“He has learned no language logic, just a succession of letter sequences giving rise to words.
Interesting. Maybe he doesn't want to be fully immersed or "go in" to the French or language domains; however, he does plan to be fully engaged both internally and externally in the semiotic domain that is Scrabble playing.
ODS (Official Scrabble book)
Just like in schools when so many are taught the shortcuts on the ACT or in other classes, they learn the fast and easy way of doing things compared to the one you may interact with and understand more.
With his long beard, spectacles and intense gaze, the reclusive competitor cuts an enigmatic figure hunched over his letter tiles
It is almost as if he doesn't fit the exterior grammar of this semiotic domain.
Christchurch-born
Why was this included? To showcase a domain he's in? I'm not sure.
Despite his linguistic handicap, Richards has just won the francophone world Scrabble championships after reportedly memorising the entire French Scrabble dictionary in just nine weeks.
Gee talks about this in terms of passive learning. Like when students "read" the content, but really can't tell you about it. They don't engage with it, but rather only see one systematic way to use it.
the language of Molière, as the French like to call it, stretches to “bonjour” and being able to count.
I honestly had no idea about this, and it is SO neat.
Some peoplehave more or less access to valued or desired semiotic domains and their con-comitant identities
Interesting to think how privilege can play a role in this.
Heconsiders these tips part of playing the game. On the other hand, he charac-terizes advice about how to play as “bossing him around” and claims he can“do his own thinking.
I'm in some Animal Crossing groups online where I have learned a ton of tips, or how to terraform the island better, etc. At the same time, I know that they are showing me neat things, but I can do my own thing based on what they have showed me.
Since the child can successfully break down rock walls and attack SpottyBulborbs, he can understand (“read”) and produce (“write”) appropriate situ-ated meanings for elements and combinations of elements in the domain(game)
He's beginning to understand the domain better. I think of playing Animal Crossing here, and how I have to build certain things, but in order to do that, I have to know to break rocks or fish, have the tools, recipe card, etc. I understand how to successfully "break down" barriers, but there are different ways to go about breaking it down.
Adults are getting used to the fact that they are “immigrants”in many adomain where their own children are “natives” (specialists).
Even though I am young, I do believe young people experience this with children as well. I think about Virtual Reality right now and how so many children love those headsets and know how to work them, yet I can barely figure it out. The same thing for hoverboards.
For example, a group of physi-cists at a dinner meeting might, at one moment, be discussing physics as spe-cialists in physics and, at the next moment, be discussing the weather ormovies as “everyday” nonspecialists.
So people can move freely between domains within seconds.
“break the rules.”
I am curious about video games adapting here with new technological advances. Would it be breaking the rules now if the majority of gamers eventually come to see this as normal?
They never use the sort ofkeyboard associated with a computer
Well.. this has changed some. Or would that be considered a computer game? I'm not sure.
They shape and transform the princi-ples and patterns that determine what counts as the content of theoreticallinguistics
Interesting. So everything may have some bias perhaps?
It is their ongo-ing social interactions that determine the principles and patterns throughwhich people in the domain can recognize and judge thinking, talking, read-ing, writing, acting, interacting, valuing, and believing characteristic of peo-ple who are in the affinity group associated with first-person shooter games
Interesting. I'm thinking of how people may interact with video games on chats and such, based on influencers they watch on Twitch or Youtube streaming their gameplay. It's neat to think how video game domains have evolved in their external designs based on the internet.
You can’t “go on”in the domain.
This is a little confusing to me. Why can't you "go on" in the domain and learn as you go? Or is acceptance into the domain only so when one is literate in the domain?
If the an-swer to these questions is “yes,” then you know, consciously or uncon-sciously, the external design grammar of the semiotic domain.
I'm not sure I really understand the differences of internal vs external until these examples. Super helpful! Internal is a knowing of identification practices, and external is more social practices associated within the domain.
Because if youknow the design grammar—that is, the underlying principles and patternsthat determine what counts and what doesn’t count as a piece of modernistarchitecture—you can make judgments about buildings you have never seenbefore or even ones never actually built, but only modeled in cardboard. If allyou have is a list, you can’t make any judgments about anything that isn’t onyour list.
This was really helpful for me in understanding internal design grammar. Again the question is posed here, "Are you really reading?"
But given how history did happen, and how we therefore nowdefine the nature of science and academic fields, this is not a possible piece ofcontent in the semiotic domain of theoretical linguistics
So, to be a part of the semiotic domain or the affinity group, one has to follow a long with the literacy of the group in terms of terminology, references, language.
first, to make clearthat understanding meanings is an active affair in which we have to reflect(however unconsciously) on the situation and the domain we are in. And, sec-ond, because I want to argue that learning in any semiotic domain cruciallyinvolves learning how to situate (build) meanings for that domain in the sortsof situations the domain involves.
So basically, we have to reflect as well as anticipate based on our knowledge of domains.
In another situation Imight say the same thing, but now in regard to a particular committee shehas chaired, and by “work” mean her political efforts within her discipline orinstitution.
I get it. The person you are talking with may need an understanding of this knowledge that you haven't disclosed to be "in on it"
Is it a valuable domain or not?In what sense? Is the learner learning simply to understand (“read”) parts ofthe domain or also to participate more fully in the domain by learning to pro-duce (“write”) meanings in the domain?
I think my question here is, can we really answer that? Every person will see a different value, and perhaps to one it is important to just understand parts of the domain, but to others, it is important to participate fully.
“While it may begood for his hand-eye coordination, it’s a waste of time, because there isn’tany content he’s learning.” I call this the problem of content.
I think this so common, because we have this idea of what is "right" and "wrong" to learn, and the "right" way to do this. To stray from that is automatically considered taboo or wrong.
It is quite a sight to watch a six-year-old, as Captain Olimar, lead a multi-colored army of little Pikmin to fight, build, grow more Pikmin, and explorea strange landscape, all the while solving multiple problems to discover andget to the locations of the spaceship’s missing parts.
This is a super intense game, and I need it.
Many people who don’t play video games, especially older people, are sure tosay that playing video games is “a waste of time.
Animal Crossing: New Horizons has recently taught me so much about capitalism (I'm looking at you, Tom Nook), and acceptance of things we may not like, like when a villager you love asks to leave.
Equally here, if you don’t know how to read thedistinctive signs (words, actions, objects, and images), you can’t read (under-stand) that sort of science
Excellent point. Are we really teaching people to read, or are we just teaching them to find the answer?
This means you know the “literal” meaning of the text.
No room for annotation/ interpretation and for different forms of literacy engagement to happen here. Just as someone mentioned previously that when you take the ACT, the school teaches not to interpret, just find the answer. While it's correct in a school context, it really teaches bad lessons about learning and really reading.
corollary
In case you don't know this word, like me, here is a direct definition from a Google search. "a proposition that follows from (and is often appended to) one already proved. a direct or natural consequence or result.
For example, if youknow a good bit about basketball, you may see that one possible meaning ofthis sentence is that the guard signaled a particular play by holding up twofingers and then passed to the player the play left momentarily unguarded.
So, I don't know a ton about basketball, but of course I know what it is and can visualize this. I'm using context clues though based on how we interact in society and past experiences elsewhere, that he probably is signaling something to another player. A thought here is that literacy of things can develop based on our past experiences.
knowing about a socialpractice always involves recognizing various distinctive ways of acting, inter-acting, valuing, feeling, knowing, and using various objects and technologiesthat constitute the social practice
Learning the rules of the game!
Each is a culturally and historically sepa-rate way of reading and writing, and, in that sense, a different literacy.
Yes! Just because someone may have cultural or historical differences from American English in portraying their own literacy, does not make them illiterate. We just have to find a new way to read their text, just as others have had to find new ways to read ours.
If you can’t read these images, you willnot be able to recover their meanings from the words in the text as was moreusual in the past.
So, a sort of codependency is happening here it seems. I think back to biology and there will almost always be a diagram or illustration to show systems, organs, etc. A visual way of learning can make the text associated with it more in depth with an example. Moreover, the image alone may not be enough information though to really understand all that is happening.
For ex-ample, being able to “read” the images in advertising is one type of visualliteracy.
"Being able to "read" the images in advertising is one type of visual literacy." Therefore, I think one can assume that literacy is more of understanding messages. Perhaps literacy may not even be understanding the exact message the author is conveying, but perhaps it is more so how the audience perceives and understands? Just a thought here. Is being able to "read" images from different perspectives still literacy or something different?
Full APA citations are listed here so that you can look up any materials that stand out to you.
This is super helpful, so thank you! I typically like to integrate new topics and ideas from other courses and these sources will be great ways to share with other classes. Thank you!
social annotations.
I like this. It's a new take on discussion questions almost as well. I've been going through and looking at what others have to say and it's really neat.
This assessment will consist of a simple-but-functional game as well as an 800-to 1,000-word essay that comments on how your game corresponds with the "I Can" statements described above.
I personally really appreciate this. I think creating a game is more hands on and give us a chance to really show our skills, without this being a 15-20 page paper. An essay that proves our understanding in 800-1000 words will be helpful and feel way less like busy work.
I will hold office hours on Zoom (see above):Monday, 12pm to 2pm,Tuesday, 12pm to 2pm, orby appointment
So thankful for this! I am interested to see if you will be offering group Zoom meetings as well so we could discuss with others in the classic and share ideas.