https://padlet.com/giahuany26/dti331nf59sinwgi how we processed readings together (Gia & Shiqing) en-us 2020-04-12 17:56:28 UTC 2024-05-26 07:14:03 UTC hello@padlet.com sqlily https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503693668 The idea that social media like Facebook and Instagram opens up an online sphere in which people create and share their identities makes me think of how we post and interpret multimodal texts on those platforms (Davies, 2015). A very interesting and relatable questions to discuss in class might be: what do you think are good Instagram photos? In addition, a point for critical discourse analysis comes in when we further analyze what social and cultural practice and values are embedded in the criteria of good photos. ]]> 2020-04-12 18:26:00 UTC https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503693668 sqlily https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503702664 2020-04-12 18:41:39 UTC https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503702664 sqlily https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503722966 Marshall and Rogers (2017) investigated a world that has not been long invisible to a vast majority of classrooms. In addition to use them in a text set together with more visible novels on a same topic, I wonder how we as teachers could support our readers & authors that may or may not be a part of the street youth communities.

Considering the sociocultural nature of each text, i.e. both a text and its readers are socially constructed and therefore the comprehension of a text requires an understanding of the Discourse, I would like to know how we can show the students that their work has an audience. I guess an equally important lesson is to show that it is 100% normal if we could not find audience for a particular piece of work. It is likely that their audience are not in the room, and we could connect them to other authors via websites like Another Slice. ]]> 2020-04-12 19:16:30 UTC https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503722966 giahuany26 https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503770827 I think through social media, what we see is this fluid, highly contextualized process of storytelling, in which self identities are constantly interwoven into, and shaped by the world around us, societal and cultural values and norms (Davies, 2015). One quote that discusses "identity" by Giddens (1991) states that " a person's identity is [to be found] in the capacity to keep a particular narrative going" (pp. 5). We individuals construct a certain consistency in the amidst of all changes. That consistency might reside in the language we prefer, modes of interaction we attend to: textually focused Twitter or Image focused Instagram (Lynch, 2017), for instance. Sometimes the medium a person choose can reveal his/her narrative preference (the fact that young people tend to favor ins explains the edge of visuals). I think finding that consistency is an ongoing active process. We keep what we already believed, enrich our narratives by absorbing new ideas/values, and reinforce the image of self through the multimodal literacy practices that have been examined. ]]> 2020-04-12 20:47:08 UTC https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503770827 giahuany26 https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503814431 I guess the question on the author's audience/impact via online creation goes beyond the content itself; it reminds me of how Page (2012) visualized the nature of virtual interaction. This diagram shows how stories/narratives on social media go across space and time. Not only Facebook, but many other predominant social apps all tap into multidimensional features of communication made accessible by modern technology. As teachers, we don't have to show our ss that they will have their audience, nor do we encourage them to create just for an audience, because we cannot foresee/guarantee how our works would spread. But when the work is authentic and genuine, there're always voices echoing somewhere in the world. ]]> 2020-04-12 22:21:22 UTC https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503814431 giahuany26 https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503821297 "The power of composing images,...can be examined throughout the work of the students in three specific ways: agency, intellectual engagament, and community investment" (Thomsen, 2018, pp. 56). These are quite relatable when I reflect on my composing of the following multimodal canvas as my E.B. White travel project. 

I for sure experienced a growing sense of agency by leveraging the intimacy and nuance through creating painting, crocheting my webs, and combining collages. This process of collecting and composing brought new levels of intellectual engagement: what matters to me and how I put pieces in a way that's aesthetic and meaningful. I also dedicated this project to Melissa Sweet, who wrote Some Writer, by borrowing her "arrows and targets" elements. This decision is also based on my personal interaction with her and my observation of her powerful modeling in Maine. ]]> 2020-04-12 22:36:58 UTC https://padlet.com/giahuany26/dti331nf59sinwgi/wish/503821297