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 * __**(This page is very impressive !! )

Working Definition: Effects/ Results of Literacy **__ || __** Importance of the Term **__  || 
 * The way that literacy is learned effects the cognitive consequences because if it is learned differently then the results are going to be different
 * How things are used and how things are learned change the outcome.
 * What is acquired in a particular literacy is closely related to the practice of THAT literacy (Literacy= the way it’s used, the environment in which it is used, the technology and script of the literacy, and what the literacy is used to do, etc.) (**YES !! YES!!)**
 * A major result of literacy is not simply the fact that people become literate, but that whoever has the power of literacy, then has control in that society. This creates a separation between “Have” and “have-nots”
 * The tool of literacy makes affordances and availabilities beyond the simple addition of literacy. This means that it is more than just reading and writing - literacy allows people to have complex social interactions, identity shifts, the" power and ability to change, transform, and open new worlds." ||
 * __** Complications **__
 * The effects of literacy depends on what it is being used for, but the effects of literacy tend to shadow the purpose, making the connection blurred
 * The technology of literacy is not necessarily “good” or “bad” with “positive” or “negative results”; we simply have to adapt to the new technology of literacies (and accept that literacy IS a technology according to Baron) and the results and consequences that come with it.
 * Literacy differs between cultures. For example, Scribner and Cole had to determine what writing “is” for the Vai people. Literacy in that context was local, contextual, social, and individualized.
 * The way that you look at literacy effects the way that you will perceive it.
 * Autonomous Model: Thinking that you can explain reading and writing out of context
 * Ideological Model: Looks at literacy as both technical and cultural, understanding that it is connected to power. (Some argue that the ideas of literacy are always ideological, never neutral)
 * Literacy goes beyond “school” literacy into the cultural, environmental, and social nature of writing (Expression/communication not just “school”)
 * It is not the literacy that changes, but the use of the literacy that changes the results and consequences
 *  The effects of literacy depend on the affordance .( What is possible versus what is likely.) **(wow impressive discussion!)** || __**Questions**__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What are the results/consequences of illiteracy? (Akinnaso claims illiteracy separates, creates hierarchies, etc. to what degree is this true?)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Can the effects of literacy be transferable across languages?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How do the effects of literacy change when literacy is not valued in a particular society?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What proof did Ong have when he claimed that literacy changed entire cognition, rather than contextualized parts?

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__** Working Definition of Identity: **__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> “Any specific way of reading and thinking, is in fact, a way of being in the world, a way of being a certain ‘kind’ of person, a way of taking on a certain sort of identity” (Frankel) *
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> People have to “establish different sorts of ‘contracts’ with their audience according to their identities” (Frankel). || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__** Importance: **__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Our students will be constructing and reshaping their identities both online and offline. It is important to understand how this identity works in order to shape our lessons/assignments to be more student centered.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It is becoming necessary to make sure that your online and ‘real life’ identities match if you are going to be crossing your “virtual” life over into your “real life.”
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">We are a very online world and our social identities constructed on online spaces are becoming more and more important. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__** Complications: **__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When presented with a new situation, we must try to negotiate existing identities and construct new ones if necessary.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literacy mediates social relationships which is complicated through the use of web 2.0.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Fusion of identity online: “Through role playing and fan fiction (they) draw from existing (real) identities to imagine new (projected) identities through the (virtual) identities of their online character. This reflects not who they are but who they want to be.” (Frankel)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Through use online people make incomplete or ‘wrong’ identities.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In video games there are three different identities: the virtual identity (represented by the character on screen), real (players identity inn the outside world), projective (The imagined identity of the player) (Frankel) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__** Questions: **__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What are the consequences/result of thinking about literacy as a technology?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What is the effect of using technology to expand literacy?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How do identities created through literacy online differ from identities created in other literacy arenas as well as through oral arenas?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What would the Great Divide theorists say about literacy involving technology?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How can we, as future educators, better incorporate social networking spaces into our curriculum?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In what ways do students online identities differ from their “real” identities?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Does the creation of online identities add to or detract from “real” identities? ||


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">__**Working Definition: The Great Divide **__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Orality vs Literacy
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literacy is imperious = Superior= Divine power
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How does literacy separate? Refine ideas, opens ideas up to ALL who are literate, separates classes, labor vs. “smart” jobs, social separation by genre
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literacy is a technology that is INTERIORIZED= Becomes a part of our cognition, “absorbed”
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literacy: Administration, logic, objectivity, abstract, permanence
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Orality: concrete, bias, truth, rhetorical, social
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Alphabet= intellectual ascendancy=access to objectivity = science =modern thought (Rhetoric=/=modern thought) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**__Importance of the Term__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">We view and care about literacy in these terms only because we care about literacy
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In our culture, literacy is held extremely high; it is viewed as a skill that is extremely desirable, if not absolutely necessary to succeed and be successful in life. There are not many jobs that are based on orality alone.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When thinking about the world, however, orality and literacy are not as highly debated; other things determine status (ie who has the most goats)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Some cultures dislike the idea of education
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It can be dangerous when people consider themselves more intelligent/better than those who are illiterate ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**__Complications__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Tools can be transmitted
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Able to set up context for the reader
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Oral and written distanced over time
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">To say that the alphabet creates logic is HIGHLY ethnocentric
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literacy evolves into bigger things than reading and writing; it is social situations that tend to lead to change (social, tools, habits= power, responsibility, change, transform, open the world)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Social context is inseparable from reading and writing || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**__Questions__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Is it possible to test the Great Divide theory in cultures that do not value literacy (because when a culture begins to use literacy, it tends to lead to the social aspects discussed…is it really the literacy itself that separates, or is it the repercussions that come WITH literacy that separates?)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What exactly do Ong and Olson believe the change in cognition is that occurs?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How do they define cognition? ||


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Working Definition of Abstraction: __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When an abstract object, such as technology or society, is treated as if it were a concrete object.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Sounds and words are arbitrary. Our connection to language is abstract || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Importance:__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> We only know what a word is through writing.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> “Writing divides or distances more evidently and effectively as its form becomes more abstract, which is to say more removed from the sound world into the space world of sight” (Ong 29). ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Constraints:__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Abstraction requires selective use of this structural split of abilities in the psyche.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> The alphabet in its various forms is the most abstract writing form.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The connection between word and meaning is abstract. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Questions:__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Is there anyone that argues that it is not abstract?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> What role does abstraction play in our understanding of existence? ||