Final Project

Thank you, everyone, for a great semester.  I really enjoyed this class!  

Draft for Final Project

Final Project Brainstorm

I chose option 2 for my final project, because I feel like I have learned a lot from this course and want to share that.  I went through my blog postings for each weekly reading, and I copied something from each posting that I feel reflects concepts and ideas I have learned or built upon through exploring in-depth for this class.


Reading 1: According to Kellner and Share (2005), "The process of empowerment is a major aspect of transformative education and it can take many forms, from building self-esteem to creating alternative media that voice opposition to social problems." (p. 371)

Reading 2: Film-making is an exciting way to teach students about technology and keep them up-to-date with what is available. The fringe benefit is that the educator must also be savvy in the ways of technology. In other words, if my students have to learn it, then I have to master it! Youth who begin using technology early will be more proficient as they grow older. It also allows us to monitor their etiquette and utilize teachable moments as often as possible to create an environment of ethical use of technology.

Reading 3: I now understand how important it is to recognize and deal with transgressions appropriately in order to maintain the lesson being taught.

Reading 4: Many people expressed that they hate navigating copyright, and I joined in on that opinion right away. I always feel very stressed about the media that I choose to use when creating digital media projects. Last year I had to complete a digital story for another class, and I remember very clearly the instructor making the point of how important it is for us, the educators, to follow the rules. If we don't follow the rules, why should our students follow the rules? I think the important take away for those of us who complained about this is that we need to practice!

Reading 5: "Media literacy has long been understood as a mechanism to reduce the gap between...the classroom and the living room" p. 29

Reading 6: "Teaching and learning involves genuine dialogue. Digital and media literacy education emphasizes personal agency and an awareness of the way symbols are used to construct a culture. It cultivates a deep appreciation of history, economics, technology, and politics as forms of social power (Hobbs, 2011, p. 62).

Reading 7: What it comes down to is this: I am on the fence. Until I have my own experience with the common core, I am going to remain a skeptic.

Reading 8: “Media composition practices promote intellectual curiosity. As a learner mysely, I was lucky enough to fall in love with learning…Romance comes first. Emotional involvement with the subject matter compels our interest (p. 88-9)”

Reading 9: "Some people think that media companies (like TV networks, radio stations, magazine, websites, or Internet service providers) simply sell radio or TV time, online banner ads, or space in a print publication. But this is inaccurate. Media companies are in the business of selling human attention, and it's sold in units by the thousand, depending on age, income, race, geographic region, and other characteristics of the audience (p. 114)"

Reading 10: "More than 90% of American kids age 8 to 15 have seen online porn, and in fact, the porn industry takes active steps to attract children by "typo-squatting" -buying the domain names of frequently misspelled URLs. At least 265 names of cartoon characters are linked to porn sites...(p. 128)"

Reading 11: The point of all this is that news can be extremely important, and good journalism will always be the heart of disseminating news. Students can learn to understand the lives and the struggles of people very different from them through exploring the journalistic process. Sarah Stuteville said in her video that when she began her journalistic world journey, her profession of journalism was being declared dead. However, Stuteville took matters into her own hands and showed the world that journalism was alive and well, and that young people were next in line to take the reigns and take journalism to new heights. Our students can also be journalists, and they can also prove to the world that journalism is not dead.

Reading 12: "Media texts and technology tools provide all of us, young and old, with resources for a lifetime of learning and entertainment - and they both represent and shape our culture's values and priorities, offering us a daily array of tensions and taboos (p. 186)"

Reading and Discussion #12

My top 5 motivations for digital and media literacy education are:

1.  to strengthen students' ability to resist negative messages preset in mass media, digital media, and popular culture about violence, materialism, stereotypes, and sexuality

2.  to build students' ability to be active, thoughtful "readers" or interpreters of the media messages in their cultural environment

3.  to modernize curriculum and make it more relevant to students

4.  to help students use their own voices for advocacy and social change

5.  to improve students' writing and communication skills by enabling them to use a wide range of message forms, symbol systems, and technologies



I read the chapter and selected three quotes that interested me/caught my attention:

"A passionate teacher, armed with a good idea, can be tremendously inspiring to other colleagues (p. 168). 

     This quote caught my eye in two different ways.  First, I chose is because I liked and agreed with it.  However, after I thought about it for a little while I realized the exact opposite can also happen.  I will draw from my own media experience to  create the point.  I have always been a fan of the move "Freedom Writers".  This media experience may not be completely accurate, since the movie is clearly dramatized to add more emotional effect. The point is that in this movie, the teacher has a good idea and plenty of enthusiasm.  When she approaches her colleagues and principle about her idea, they scoff at her and even try to stop her from helping her students learn more through media literacy.  Maybe this is not representative of schools as a whole, but it is easy to imagine why an enthusiastic teacher with a good idea can be viewed as the enemy just as often as the leader or source of inspiration.  Many people will see someone like this and think that these "good ideas" just mean more work for them.  It's important to find allies to your cause before introducing an idea that requires effort and change on the part of people who may be happy with their complacency.

"When it comes to cell phones, educators in some schools are discovering that policies based on respect and courtesy have a bigger impact than those based on control on prohibition (p. 179)

   This quote made me want to say "WELL DUH"!  But I realize it's not that obvious to everyone that allowing students the autonomy to make their own decisions based on doing the right this is usually the best way to get positive results.  I have seen both sides of the coin.  When I worked with troubled youth in placement, the policy was control and prohibition.  Students were court ordered to the program, so they were there for bad decisions they made.  They were not allowed to have cell phones, electronics, or internet access.  Their access to television and media was almost completely cut off.  These students took matters into their own hands quite often - sneaking in cell phones, finding ways around the school network firewall, or simply running away in order to have contact with loved ones.  Fast forward to the position I hold now with Upward Bound, and it could not be more opposite.  When students come to campus for Saturday sessions or the summer program, they are allowed to have cell phones, iPods, tablets, etc.  They are simply asked to be respectful and courteous, and they are given guidelines to follow.  I've had much less trouble with this group of students.  I rarely see them using their cell phones inappropriately, and when I do it becomes an important teachable moment.

"Media texts and technology tools provide all of us, young and old, with resources for a lifetime of learning and entertainment - and they both represent and shape our culture's values and priorities, offering us a daily array of tensions and taboos (p. 186)"

This quote was at the very end of the book.  It did not surprise me.  Rather, I felt this was a great way to round of the discussion part of this course.  This quote sums up the important of media and technology in our daily lives.  Media becomes more and more important to the shaping and sustaining of our cultural views and beliefs.  Media can both help and hinder a cause depending on the source.  It is so very important that our students are taught to differentiate the messages sent by the media and read everything with a skeptical eye before making informed decisions.  Media is only going to become more and more ingrained in our daily lives as technology progresses.

Weekly Reading and Discussion #11

The video of Sarah Stuteville can be connected with the importance of digital media literacy, as well as the importance of teaching students through current events.  Sarah tells a story of how her own minor hardship led her to explore and connect people in the world through their own determination to survive and thrive through hardship.  Sarah points out during the video that while she was traveling the world and telling the stories of all these different people, she met people who experience and endure hardships that she can only try to imagine.  I spent some time reflecting on what is newsworthy in relation to this discussion, and I realized that anything can be newsworthy.  The news is the process of making the unknown known.  Anything unknown could be considered news when revealed, although the importance of it can be questionable.  Different people will find different levels of importance in any kinds of news.

This discussion brings me to the current turmoil in Ferguson, MO.  I feel this situation is warped by the news, because there are so many different people weighing in on the issue and interpreting the situation according to their own beliefs.  I feel the news media is not accurately covering all of the situation, and many news outlets seem to be placing uneven emphasis on the "bad" news over the "good" news in Ferguson.  However, the biggest reason I feel this discussion ties into Ferguson is the issue of empathy.  I have been noticing a lot of people judging the events of Ferguson openly, and this has been concerning to me.  I can't say I come close to understanding what life is like for the people who are so angry and hurt that they riot in their own hometown in response to the Ferguson ruling.  Sarah Stuteville set out on a mission to give a voice to many people enduring hardships and struggles.  I feel like someone needs to get into the middle of things in Ferguson and do the same - give a voice to these people!  Those on the outside need to come closer to understanding why people are so hurt and angry, and what hardships they have faced to lead them to this crucial time.

The point of all this is that news can be extremely important, and good journalism will always be the heart of disseminating news.  Students can learn to understand the lives and the struggles of people very different from them through exploring the journalistic process.  Sarah Stuteville said in her video that when she began her journalistic world journey, her profession of journalism was being declared dead.  However, Stuteville took matters into her own hands and showed the world that journalism was alive and well, and that young people were next in line to take the reigns and take journalism to new heights.  Our students can also be journalists, and they can also prove to the world that journalism is not dead.

Student motivation is also important in this area.  The book tells the story of Mr. Landis, who overheard his students talking about flash mobs and decided to turn it into a means to explore current events and tie in many other lessons while allowing students to explore something they are genuinely interested in.  The motivation for students to learn about this idea was already present, and Mr. Landis used it as a spring board to launch his class into a deep lesson about news and the media.  Teachers who are in touch with and pay attention to their students' interests will find this an easy way to initiate much of the learning that occurs in the classroom.  Teachers can tie current events into the lives of students by choosing topics that extrinsically motivate the students to learn more and push forward.

PSA - Think Before You Post

I decided to change direction with my PSA.  Too many kids seem to find the anonymity of the internet tempting, and they end up posting hurtful and mean comments or material without even realizing it.  My PSA addresses some statistics about cyberbullying, and then provides information to avoid the behavior and resources for students to explore.  I chose to use dramatic music and a news cast style of video to highlight the importance of the topic.

PSA Topic

For the upcoming PSA assignment, I have chosen the topic of posting inappropriate material on the internet.  This is a subject that can effect anyone, but in particular it is important for young people to understand the risks they are taking when they publish questionable material in the internet.  

According to the website gaurdchild.com:

• Female teens are far more likely than male teens to post personal photos or videos of themselves online. 

• 22% of teenage girls say they posted nude or semi-nude photos or videos of themselves online 

According to a different article on CNET.com:

• Study shows that companies have rejected 1 in 10 people between ages 16 and 34 because of something the person shared on social media.

My audience will be teens and young adults, including young college students.  I feel this topic is universal, but that it is important to hone in on a specific group.  

Reading and Discussion # 10

I found this chapter very interesting, because it's something I have been thinking about more and more as I spend time in the classroom and with high school students.  I chose some quotes that interested me to discuss.

"To help students acquire the competencies of digital citizenship, we have to do more than make students sign an acceptable use policy statement or post technology usage rules in the computer lab (p. 126)"

This short quote means a lot to me.  I have recently spent a lot of time being frustrated over the complete lack of education on internet usage that students I work with receive.  I spend a lot of time around high school students who display a complete lack of etiquette when it comes to technology, both online and in the real world.  However, what frustrates me even more is that many people seem to think these students should just know how to handle themselves on social media, or they should just know when is appropriate to text or call friends or surf the web.  My colleague and I just discussed this the other day, actually, and she made a great point.  She and I both came from the same generation of students who only just started using the internet when we were in high school.  She pointed out that it seems our generation has always generally approached technology and the internet with caution, because for us it was new and exciting and dangerous.  Students today were born into this era of technology.  They do not have the same fears and reservations.  Like any area in life, students need to be taught and guided to making the right choices.  How are they to understand what is and is not acceptable when they aren't being taught?!  I think schools should offer an entire class on this subject to YOUNG students, because kids today are using cell phones and social media at very young ages!

"More than 90% of American kids age 8 to 15 have seen online porn, and in fact, the porn industry takes active steps to attract children by "typo-squatting" -buying the domain names of frequently misspelled URLs.  At least 265 names of cartoon characters are linked to porn sites...(p. 128)"

This quote completely shocked me.  I never imagined the porn industry actively recruiting young children by preying on something as innocent as a typing error.  This gives me chills, because it reminds me a lot of the current social climate surrounding sexism and the objectification of women.  Most porn does an excellent job of pushing the objectification of women and reinforcing the rape culture that is present in our society.  This is even more incentive for educators to want to teach our kids how to avoid these things.  I don't think any parent is going to be able to wage war against the porn industry or the internet for that matter, and come out victorious on the other side.  Instead, this is testament to the fact that we need to equip our kids with serious tools to navigate the infested waters that are the internet.

'Many teens maintain high levels of secrecy involving their online activities and will not admit exposure to offensive content or participation in problematic behaviors (p. 129)"

This doesn't shock me at all.  I lived this.  When I was in high school my family got our first desktop computer along with a connection to dial up internet.  I quickly discovered chat rooms, and also discovered that I got  A LOT of attention from chatters claiming to be males my age.  One such chatter exchanged email addresses with me, and he sent an email that included the question "what color are your underwear?".  I was so naive, I thought it was harmless flirtation.  However, my parents found that email and did not take it so lightly.  I would have never EVER told them about what I was doing on the internet, because I thought I had it all under control.  When I reflect on that part of my life now, I feel scared for my former self.  Who knows what kind of creep I could have been talking to?  I thought everyone on the internet was legit!  This leads me to think that we should never assume our children are too innocent to get into trouble and are equipped to make good decisions when faced with issues on the internet.  We need to teach them how to avoid these dangerous interactions, and SHOW them what appropriate and acceptable interactions look like.

Weekly Reading and Discussion #9

This was an interesting chapter overall.  Here are three quotes that intrigued me:

"When parents and teachers stand on a soapbox and bemoan the problems of media culture, that's not an effective form of education (p. 113)"

This short statement is very powerful.  I see way too many parents, teachers, and leaders simply "bitching" about their views, through social media most of the time.  However, it is much more important to teach our children to differentiate right from wrong, good from bad, than it is to simply lecture them on what is bad without teaching them to decide for themselves!

"Some people think that media companies (like TV networks, radio stations, magazine, websites, or Internet service providers) simply sell radio or TV time, online banner ads, or space in a print publication.  But this is inaccurate.  Media companies are in the business of selling human attention, and it's sold in units by the thousand, depending on age, income, race, geographic region, and other characteristics of the audience (p. 114)"

It is important for us to have an understanding of how and why the media does things, if we are going to teach our students how to dissect and evaluate things the media shoves in their faces.  I thought this quote was interesting.  I always assumed media companies sold blocks of time, so it gives me a very new perspective to think in terms of selling human attention.

"Advertising's blend of fantasy and reality offers a little jolt of stimulation and a sometimes pleasurable escape from the routines of our everyday and often mundane lifestyles (p. 116)"

Two things ran through my mind when I read this quote.  First, I thought about how easy it is for people to find ways to stimulate our pleasure centers, and how this stimuli often brings on addicting reactions...we seek out these scenarios over and over to reactivate that pleasure.  I am currently attempting to cut sugar out of my life completely, and I have never been more aware of how companies use addiction to keep us buying products that are so obviously bad for us.

The second thought that occurred to me is that I am glad I do not lead a mundane life!  I am always on the go.  I am a busy person with many things that keeps me stimulated and excited, and sometimes downright exhausted.  There is no room for me to find pleasure in commercials, such as the quote suggests.

Media Deconstruction

Qwest is Becoming CenturyLink

I do not disagree with the deconstruction.  It’s well known that internet service providers (ISPs) in the US overcharge and under-serve.  There is very little competition in that market, so it’s easy for these companies to take advantage of their users with little worry for losing customer base.  In fact, although the ad shows the acquisition of Qwest as a means for CenturyLink to provide more for its customers, the fact is that the acquisition only further contributes to the monopoly of ISPs, and gives customers even fewer options to turn to when they are frustrated with lack of service through CenturyLink.  I do not know much about CenturyLink, but one could easily delete that and add in Verizon, Comcast, or Frontier and have similar gripes.  In fact, I am part of that under-served customer base.  For a year and a half I lived in a cabin in West Milford (Harrison County) minutes from town, and I could not get any type of internet service aside from expensive and slow satellite internet through Hughes Net.  Frontier, Shentel, Comcast…not one of these companies was willing to wire my house for internet.  This is in Harrison county, so I can hardly imagine the difficulties faced by people in rural New Mexico (I have friends who lived “off the grid” in Taos…it’s pretty remote in lots of places out there). 

What Affordability Means to AllTel

I agree with the claims made in AllTel deconstruction, as well.  When they showed the men in the bedroom I spent a few minutes trying to figure out what nationality they might be.  It looks like the creators of the commercial took a mishmash of several cultures to create the men in that bedroom.  While this is probably a protective measure, so no one minority group can raise concerns over the commercial, it also generalizes the interpretation of “foreigners”.  The commercial promotes racism by generalizing the immigrants.  They are playing instruments, dancing, speaking intelligibly, and they have a chicken with them.  This fits the stereotype that many Americans may buy into, but it does not represent actual immigrants.  I've seen more chickens in my suburban white friends’ backyards than I have ever seen with any immigrants.   

My interpretation of the CenturyLink commercial probably would not have been quite the same, because I did not know the facts about access that were shared in the deconstruction.  It’s easy to see that commercial and believe the message that they are joining forces with Qwest to reach more people.  However, the deconstruction provides information that refutes this claim.  I would have definitely deconstructed and interpreted the AllTel commercial in much the same way as the woman in the video did.  I especially am bothered by the portrayal of the immigrants, although the commentary made on the middle class also bothers me.  It is especially concerning when put into perspective with the actual costs of their service, which is not cheap whatsoever!

Weekly Reading and Discussion #8

According to Hobbs, “today, every teacher needs to be a media composition teacher. That’s because the power of authorship offers students of all ages a transformative learning practice.  When students create messages, they gain new knowledge while strengthening communication and problem solving skills (p. 84)”.

               

              I agree wholeheartedly with this quote and find it very important.  Teachers need to see themselves as many things, and experts of media is one of them.  When teachers have a strong understanding of media, they can facilitate high quality learning experiences for all students regardless of the subject of the class.

Although it is not a long quote, I was very interested to read Hobbs description of learning.  Hobbs states “Media composition practices promote intellectual curiosity.  As a learner mysely, I was lucky enough to fall in love with learning…Romance comes first.  Emotional involvement with the subject matter compels our interest (p. 88-9)”. 

               

              This quote struck me as very interesting.  It may seem obvious, but our students are not going to learn if they don’t have some emotional involvement with the subject matter.  For a lot of students, that emotional involvement is the fear of failure or bad grades.  However, that is not the type of emotion Hobbs is referring to.  Media composition can help students actually develop feelings for the subject matter out of curiosity, thus generating an authentic and meaningful learning experience.

n talking about documentary ethics in the classroom, Hobbs states “Scientists are stakeholders in maintaining a meaningful connection between representation and reality.  That’s why accuracy and transparency matter so much in scientific research (p. 93).”

                

              This quote interested me because my content area is biology.  I understand the importance of maintaining realistic connections within my work, but will my students get that?  I need to make sure I can help them distinguish the line between representation and more abstract connections to the material.  

My Magazine Cover

I chose to design my magazine as a free publication meant to debunk myths and inform the reader of the truth about the common core.  I am still not sure of my stance on the common core, but I have been highly annoyed with the lack of objective information concerning this new program.  I would like to find a resource like this.

I chose to use the graphic of a fence to demonstrate the idea that some of us are still "on the fence" about the common core and require more information to make our decisions.  I used bright colors to reinforce the headlines, and I used techniques to garner attention.  Those techniques include:

• Alliteration - Meet the Makers, Math Myths
• Idiomatic phrase - Meet the Makers
• Rhyming - Core Lore, Learn More About the Core

I chose to use those techniques because they fit well.  The rhyming and alliteration makes the articles sound interesting.  

Weekly Reading and Discussion #7

Media and media literacy activities, such as the one discussed in the text book, support the common core because they specifically address the standards put forth by the common core.  Media and media literacy projects provide experience with all three key shifts that occurred in the ELA content area.  First of all, these types of projects give students more experience with complex texts and academic language.  Students read and listen to/view many resources and hear language based around the subject.  In the case of the text, the students explore texts about Martin Luther King, Jr.

These projects allow students to gather information from reliable sources and use this information to back up their work, therefore citing literary and informational texts rather than just their own experiences and opinions. 

Finally, these projects give students the opportunity to build their knowledge base by providing them with content-rich media sources to learn from.  Students who partake in these projects learn from them because of their interaction with many types of media.

I like the idea of the common core.  It makes sense that a student should be able to attend school anywhere and be on the same page as other students at his or her level.  I like that the common core provides standards that link all states and schools.

My concern is that I don’t really understand the common core.  I was searching for other media text and found so much negativity directed toward the common core.  The biggest theme I found is that people are alleging that the federal government drives the common core, despite the fact that it is implemented on the state level.  The facts and myths page debunks this information, but many people seem to think it’s a lie, and that the government is still behind it all.  Many people seem to be upset with the change in math standards.  I saw lots of anecdotes on the internet regarding the way the common core has changed how students learn math.  I read comments that the common core insists on teaching students ways to do math that are labor intensive and cumbersome. 

I realize this is a highly politicized topic that is full of political rhetoric and fear-mongering.  I do not understand where all the naysayers are getting their facts.  I also do not understand why so many of these naysayers commonly cite the fact that teachers are rejecting the common core.  I haven’t heard any teachers I know complain about it.

What it comes down to is this: I am on the fence.  Until I have my own experience with the common core, I am going to remain a skeptic.  I found a media source from a media outlet that I know I can trust: NPR.  This article is another fact sheet that dispels myths, and after reading it I can have an answer to those people who are blaming the common core for changing how their children learn math. 

Deconstruction:

Who produced the document and for what purpose?

The article was produced by NPR, and is for the purpose of education readers on the truth behind the common core and the gripes that have come with it.

When was this produced and what is the historical context?

The article was produced in May, 2014.  This is around the time that states were adopting/rejecting the common core.  It was newly introduced and thus surrounded by controversy fueled by a lack of information.

Who is the target audience?

NPR is one of the more objective news sources around, but it is still followed by a majority of liberal-type thinkers.  NPR writes articles to address facts, and usually does not interject political stance or opinion into factual text.  Therefore, I want to say the audience for this article is everyone who cares to learn unbiased information about the common core.  However, many people will try to make the connection of the Bill Gates Foundation (which NPR debunked in a different article).  The Bill Gates foundation provides huge amounts of funding for NPR, and was also part of developing the common core.  NPR addresses this by saying that although they receive funding from the BGF that does not influence their reporting.

What are the messages communicated?

The article seems to examine the truth versus myth of the common core.  The main message is that there are lots of myths circulating about the common core, and many people are judging this program based on rumor and speculation.

What are the techniques used to attract and hold attention?

The FAQ style of the article attracts attention by boldly stating the myths and debunking them.  The article contains a photograph of a popular comedian, Louis C.K., because he publicly criticized the common core after helping his own children with math problems.  The use of a celebrity automatically draws attention to the article.

How might different people interpret this message differently?

Because the common core has become so politicized, this message can be easily interpreted differently depending on how the reader identifies politically.  Conservatives may think that because NPR produced the article, it is liberal BS.  However, it is my understanding that, next to Al Jazeera, NPR is about as objective as they come in terms of media sources in the US.  People who are already against the common core may read this and feel it is false or influenced by political or monetary gain.

Who might benefit from (or be harmed by) this message?

Those in support of the common core may benefit from this message.  People who are misled about the common core should also benefit.  This message might harm those who want to push the agenda of “thought control” with the common core, because it clearly debunks that theory.  Those working hard to make the transition to common core work may also benefit from the support of this message.

What information or perspective is left out of this message?

It seems there is a perspective of both for and against that is represented in this article.  The article directly cites the gripes that Louis C.K. had with the common core (via Twitter), thus representing the side of those who are unhappy or confused about the program.  The article itself serves to explain the purpose of the common core, and therefore represents the perspective of those in support of the program.

Is this an accurate and credible representation?

The sources check out.  The reporting is accurate and definitely credible.  Sources are provided, as well as other supplemental information to help convey the message.

How does this reflect the perspective or bias of the creator?

This article seems to show a little bit of bias toward the common core, but this may only be due to the fact that people have come up with some colorful theories to bring it down.  Stating the facts seems pro-common core when you read all the negativity and rumors out there.

Media Deconstruction

Who produced this document, and for what purpose?

This document was produced by TheBlaze.com.  According to the website, the company is out to seek the truth and claims not to have political party affiliation.  The website does, however, mention God and faith.  Although it is unclear, it appears the goal of this organization is to report news with a Christian stance.  The magazine is produced to disseminate the information that is also found on the website.

When was this produced, and what was its historical context?

This document was published in May 2014.  At this time, the country had just begun to adopt the common core, so the program was very new.  It instantly has become a political argument, and this publication seems to be grabbing onto it and running.

Who is the target audience?

Theblaze.com was founded by libertarian Glenn Beck, so it is likely targeting other politically conservative people. 

What are the messages communicated?

The main message that I see when I view this cover page is that the common core is bad because it is associated with “collective” thought.  The magazine describes this as a threat to our children.  I also get the message that this publication has Christian influences, because there are other headlines related the Christianity.

What techniques are used to attract and hold attention?

The biggest attraction on the cover is the logo.  The Blaze is bright red and huge.  It draws attention and then immediately the cover is noticed.  The word “collective” is large and bright.  The graphic of a thought bubble connected to the children suggests they are all thinking the same thing.  This graphic is simple but attracts attention and tells a story.

How might people interpret this message differently?

I think a big difference in interpretation would depend a lot on political party affiliation.  I generally identify with more liberal ideas, so when I saw this cover I thought “Oh geez, here we go with the fear-mongering”.  However, someone who identifies with libertarian/conservative viewpoints may see this as information that confirms their beliefs.  They may be more receptive to the message.  Likewise, a teacher will view this message  very differently than a non-teacher, simply because teachers know and understand more about the common core than those who are not on the front lines of education in this country.

Who might benefit from (and who might be harmed by) this message?

This message seems to have the most benefit for anyone looking to attack the common core, or blame education woes on the current political administration.  However, it is clear that this message can cause harm to the most important people involved – the students.  If a student sees this message and gets the idea that what he is learning in school is “collective” thought, or that his education is not valuable due to changes in curriculum, he might be less likely to become involved or may grow skeptical and detached.  This message also directly harms anyone who is working hard to utilize the common core and help students learn.

What information or perspective is left out of this message?

This message does not include the perspective of the positive changes the common core seeks to create in the education system.  It does not seem to include the perspective of teachers.  It seems to falsely represent the perspective of students by creating the impression that the students are thinking about the headline.

Is this an accurate and credible representation?

I do not feel this is accurate, and I am not sure whether or not it is credible.  The website claims no political affiliation, yet the publication dances on topics that are clearly split on party lines.  The article attacks the common core by accusing it of endangering the independence of our children.  I do not feel this is accurate, because it is loaded with opinion rather than fact.  I don’t necessarily feel it is credible, because who is theblaze.com to be commenting on education in the US?

Text and Subtext

The text includes:

TheBlaze (title)

·         Headline: Collective: The common core’s threat to our kids, our freedom, and our future.

·         Sub headlines: Duck Dynasty: Willie Robertson on the testing of faith and purpose; Higher ed: the top five ways colleges waste your money; World: mapping the rise of Christian persecution around the globe; Energy: it's clean, powerful, and reliable.   So why do we fear nuclear power?

The subtext includes:

·         All children will think the same because of the common core

·         The common core is a bad thing

Language of persuasion

The language of persuasion that is most clearly used is fear and explicit claims.  The headline states that the common core threatens our kids, freedom and future.  That is a huge fear inducing statement.  Describing the common core as “collective” also be viewed as an explicit claim.  This could also be viewed as “The Big Lie”, because it is clear that the common core is NOT out to threaten these things.  Timing is also a factor, because this magazine was published right at the time that common core was brand new and the public was just beginning to learn about it.

My Digital Story

My digital story is about my personal journey, and a journey within that journey.  I've had my share of diffculties in life, but they have been instrumental in determining the success of my future.  It's been one heck of a ride so far!

My digital story serves many purposes.  First of all, it raises awareness of a social issue in a small way by shedding light on the problems I dealt with as a young child.  Many people struggle through the same problems and feel very alone.   My openness about my personal struggles might help show someone else that they are not alone.  I also think my story serves to show a different side of a stereotype.  I have seen tough times as a child, but I was able to use that for good.  I am driven to help young people who have been through similar ordeals.

I found these common core standards.  I decided to choose from standards for 6th grade speaking and listening standards:

CCSS.ELA-LITERACY.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

CCSS.ELA-LITERACY.SL.6.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

A Ride to Remember: A Rough Draft

Weekly Reading 6

"Teaching and learning involves genuine dialogue.  Digital and media literacy education emphasizes personal agency and an awareness of the way symbols are used to construct a culture.  It cultivates a deep appreciation of history, economics, technology, and politics as forms of social power (Hobbs, 2011, p. 62).

I thought this quote from the text was very thought provoking.  The author goes on to explain that for this reason, digital media literacy has become the new humanities education.  Just like humanities education is necessary to a whole and complete education, so is digital media literacy.  It provides students with the key to unlocking the messages around them.

When I was browsing through current ads, I came across one that struck me.  This ad was so simplistic, two objects, no color, barely any text (and what was there was microscopic).  Yet, despite the minimalist appearance, this ad spoke volumes.  I would present this ad to a class simply because of the ease at which social issues can be pulled out of it.  It may not relate specifically to my content area, but it relates to daily life, in or out of school.  The ad is for Veet - a hair removal cream.

Here is my deconstruction, according to the prompts in the text:

1.  I am not sure of the direct author of this ad, but the company is Veet, a hair removal cream.  2.  The creative techniques used to attract attention is the minimalist approach.  The smooth lines and stark appearance draw attention to the subject - a perfectly smooth, hair free, bar of soap.   3.  This is where things get...hairy.  My first reaction was to chuckle at the implication this ad makes - when you don't have any hair, there's none stuck in your bar of soap.  (I think we've all been there).  But then, my eye made it's way to the text.  "No Hair is Better".  This made me think about the expectation that women shave their bodies to be socially accepted.  Sure, many women choose to shave, but is it really better?  Am I less of a person when my legs are stubbly?  I think this ad implies more, that no hair is better in places beyond legs and armpits, but I don't feel like I need to delve in that deeply.  I also think this ad can be interpreted differently by people who aren't white.  The soap is white, the dish is white. The message is implying that this is something people want - smooth, white, clean crisp.  4.  This represents the lifestyle of women, but from the point of view of men or people who interact with women.  The message seems to be intended toward all, and imposing views on anyone who has body hair.  5.  Color is omitted.  There is no color in this ad whatsoever.  The idea that people can be any way they want to be and still be something is also omitted.  By stating that "no hair is better", this ad imposes this view on the reader and leaves out the will to choose.  

Note Card Confessional

"Media literacy has long been understood as a mechanism to reduce the gap between...the classroom and the living room" p. 29

"The connection between media literacy and the fine and performing arts is rich" p. 30

"...people who pay attention to the quality of media messages tend to have an understanding of human perceptual and cognitive processes" p. 43

Addressing the seven Elements of Digital Storytelling

Point of View. I am going to tell my story from my own point of view, from my current perspective as an adult.

Dramatic Question. I am going to frame my dramatic question around my role as a counselor and support system for troubled or at-risk students.  I strongly believe that I am able to empathize and effectively engage with youth because of my own troubled childhood.  My question is going to be something similar to "My childhood was not always ideal, but I have been able to use my struggles in surprisingly positive ways".

Emotional Content. The emotional content of my story will focus on addiction and mental illness, and how these things can change the life of a child forever.  It's not easy to be open about this subject matter, but I realize how integral these experiences were to shaping who I am today.

Voice. I plan to use an informal voice throughout the story to help my viewers/listeners relate better.  I will also focus on not speaking too fast, as I sometimes can do.

Soundtrack. This part is especially important to me, and I have some ideas for songs, or parts of songs, that I want to use to emphasize the emotional content of the story.  Music is my life, so this part is going to take a big chunk of my time as I complete my story.  

Economy. My script will be short and to the point.  I would like to focus on visuals to create more emotion and connection to the story rather than make it wordy and cumbersome.

Pacing. I mentioned above that I plan to monitor my pace.  I can talk fast at times, especially when I am nervous.  I always get nervous when I am completing large projects.

My Storyboard

Week 4: Option # 1

After completing the Padlets, I got to thinking about the last one: digital media.  Many people expressed that they hate navigating copyright, and I joined in on that opinion right away.  I always feel very stressed about the media that I choose to use when creating digital media projects.  Last year I had to complete a digital story for another class, and I remember very clearly the instructor making the point of how important it is for us, the educators, to follow the rules.  If we don't follow the rules, why should our students follow the rules?  I think the important take away for those of us who complained about this is that we need to practice!  When we are confident that we understand copyright, and that we follow the rules appropriately, this will show.  Our students will become proficient as well!

I also want to note that it is interesting how many different opinions we all have about the same topics.  Some of us love books, some of us hate them.  Some like music or videos, some don't.  Some love digital media and some loathe it.  We will encounter this range of attitudes and more in our classrooms, so it is important to have many different forms of media on hand to reach all of our students!

Week 4: Activity # 1

1. Describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

A positive scene from my childhood would be the time my dad took my on a bike trip on the C & O Canal towpath in Maryland.  We spent 4 days riding 80-something miles on the towpath and camping at sites along the way.  I was about 11 years old at the time.  I can remember thinking about how much I looked up to my dad: the outdoorsman/camping guru/nature lover who has been my inspiration my whole life when it comes to the outdoors.  I felt awesome riding that towpath with him, doing 10, 15, sometimes 20 mile days, and living on bare essentials.  We bathed in the river and ate Vienna sausages and tuna helper.  One night, I burned my finger badly and dad walked me all the way into the little town nearby to call my mom so I wouldn’t feel so bad.  This event has left a lasting impression on me because it was like nothing I had ever done before.  I am so grateful that my dad invested the time to prepare me for this trip and take me away to do something so unique and exciting.  This trip made me love the outdoors even more, and it began a lifelong love affair with my bike.  I still have that bike, and it still gets me places.  I have a new bike now, but that old Trek will never be replaced.

2. Describe a negative scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

This is probably one of the single most vivid memories I have of my childhood.  When I was young, maybe 8 or 9, my mother attempted suicide via overdose.  At the time, she had been suffering with clinical depression and my grandmother was spending a lot of time at our house, taking care of my sister and I.  One evening, I can remember my mom emerging from her bedroom (that rarely happened) and stumbling into the kitchen.  She could barely control her movements.  Several years later, I learned that she had taken a heavy dose of sleeping medications, but not enough to be fatal.  At the time, I was angry with her for acting the way she was.  I didn't understand what was happening, and I didn’t understand what depression was.  I thought she was drunk, and I resented her for not spending time with us and leaving us with my grandmother.  This event is very important, because it inspired me to help children who deal with such issues today. I have found that I have a profound connection with young people who struggle with family issues and social issues.  I want to devote my life to helping young people overcome these obstacles.  Over time, I was able to understand why my mom was behaving the way she was.  She shared things with me as I grew older that turned most of my resentment into sympathy.  Unfortunately, the trials I went through with my mom have left a lasting negative impact on me as well.  A few years ago I was diagnosed with generalized anxiety disorder.  My doctor explained to me that my disorder most likely stems from having abnormal stress and anxiety as a child.  I attribute my mother’s depression, suicide attempt, and continued substance abuse to my anxiety problems today. 

3. Describe a particular event from your teen-aged years that stands out in your memory today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.

When I turned 16, my close friends threw me a surprise birthday party.  Due to some strange circumstances, I ended up finding out about the party beforehand.  See, just before I turned 16 my first love broke up with me.  I was sad about it, so my friends decided to fix me up with someone they thought I would like.  This certain someone was not a match for me at all, but on the one and only date we went on he managed to ruin my surprise party.  He pulled a match book out of his pocket and said “Who is Bethany, and why does she want me to call her about a party next weekend?”.  At first I couldn't understand why my friends would have a party and not invite me.  Then it dawned on me, and boy was I mad!  I had to pretend it was surprise, but even with all that being said, the party was still a great success.  It was then that I learned my core group of friends were amazing people, and that I had chosen them well.  They threw a great party for me, and they supported me through many other transitions and events in my life.  We called ourselves the COF (circle of friends) because we would always gather in my backyard and sit around in a circle of chairs and goof off (sometimes doing things we weren’t exactly supposed to do).  I still get together with the COF every August.  I see some of them more regularly.  These people made me who I am today, and that is a WONDERFUL thing!

4. Describe a vivid or important memory from any time in your adult years. Again, this can be positive or negative. It can be about anything – family, work, whatever. The scene stands out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?

 The time of my life when I met my current boyfriend comes with some very vivid memories and emotions.  We just celebrated 8 years together yesterday.  When I first met him, I was still living in SW Pennsylvania.  He was living in Preston County.  I started making the trip to visit him, and I immediately fell in love with WV, particularly Morgantown and parts of Preston County.  In the beginning of our relationship, my boyfriend got a husky puppy and named him Dude.  I have a vivid memory of taking Dude swimming at Bull Run for the day.  I snapped some pictures of him, with his giant husky ears and long awkward puppy legs, as he explored the rocks, sand and Cheat River.  I snapped a picture of my boyfriend with his new puppy, too.  That day, we left Bull Run and headed into Morgantown for the evening.  I ate at Black Bear Burritos for the first time.  I can remember sitting in a booth at the restaurant and feeling that warm feeling of a little too much sun.  I was happily exhausted from swimming in the river, having a few beers, and playing with a puppy.  All the while, I was building a relationship with someone I would love for years to come.  Those first days together, at the end of a hot summer, led me to live in WV and spend my life with someone I feel lucky to know.

5. In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life. Please choose one key turning point scene and describe it in detail. If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way. Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on. Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.

 When I first moved to WV, I was fresh out of college and looking for a job in the area of fisheries and wildlife.  This was right about the time that the economy was failing and jobs were not plentiful.  I ended up taking a job as a pizza delivery driver while I applied and interviewed for many jobs that I never got.  Finally, after almost 3 years delivering pizza, I got a lead on a position working with troubled youth.  I applied and was hired.  I attended a week of training and felt like I was ready to conquer the world.  And then I actually started the job.  I quickly learned that I was about to embark on a difficult journey.  For the first 3 months of that job, I cried every time I had to go in.  Not because I didn’t want to work, but because I felt like I was terrible at my job and it played on my anxiety in a big way.  It took a long time for me to work my way up to competence as a teacher/counselor for troubled youth.  On paper it all sounded easy, but working with actual kids with problems is nothing you can teach with a book.  I made many mistakes.  I am not sure of the exact turning point, but I became more and more competent until, suddenly, I was leader among staff on campus.  I learned how to connect with the youth in my care.  I learned how to genuinely supportive of them yet firm in my convictions and assertive with the rules.  The big turning point came in July of 2011, when I accepted a supervisory position at the facility.  Suddenly, I realized that not only was I GREAT at my job, but I was also trusted to teach others how to do what I did.  I loved that job despite the stress that came with it.  It is because of that job that I am pursuing my masters in special education.  I learned that I have a knack for connecting with kids, especially those who have behavioral disorders or histories of abuse.  

Week 3 Reading & Discussion

Pop Culture by Jessica Harmening

I am seeing that many of the Bubblrs of my peers are not working, so I am going to embed the link.  I also noticed that some are so tiny they are impossible to read, so maybe this will make it easier to read mine.

I found the reading very thought provoking, as I had never considered "transgressions" until learning about them in this paper.  I now understand how important it is to recognize and deal with transgressions appropriately in order to maintain the lesson being taught.  I find this information to be slightly overwhelming, but only because I do not have much formal classroom experience.  I look forward to being able to identify and handle transgressions as explained in this paper (ignore, deflect, engage).  I would like to learn more by reading or watching specific examples, or by hearing first hand accounts from my peers who already have teaching experience!

Week 3: Posting #3

The three digital stories I watched were very good.  Each had strengths and areas for improvement.  The first story, by Vanessa Clay, is very well paced with a strong voice.  Vanessa takes the time to pause throughout her story to maintain a good flow.  She creates an interesting dramatic question when she begins her story by describing her self-opinion as "boring" due to her cultural heritage.  By the end of the story, we know that Vanessa took the time to explore her family culture and embraced who she is and where she came from.  She no longer finds herself boring.  There are a few moments when Vanessa's words sound awkward.  She says "so much cookies" and it sounds odd.  This, and some other minor mistakes, sound as if she was correcting a flub in her speech and instead of re-recording the take decided to keep it.  However, in the grand scheme of the video, these small mistakes take very little from the strong story that Vanessa creates about her personal cultural experience.

The next video, by Jared St. Brown, is interesting and creative.  Jared does a great job of telling a story about a cross-country trip he took with his grandfather and father.  Jared's narration was fluid and easy to follow.  He used strong imagery and creative writing to tell his story.  There were times when the pacing of his story did not seem to match up well with the images.  In the beginning of the story, it seemed like he should show images of his father and grandfather as he spoke about each of them.  Jared's story was touching and had emotional content that spoke to the patriot in all of us.

The final video, by Amber Haller, was touching and heartfelt.  Amber presents a letter to her late grandmother set to classical music.  The letter identifies her grandmother as her inspiration for continuing with her education and pursuing her masters degree.  This video has very strong emotional content, as Amber's grandmother passed away tragically just 2 months after she retired.  The music, while simple, did a good job of emphasizing the sentimental nature of the video.  I think the video could have been made even more personal if Amber had read the letter aloud and narrated the video.  Voice can add a lot of depth and emotion, and give a more personal connection to the viewer/listener.

Week 3: Posting #2

I chose this video because I enjoy winter and enjoyed this story.  I also saw many good elements of digital storytelling that I learned to recognize through the previous assignment.

• Point of View. The point of view for this story is that of a daughter reflecting on time spent with her father when she was a child on the cusp of adolescence.  The voice is that of the daughter as an adult.  She narrates the story.
• Dramatic Question. The dramatic question for this story is the lines about snow in the beginning.  The narrator says "...we got more snow than I've ever seen".  This statement implores the listener to stay and find out what happened when so much snow came.
• Emotional Content. The emotional content of this is nostalgia and loss.  The story itself is a nostalgic tale of times past; one of the last times the narrator plays with her dad as she is becoming a teenager and moving beyond that chapter in their lives.  The narrator goes on to relate her childhood memory to her current life, and within that transition she touches on loss.  The narrator says she fears that her father will pass away once she graduates, as if he is only hanging on to watch her become successful and independent.  

Week 3: Posting #1

Element #1: 

For the first example, “Making Salt”, the video’s purpose is to explain to viewers the process for harvesting salt.  The point of view is from that of young people, most likely students, who went through this process and documented it with pictures used for the videos.  The voice is that of the students, who take turns narrating the video and explaining how salt is made.

For the second example, “Fish Tank”, the purpose appears to be to educate viewers about an aquaculture project built at a school.  The video does not provide very much information about the setting or location, but the point of view can be seen as someone who was directly involved with and very knowledgeable of the project.  The voice is that of an adult man. 

Element #2: In the first video, the title itself seems to be the dramatic question :”Are we making Guam ugly?”  As I watched the video, I felt the question was answered through the series of photos of litter and trash everywhere.  The narrators implore the audience to do their part to clean up using scrolling text.

The second story is a little trickier.  It seems the dramatic question is the statement “There once was a lady who went fishing…she caught too many fish”.  The question is answered at the end when the lady is taught to dig a hole that fills with salt water to preserve her fish.  The story describes this legend and also explains that culture in Hawaii is to only take what you need for yourself and your “ohana” (thanks to off brand soda, I know that “Ohana” means family in Hawaiian.  I hope someone else out there knows what I am talking about!). 

Element #3: The first video, “Depression”, focuses on the emotional paradigm of teen depression.  This is something that probably hits home with many teens.  The second video focuses on loss as an emotional paradigm.  The lady being interviewed begins by saying that she did not care much about her culture when she was young, and the passing of her grandparents means that she has lost her chance at learning from her elders.  This had me hooked, even though the story was short.  The final video touches on the emotional paradigm of fear.  The video was created in response to an abduction, and it implores the viewer: What is a stranger?  The video continues by showing happy, smiling, average people and labeling them as strangers.  The viewers learn that their fear of strangers may be based upon scary looking people (such as the drawing of a stranger shown at the beginning) when really, a stranger can be anyone and look like anyone!

Element #4: The voice can serve to ignite genuine interest and empathy in the viewer or listener.  By adding our own voices to our work, we make it more personal and human.  However, it is important for voice to sound and flow naturally.  Adding voice to a story also allows for viewers to follow along with any included text, so the story reaches more people.

Element #5: Music can have an important impact on emotional content of a story.  Music aids in clarifying the mood of the story or helps the viewer make sense of imagery.  Mood can influence the emotions beyond the actual content of the story.  For example, scenes of movies that are emotional in nature usually contain instrumental "sad" music to clarify the mood and create more of a desired emotion.

Element #6: Both videos seemed to follow the suggestions about length and time of clips.  The videos showed a few pictures accompanied by more narration.  An example in the second video, "A Room for Maria", is when the illustration of Maria in the tree appears.  The author explains that Maria climbed into the tree and fell asleep.  However, there are no picture of Maria climbing in.  Just of her on the tree.  In this way, both of the videos link together a series of illustrations that may not necessarily make sense to someone who did not hear the accompanying narration.

Element #7: Narrators can use their voice to pace the story by speaking slowly and pausing to allow time for contemplation and thought.  Likewise, the narrator can speed the story along with his or her pacing.  The first video example has students narrating a video about earthquake awareness and preparedness.  The students pace quickly with few breaks, making the pace of the video seem rushed.  Long pauses may feel awkward when narrating a story, but some are necessary to allow the listener/viewer time to catch up.

I'm still here!

Hey everyone.  I just wanted to let you know I am still around!  I spent the weekend moving from Clarksburg to Morgantown.  It's been a crazy week, and I am just now getting connected and finding the time and space to get back to my class work.  I'll be updating with week 3 very soon.  Please stop by to check out my submission and leave your feedback.  Thanks, everyone!

Reading and Discussion Two: The benefits of Youth Film-making

Film-making has become easier than ever thanks to modern technology.  Just yesterday I downloaded a groundbreaking new app, called Hyperlapse, that uses gyroscopic technology to create time lapse videos.  This is something that, until now, could only be achieved with a massive array of expensive equipment.  Did I mention the app was free?  Youth today have FREE resources like Hyperlapse, and many other apps and software, that allows them to create film and video with professional results.  Our animoto videos for the first assignment are another great example of how easy it is to make a visually engaging product from almost anywhere we have a computer (or smart phone) and an Internet connection.  There are many benefits to youth film-making, both in and out of school.  Students are able to assert themselves as individuals, explore topics they have connections to, and master tools that will help them be successful in many ways throughout their education and their lives.
Students who engage in film-making are giving themselves a voice and asserting their individuality.  Instead of handing in words written or typed on white paper, these students perfect their writing skills, turn them into oral skills, and apply meaningful visuals to connect the words with their real lives.  Viewers are given the opportunity to make an emotional connection with the filmmaker as their senses are stimulated with sights and sounds.  People are drawn to technology, so youth film-makers are sure to catch the attention of those who would not have initially been interested (I watched 5 videos for this assignment; that's 5 stories I would have never known or had access to without youth film-making).
Film-making allows the participating youth to explore topics in depth, and in particular, they explore topics which have meaning to them.  This translates into a deeper and more powerful message relayed to the audience.  The second reading, 7 Things You Should Know About Digital Storytelling, opens by describing a young man who made a digital story during winter break.  Youth do not necessarily have to be in school to create deep and interesting media to share.  The boy in the story made his film about his love of the blues.  Film-making happens outside of school.  Viral videos on social media are a testament to the fact that someone always has a camera rolling these days.  Youth film-making seems to be almost natural, so harnessing this desire and using to teach seems to follow suit.
Film-making is an exciting way to teach students about technology and keep them up-to-date with what is available.  The fringe benefit is that the educator must also be savvy in the ways of technology.  In other words, if my students have to learn it, then I have to master it!  Youth who begin using technology early will be more proficient as they grow older.  It also allows us to monitor their etiquette and utilize teachable moments as often as possible to create an environment of ethical use of technology.
I think youth film-making is a great way to teach our students while we learn as well.  I am looking forward to integrating this technology into my future classroom.

A digital story.

I chose to share the digital story "Forever Young" by Janil Santana.  I spend a lot of time around high school students, and I find it interesting that this young lady is reflective about holding on to her childhood when so many teenagers seem to be in a hurry to grow up.  I learned about the young narrator’s childhood through the story, and the values and lessons that she has learned.  The fact that this young lady was able to reflect on her youth and express sadness at growing up was surprising to me.  This was a great opportunity for her to break that stereotype of young people wishing away their youth.  I can see that she embraced her childhood and who she was, which must have been an incredible boost to her self-esteem!  This video definitely shows proof that the author is engaged in analysis of her own culture.  She is reflecting on growing up and saying goodbye to her childhood.  Coming of age is a big event in the lives of students, and it occurs differently within the many cultures present in our country.  She is able to analyze and reflect on growing up, the things she learned from childhood, and the importance of keeping those lessons close as she moves further away from her youth.  These stories give students a platform on which to voice their individuality.  Likewise, students who engage in digital storytelling are opened up to a world of stories created by peers from different cultures or areas in the country, or even the world.