I posted my previous comment, about how images would help with comprehension of this article, before I read this far. Now the more I think about, the more I think that we need not only new literacies for the new century and new ways of assessing them (as Cope and Kalantzis noted in their videos), but also new ways of communicating about them critically. Clearly the traditional journal article format falls short for this topic, and there are other examples from this semester (Gee's descriptions of video games, the youth in Chapter 14 describing their role-playing) where something other than alphabetical literacy would enhance it. Scholarly communication can be slow to change, though...

This article is a great example of a work that would be even more effective if it were multimodal. I appreciate that there are links to some meme sites, and descriptions like this, but visuals (at least of some examples; all of them would make it way too long) would be so helpful.

Interesting in relation to the current trend of "doxxing"--a good example of an online practice that has been "intensely politicized" recently that the authors mention in the abstract.

I'd love to know more about Zimmerman's view of human systems. Thinking particularly of online, multiplayer games and of our experiences during the pandemic (i.e., interacting with other people mostly electronically), these are new types of interactions, different from the primarily face-to-face interactions of the past. Are these systems parallel / complementary? Will electronic-based systems eventually supplant face-to-face ones?

This reminds me of Cope and Kalantzis' "Grammar of Multimodality."

This seems similar to PBL.

I think the idea of media literacy was innovative when it was first raised. Just the recognition that reading/writing literacy was not enough, was important. This reminds me of Bill Cope in one of the early week videos saying that consumption of similar media by everyone (i.e., before the tech advances that enable us all to be creators) was a 20th-century phenomenon.

I really like this idea; for me it sums up what we are trying to learn, particularly in this class but also across the entire TIP program.

I would love to have more guidance on how this is done. It seems like such a rich source of information for both formative and summative evaluation.

This reminds me of our Found Poetry assignment, only we're using images of words instead of a theory or new element of knowledge.

I don't actually think that Bode's concerns are completely without merit...students do need foundational knowledge, and they need to know how to persevere when work seems boring or doesn't yet have context. I remember discussing this a lot in TIP 523 because our textbook, Education to Better Their World, seemed to advocate for completely student-led, project-based learning, but didn't satisfactorily explain how ti would be put into practice.

I feel like this has been a theme in TIP...those most likely to benefit from innovative approaches are often the least likely to get them (i.e., higher-resource students are likely to encounter technology both in school and in lessons / activities / clubs that lower-resource students might not have access to).

This would be especially interesting to explore in the context of Week 7 / Memes since it seems like a lot of memes have a strong cultural component, i.e., you have to understand both the issue the meme is addressing and the background of the photo / gif / movie still for it to make sense.

This looks amazing! I'm about to date myself here, but my last experience with educational games was as a student in the 1980s when we played Oregon Trail...it came on floppy discs and you had to stop playing and change discs because the game files were so large. I can't wait to see how much gaming has advanced!

It would be cool to combine remixing with fan fiction. Some of the fanfic genres I read have remixing exchanges (i.e., you take a scene or line of dialogue from someone else's fic and work it into a new fic with the same characters etc.) It's fun to compare the original and the remix; they're usually both creative in very different ways!

I like the use of the word "begged" here instead of "asked"; it makes me wonder what she was begging for - just an answer? relief?

I like the contrast with the haze and heat and glow of the first paragraph, and how he remembers drinking the cold water and the type of cup although he cannot remember other things, that might be considered more important.

I found the letters fascinating, and I wish the authors would have used a variety to illustrate the students' different tactics. It might have made the data richer.

I might have missed it but did the authors ever specify where they got this information? Did the students self-identify and the schools provide the data? If so, are there privacy concerns? Or did they use census / neighborhood data?

It's too bad that resources aren't available for someone to moderate a community forum on the site where the letters are posted. Imagine what students could do if they could comment on each other's letters, add ideas, and perhaps work together to enact some of their solutions.

I would love to see this activity, and the letters / interests it generates, used as a starting point to teach some civics lessons in more depth. Writing to the president is an excellent large-scale activity and I recognize its usefulness, but many of the students' ideas, of course, can't be solved at the federal level (at least not quickly). This would be a good starting point to teach the roles of federal, state, and local government and how to take action at the grassroots level.

This reminds me of changes in perceptions of first-generation college students (FGS), who tend to face similar challenges as these students. A colleague who is researching FGS library usage, and changes in how researchers have viewed FGS over time, told me that they used to be viewed negatively, almost as enemies, since they often start college not knowing how to use an academic library. Thankfully, that perception is slowly changing and librarians are working to meet these students "where they are" and use FGS' funds of knowledge to teach research skills. Hopefully we'll see similar changes in perceptions of disenfranchised middle- and high-school students and their readiness / ability to participate in civic life.

I look forward to learning more about this. One of my concerns about education is equality of opportunity. Interest-based learning is great, but it seems like kids from higher socioeconomic backgrounds often have more opportunities to discover and develop their interests so I'm interested in learning about anything that can help level the playing field.

Not all of us are currently teaching so assignments like this can be a bit challenging. Just something I've run into in a few of the TIP core courses; they tend to be focused on current teachers and K-12 in particular.

Are the Week 1 activities all part of the Readings / Discussion / Class 10%?

This is helpful. I like to see what is coming up each week even if the modules aren't open yet. Thanks for including this.

• So I actually put this annotation on F. Course Content but for some reason it's showing up here... Deleted and reposted but the same thing happened.

So if I fail, am I out of the program?