#LRA14 Live Blog Connecting, Curating, and Constructing Literacies through Social Networks
by Greg McVerry · December 4, 2014
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Leander and Kahn discuss the curation of physcial archives. This is juxtaposed over Leu et al and online reading comprehension.
Leander is talking about the archiving of retired academic scholars and the need to archive this material. Same conversation had at the #lra historical study group.
Leander–Convergent: Our view of the metaphor is dumpster diving versus Divergent: box sorting. #lra14
Leander: Knowledge growth and evolution centers around the act of curation. Students have strategies for finding old knowledge. Current scientific knowledge is more curated.
Leander and Kahn give a detailed account of their ethnography.
Leander cites Ito et al., 2013 on the importance of social curation.
As Kevin puts up the five elements of online reading comprehension I notice that curation is missing. Maybe that is the goal.
When we think of curation we need to consider the social capital of trust.
Leander brings in on the curating…I think the curation is the future of the social web. We no longer lean on search engines as our gateway but through the social nature of curating.
Leander and Kahn up on the digital curation practices of professionals and youth.
Song et al conclude with: Pinterest as a sociall shared space to practice multimodal literacy
Four categories of social functions of pins:
Song et al., is almost a meta analysis of looking at semiotic affordances by examining how students examined semiotic affordances.
22 followers from outside the class began to follow the board.
Functional intentions of each pin
Types of pyscholingustic example
role of pinners message.
The Pinterest board was created for psycholingustic class
They looked at psycholinguistic examples of everyday language use, how do images paly out in meaning making?
I like that Song et al. focus on the material and aspects of meaning making of Kress work. Kress reminds us that authord use modes to constrain meaning.
Kwaongok Song, Kyle Williams, Alina Pruitt, and Diane Schallert on Students as Pinners: Using a multimodal site to navigate a participatory culture.
Gleason asks how do patterns of participation contribute to identity? What kind of identity work is necessary to participate in hashtags? What outcomes result from our recognition of marginalized group of people?
Use of hashtags for humor and to contribute to organizations.
The evidence of AAL was situationally specific with a specific speech partner. It was also connected to a reality TV show about love in Atlanta
Gleason notes a difference between AAL and Standard English on Twitter. I wonder if this is more youth culture and the rise of hip hop culture.
Finding: literacy practices connected to identity work.
Twitter used to support friendships in affinity spaces, multiple language use.
Twitteracy: dynamic, socially-mediated, multimodal, situationally-specific
Gleason uses online ethnography. I wonder if we too often throw this term around. Just watching tweets isn’t immersive research.
Gleason and Greenhow bring in their “twitteracy” construct. Is Twitter a different literacy or a new place with different affordances?
Gleason: Public Networks is making new practices possible. New ways of making meaning. I like seeing Gleason bringing in Political Science. We need more cross disciplinary studies in Social Networks.
Gleason uses Lave & Wagner, Vygotskgy, and boyd’s recent adaptation of network publics.
Brian Gleason is up first: “My Weekends Dry as Hell” Social Networks and Literacy Practice