Lindsay Sabatino, "Improving Writing Literacies through ... ". Fb claims people spend 55 minutes a day on Fb; Lindsay got resistance from reviewers who didn't think fb games should be considered games. Embrace and change the way we teach, engage with generation that plays fb games. Walks through Mafia Wars; nice analysis of the critical thinking skills needed.
General thoughts: Games are engaging, no doubt; games require thinking, problem solving, no doubt. Most games are not about developing content knowledge, so we might still need to think about content knowledge. How do we use our time? How do we take students outside of themselves?
Kevin Moberly, Facebook and accumulation. Using Brummett, Baudrillard (the old marxist version) and Debord to analyze Fb games. "people are construced as resources that can be accumulated or attacked." Farmville more co-operative, but people also resources. What is the Marxist subjectivity? Not the neo-liberal individualist. Concludes with a great quotation from Debord: "The unreal unit the spectacle proclaims masks the class division on which the real unit of the capitalist mode of production is based. . . . . What creates society's abstract power also creates its concrete unfreedom." Kevin actually ended with Aristotle, and a bit of Marxist "unveiling" language. What is the Marxist subjectivity and its relationship to games?
Rick Branscome. "New Media in an Old Department." Draws on May 2007 CCCC "What are English Majors For?" Said his department fought over this article, then moved on. Tried again with a presentation that was met with resistance. Key (problematic) words: relevance, vocationalism.