasking and specifically technology multitasking and the rise of diagnosis of ADD.

NASS: We're starting to. So it turns out that attention deficit is a bit of a misnomer. Pretty much everyone has the same amount of attention to allocate. It's where we allocate it. And what people with attention deficit do is they spread their attention over what we would call an inappropriately large span of stimuli, whereas non-attention-deficit people focus. That's exactly what multiple media and multitasking train you to do, spread your attention over a very large - so there's very likely relationships. There are, of course, physiological correlates of ADD.

We are starting a program to look at the brain scans of individuals diagnosed with ADD as associated with brain function and high multi-taskers, but we haven't done that research yet.

DAVID: And just a quick comment, last week we saw Mick Jagger and Keith Richards on stage. But seeing Flora and Ira on stage is way cooler.

FLATOW: Thank you. Thank you.

(APPLAUSE)

FLATOW: Question about anything practical, you know, let's talk about on the most basic level. We're flooded with email all the time. You sit there, you're working, email, another pops up. It's distracting, it's distracting again. What's the best way to handle that?

NASS: We think, although we haven't directly tested it, that the 20-minute rule is right, which is if you're going to engage in email, commit to doing 20 minutes of email. And when we propose this, people say email's not worth 20 minutes. My God, email's just such a useless activity. So then ask people to clock how many minutes a day they use email - 100, 200, but in little bits and bleeds. So it turns out you're much more efficient at the email, and more importantly, you're treating your brain better when you get off email if you do one focused email patch every interval for at least 20 minutes.

FLATOW: Flora is - you've been outed, Flora, here in the auditorium. Flora Lichtman is here with us. She's going to do her Video Pick of the Week, but I know that you must be thinking that you're a multitasker also.

FLORA LICHTMAN, BYLINE: I'm worried.

I'm very worried, Dr. Nass. Can I go back? I don't know.

FLATOW: Yeah. I mean, that's what people want to know. Can they be rehabilitated, right?

NASS: Well, that's our infinite money question. The infinite money question is, can we take people, scan their brains, have them change their behaviors over time and steadily show improvements in their brain function, and I hope to heck the answer is yes.

FLATOW: Well, you know, we've talked about addiction before, and when we have addiction experts on, they say that there are new pathways that are created in your brain. Those are the kinds of pathways you'd be looking for to see if they exist if you're multitasking?

NASS: There's a lot of different things; one is localization. When we give tasks, you're using the part of the brain that's effective and not using the part of brain that's ineffective.

We can look at use of the front part of the brain called the prefrontal cortex. We can look at even things like emotion management. There's evidence that high multitaskers have difficulty with managing their emotion. So this really spans everything we do, because after all, thinking is about everything we do.

FLATOW: So, you optimistic that this - we can get control of this problem, or is it going to get worse before it gets better?

NASS: As a psychologist, I'm extremely optimistic. As a communications scholar who knows how seductive media is, as you know, being in media, it's a tough call.

FLATOW: Yeah. And you have to be - even the 20-minute rule on your email is something that you have to practice. You have to put up a distraction to tell you that take that 20 minutes. A little note will have to pop up, right?

NASS: (Laughing) It is amazingly hard. I mean, I do this research. I lived with these people. I look at what it does to my brain and other people's brains. And I still just want to glance over at an email. It's tough to say no.

FLATOW: Is it something we should teach people now that all kids are, you know, they start out in life doing all this kind of thing. We should have, you know, sessions in school as part of teaching curricula?

NASS: Look, you know, we worry particularly about the very young. There's evidence, for example, that children, while breastfeeding, if the television is on, watch television, because after all, a mother has one lousy face and one lousy voice. Television has lots of faces and lots of voices. So...

FLATOW: Speak about your own mother.

(LAUGHTER)

NASS: It's Mother's Day coming up. (unintelligible) my mother. The problem is we give young children tablets and other media, as well as TV. Kids at early - the average nine-year-old has a cellphone. The penetration of media into younger and younger age groups without any attempt to train them how to manage this stuff is really threatening. And when television came in, of course, again, there was only - it was a medium that was essentially shared by a family. You had one in your living room. Now kids are isolated with media. There's no training. There's no practice. It is a very worrisome trend.

FLATOW: Let's see if we can get one question in before we have to go yet.

UNIDENTIFIED WOMAN: Hi. So I was wondering if you could parse out the difference between multitasking with technology versus just general multitasking, because it seems that evolutionarily it would be advantageous for humans to be able to multitask very well. You think of a mother who's able to tend to her child while also gathering food or something like that. So is there something in particular about technology that is really detrimental?

NASS: It's a wonderful question. So it turns out for non-media tasks, women are better than men in multitasking. For media tasks, they're similar. Our brains are built to receive many stimuli at one time, but they're related stimuli. The problem with multitasking is not that we're writing a report of Abraham Lincoln and hear, see pictures of Abraham Lincoln and read words of Abraham Lincoln and see photos of Abraham...

The problem is we're doing a report on Abraham Lincoln and tweeting about last night and watching a YouTube video about cats playing the piano, et cetera.

(LAUGHTER)

NASS: That's where the detriment comes in. It's extremely healthy for your brain to do integrative things. It's extremely destructive for your brain to do non-integrative things.

FLATOW: That's a great place to end. Thank you, Clifford, for being with us.

NASS: My pleasure. Thank you.

(APPLAUSE)

FLATOW: Clifford Nass, author of "The Man Who Lied to His Laptop," professor of communications at Stanford University.

Copyright © 2013 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR's programming is the audio record.

# data[].attributes.attachment_link.description
How long can you go without checking email, or glancing at your smartphone? Clifford Nass, a psychology professor at Stanford University, says today's nonstop multitasking actually wastes more time than it saves--and he says there's evidence it may be killing our concentration and creativity too.

# data[].attributes.body
"Unlike me and the other early adopters who avoided our local community by hanging out in chatrooms and bulletin boards, most teenagers now go online to connect to the people in their community. Their online participation is not eccentric; it is entirely normal, even expected." #4

# data[].attributes.body
"Others are constrained to basic phones with pay-per-text plans and access the internet only through the filtered lens of school or library computers" #23

# data[].attributes.headline
Boyd, p.18: Consider, for example, the widespread concern over internet addiction. [boyd downplays this]

# data[].attributes.subject
Boyd, p.18: Consider, for example, the widespread concern over internet addiction. [boyd downplays this]

# data[].attributes.headline
"The internet mirrors, magnifies, and makes more visible the good, bad, and ugly of everyday life. As teens embrace these tools and incorporate them into their daily practices, they show us how our broader social and cultural systems are affecting their lives. When teens are hurting offline, they reveal their hurt online. When teens’ experiences are shaped by racism and misogyny, this becomes visible online. In making networked publics their own, teens bring with them the values and beliefs that shape their experiences." #24

# data[].attributes.subject
"The internet mirrors, magnifies, and makes more visible the good, bad, and ugly of everyday life. As teens embrace these tools and incorporate them into their daily practices, they show us how our broader social and cultural systems are affecting their lives. When teens are hurting offline, they reveal their hurt online. When teens’ experiences are shaped by racism and misogyny, this becomes visible online. In making networked publics their own, teens bring with them the values and beliefs that shape their experiences." #24

# data[].attributes.body
RESPONSE: We might think about this being more reciprocal than Boyd initially conceived

# data[].attributes.headline
"The internet mirrors, magnifies, and makes more visible the good, bad, and ugly of everyday life." #24

# data[].attributes.subject
"The internet mirrors, magnifies, and makes more visible the good, bad, and ugly of everyday life." #24

# data[].attributes.body
RESPONSE: In addition to the 4 affordances that Boyd identity, anonymity could be a 5th

# data[].attributes.body
"Whereas early online community tools like Usenet and bulletin boards were organized around interests, even if people used them to engage with friends, blogs, like homepages, were organized around individuals. Links allowed people to highlight both their friends and those who shared their interests. Social network sites downplayed the importance of interests and made friendship the organizing tenant of the genre." #7

# data[].attributes.headline
"teens engage with networked publics for the same reasons they have always relished publics: they want to be a part of the broader world by connecting with other people and having the freedom of mobility."

# data[].attributes.subject
"teens engage with networked publics for the same reasons they have always relished publics: they want to be a part of the broader world by connecting with other people and having the freedom of mobility."

# data[].attributes.headline
How is schooling actually quite different and more "platform-ized" due to the pandemic?

# data[].attributes.subject
How is schooling actually quite different and more "platform-ized" due to the pandemic?

# data[].attributes.body
"School looks remarkably familiar, and many of the same anxieties and hopes that shaped my experience are still recognizable today. Others are strikingly different, but what differs often has less to do with technology and more to do with increased consumerism, heightened competition for access to limited opportunities, and an intense amount of parental pressure, especially in wealthier communities. All too often, it is easier to focus on the technology than on the broader systemic issues that are at play because technical changes are easier to see." #16 (Tess)

Reponse (Andy): Yes and No– I'm wondering if more of this has to do with the fact we're not seeing kids be actively disengaged because they're on screens and thus somewhat subdued (was trying to think of a better word) in their disengagement – I'm wondering if it just looks different. I do agree that on the teacher end its has definitely changed.

# data[].attributes.body
"...basic English literacy...shape(s) how teens experience new technologies"

Assumes there's one "right" way to interact with social media/ new technologies, does not track the creative ways that teens and non-dominant publics are co-opting. Yet, I think this discourse continues.

# data[].attributes.body
"Whereas early online community tools like Usenet and bulletin boards were organized around interests... social network sites downplayed the importance of interests and made friendship the organizing tenant of the genre." #7

# data[].attributes.headline
"Publics provide a space and a community for people to gather, connect, and help construct society as we understand it." #9

# data[].attributes.subject
"Publics provide a space and a community for people to gather, connect, and help construct society as we understand it." #9

# data[].attributes.headline
"Even though many of the tools and services that I reference throughout this book are now passé, the core activities I discuss—chatting and socializing, engaging in self-expression, grappling with privacy, and sharing media and information—are here to stay" #8

# data[].attributes.subject
"Even though many of the tools and services that I reference throughout this book are now passé, the core activities I discuss—chatting and socializing, engaging in self-expression, grappling with privacy, and sharing media and information—are here to stay" #8

# data[].attributes.headline
Parental/Teacher fear of the ramifications of new media

# data[].attributes.subject
Parental/Teacher fear of the ramifications of new media

# data[].attributes.body
"Media culture exaggerates this dynamic, magnifying anxieties and reinforcing fears. For adults to hear the voices of youth, they must let go of their nostalgia and suspend their fears. This is not easy" #17

# data[].attributes.headline
"There is little doubt that youth must have access, skills, and media literacy to capitalize on opportunities in a networked society, but focusing on these individual capacities obscures how underlying structural formations shape teens’ access to opportunities and information." #195

# data[].attributes.subject
"There is little doubt that youth must have access, skills, and media literacy to capitalize on opportunities in a networked society, but focusing on these individual capacities obscures how underlying structural formations shape teens’ access to opportunities and information." #195

# data[].attributes.body
"Knowledge ‘ceases to become an end in itself’; it loses its use value and becomes, to all intents and purposes, an exchange value alone."#175

# data[].attributes.body
"The challenges brought forth by media literacy stem from and reinforce the broader issue of digital inequality, which is often elided by the frame of digital natives" #192

Arias - 2020 - Internet Disparity Challenges Schooling for All.pdf

Gross and Opalka - 2020 - Too Many Schools Leave Learning to Chance During t.pdf

# data[].attributes.headline
"Publics provide a space and a community for people to gather, connect, and help construct society as we understand it." p.9

# data[].attributes.subject
"Publics provide a space and a community for people to gather, connect, and help construct society as we understand it." p.9

# data[].attributes.body
"New technologies and mobile apps change the landscape, but teens' interactions with social media through their phones extend similar practices and activities into geographically unbounded settings."

# data[].attributes.body
"As in many schools I’ve visited over the years, friendships at this school in Nashville were largely defined by race, gender, sexuality, and grade level, and those networks were immediately visible based on whom students were talking to or sitting with" #2

# data[].attributes.body
"Each cohort of teens has a differ- ent space that it decides is cool. It used to be the mall, but for the youth discussed in this book, social network sites like Facebook, Twitter, and Instagram are the cool places. Inevitably, by the time this book is published, the next generation of teens will have inhab- ited a new set of apps and tools, making social network sites feel passé. The spaces may change, but the organizing principles aren’t different."

# data[].attributes.body
"Persistence visibility... spreadibility.... searchability..." #11

This creates unique circumstances that students have to navigate

# data[].attributes.body
"Living in a networked public is complicated" #16 – What are the most crucial aspects we as education researchers need to be considering?

# data[].attributes.headline
How do we think boyd might respond to the ways that technology use, especially cell phone use, is often highly restricted in schools? Do schools' digital epistemologies need to shift?

# data[].attributes.subject
How do we think boyd might respond to the ways that technology use, especially cell phone use, is often highly restricted in schools? Do schools' digital epistemologies need to shift?

# data[].attributes.body
The author uses the term "Imagined Community" #9 several times - do you believe that this is an appropriate term for what is happening? -

# data[].attributes.body
What are teachers' obligations to building and developing a digital literacy aligned with the social aspects of the digital world? Can these be integrated into already existing classes? Should they be their own specific class? Should they be addressed at all in schools?

# data[].attributes.headline
"Youth do not learn to critically assess the quality of information they access

# data[].attributes.subject
"Youth do not learn to critically assess the quality of information they access

# data[].attributes.body
How do we help prepare teachers to support their students in navigating these spaces, both in terms of vetting sources and the social and emotional influences from being exposed to such a variety of normative images?

# data[].attributes.body
How does technology mediate the relationship between childhood/adulthood? How can/should teachers/parents intervene if the nature of child/adulthood is changing in response to technology?

# data[].attributes.headline
How is the increased social media-like nature of classroom platforms affecting and shaping the way children interact in the digital? 

# data[].attributes.subject
How is the increased social media-like nature of classroom platforms affecting and shaping the way children interact in the digital? 

# data[].attributes.headline
(1) How might we account for the role of anonymity? What does it allow, both constructively and destructively? (2) And what about lurkers--are they members of networked publics even if they do not contribute content (comments, images, etc.)?

# data[].attributes.subject
(1) How might we account for the role of anonymity? What does it allow, both constructively and destructively? (2) And what about lurkers--are they members of networked publics even if they do not contribute content (comments, images, etc.)?

# data[].attributes.headline
Several of the quotes posted references the seemingly universal desire of teens to be "connected." However, I think being "connected" has different meanings; what are those different facets of being connected in social media spaces?

# data[].attributes.subject
Several of the quotes posted references the seemingly universal desire of teens to be "connected." However, I think being "connected" has different meanings; what are those different facets of being connected in social media spaces?

# data[].attributes.body
To add to this question - how does connection through technology impact students' ability to interact in face-to-face situations?

# data[].attributes.headline
Should, and if so how, schools attend to boyd's call for 'increasing increase digital wisdom?' through active learning?

# data[].attributes.subject
Should, and if so how, schools attend to boyd's call for 'increasing increase digital wisdom?' through active learning?

# data[].attributes.body
"Knowledge is and will be produced in order to be sold, and it is and will be consumed in order to be valorized in a new production: in both cases the goal is exchange" (1984, p.4) #171

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"The laptop was the atom stuff and its value as atom stuff was $2000. Negroponte, being ‘digital,’ related the value of the machine entirely in terms of its ‘bits’—it’s ‘content’ in terms of ideas and patents potentials ‘contained’ (even the language gets tricky) as binary code some ‘where’ on the hard disk. Depending on what was ‘on’ the disk at the time, the value could have been anything—for instance, a research proposal in the process of development could be worth whatever the budget of the project would be." #169

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From Lankshear: "Epistemological issues arise here around whether and when one sees within a context (the Internet) where forgery is legion. Can one believe what one sees? And if one cannot necessarily believe what one sees, how much skepticism is it judicious to practice...?" (p.172)

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From Lankshear: "Epistemological issues arise here around whether and when one sees within a context (the Internet) where forgery is legion. Can one believe what one sees? And if one cannot necessarily believe what one sees, how much skepticism is it judicious to practice...?" (p.172)

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"in a full-fledged attention economy the goal is simply to get enough attention or to get as much as possible. This becomes the primary motivation for and criterion of successful performance in cyberspace." Lankshear #181

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"in a full-fledged attention economy the goal is simply to get enough attention or to get as much as possible. This becomes the primary motivation for and criterion of successful performance in cyberspace." Lankshear #181

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"Hence, a particular ‘assemblage’ of knowledge that is
brought together—however momentarily—in the product of an individual
may more properly be understood as a collective assemblage involving
many minds (and machines)." (Lankshear, #184)

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"Such examples pose problems for the notion that knowing, thinking, believing, being justified, and so on are located within the individual person (the ‘cogitating’ subject). This, however, is an underlying assumption of the justified true belief model, which construes propositional knowledge of ‘P’ as an attribute of an individual, A. Ultimately, schools too operate on this assumption at the level of their ‘deep structure.’ For all of the group work and collaborative activity that has entered classrooms in recent times, knowledge is seen in the final analysis as a private possession, and is examined and accredited accordingly." #176

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Efficient, Transferrable Knowledge (Exchange Value of Knowledge)

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Efficient, Transferrable Knowledge (Exchange Value of Knowledge)

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"Lyotard suggests that within this kind of regime the primary concern of professionally oriented students, the state, and education institutions will be with whether the learning or information is of any use—typically in the sense of ‘Is it saleable?’ or ‘Is it efficient?’—not with whether it is true." #171

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Lyotard suggests that within this kind of regime the primary concern of professionally oriented students, the state, and education institutions will be whether the learning or information is of any use...not with whether it is true. (Lankshear #171)

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"Within an attention economy, individuals seek stages—performing spaces—from which they can perform for the widest/largest possible audiences." #180 Lankshear

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"Within an attention economy, individuals seek stages—performing spaces—from which they can perform for the widest/largest possible audiences." #180 Lankshear

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Lankshear: The attention economy! Speaks to institutions as well as individuals

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Lankshear: The attention economy! Speaks to institutions as well as individuals

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Avatars, surveillance, pandemic platforms 

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Avatars, surveillance, pandemic platforms 

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"there will be a need within an ongoing digital epistemologies research program to investigate knowledge in relation to building, inhabit- ing, and negotiating virtual worlds. This will involve aspects of personal and interpersonal knowledge, as when deciding how best to represent oneself using avatars and whatever other means become available" #177

AdC response – seems like this is just research at this point – like we all need to be thinking about these kinds of questions...

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"The driving motive behind the most powerful knowledge production these days is to create 'truths' rather than to discern them... to vindicate policies and programs rather than to evaluate them openly." #174

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How, as researchers or teachers, do we measure distributed cognition across a class or school? What would it mean to move away from assessing individual knowledge?

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How, as researchers or teachers, do we measure distributed cognition across a class or school? What would it mean to move away from assessing individual knowledge?

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As wearing computers becomes a more common
practice, it seems almost inevitable that more and more knowing will become collaborative, networked, and distributed processes and performances. While we may be unable at present to foretell the implications of this for curriculum with much specificity, it is clear that they will be enormous, and that now is the time to start thinking seriously about possible scenarios." Lankshear #177

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Lankshear -- challenge of distinguishing humans from bots!

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Lankshear -- challenge of distinguishing humans from bots!

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"A particular 'assemblage' opf knowledge that is brought together - however momentarily - in the product of an individual may more properly be understood as a collective assemblage involving many minds and machines" # 184

Time Lapse: https://www.youtube.com/watch?v=XnRCZK3KjUY

https://www.reddit.com/r/place/comments/twft1q/full_screenshot_of_rplace_2022/

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Full screenshot of r/place 2022
by u/Wawv in place

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It helped to organize my thoughts, but felt more distracting to spend times finding the right image or resource to link.

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very helpful to gather thoughts and take time to reflect, see notes from others. but also 'distracting' in a way, navigating a different space and 'translating' from article to padlet to conversation

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My first thought was that I think this was primarily helpful in giving me formal space to organize my thoughts and revisit concepts after having done the readings a few days ago -- something that we could do non-digitally. But as I thought more, I also realized how helpful being able to see others' responses were in real time. In a way, others' responses almost functioned as real time exemplars which was really helpful pedagogically (as well as giving me more to think about that I could then address in the off-line discussion).

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Reflecting via the Padlet was helpful to ground myself again in relevant aspects of the reading, which I think served to make the real-life discussion more generative.

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Reflecting via the Padlet was helpful to ground myself again in relevant aspects of the reading, which I think served to make the real-life discussion more generative.

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Organizing and Connecting, but Overwhelming

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Organizing and Connecting, but Overwhelming

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I think that in a space like this, using Padlet helped us to organize thoughts and could be helpful to look across questions to draw connections and themes for discussions beyond our own reading. I think the images and quotes together was a bit overwhelming, and having to scroll through the different categories made it challenging.

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Made me more aware of my interaction with knowledge dispersed across digital spaces as a learner.... this brought that interaction to the fore

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Made me more aware of my interaction with knowledge dispersed across digital spaces as a learner.... this brought that interaction to the fore

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I always find it helpful to go back to the readings before discussing them- not sure the streams on pallet are the easiest- I find it easier when the padlet posts just all populate and you don't have to scroll in the different columns.

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Padlet is slightly more constrained than Jamboard in allowing you to see across ideas and lump things together. There is also always a time suck in learning the use of a new platform (that pays off as you use it repeatedly.) However, I was able to more seriously consider my own thoughts to start the discussion rather than immediately respond to others (Tess)