Session F: The Auburn Curriculum

Michelle Sidler and colleagues presented on curriculum reforms at Auburn; they were forced to abandon their vertical curriculum and develop a horizontal curriculum. Key elements: scaffolded assignments, themed sections, information literacy replacing library visits, tabet pcs classrooms.

Scaffolding: analysis and evaluation of a single argument, compare and contrast two arguments, create and argument synthesizing 3 sources, extensive argumentative research paper.

Themes: business, cultural diversity, health & medicine, liberal arts, science and technology, sustainability.

Why tablets: flexibility, mobility, OneNote, actual writing. Stocking a lab with tablets is an unusual move, as they point out. No projectors; a conscious decision to emphasize collaboration and work around a teacher-centered classroom.

Information Literacy: reviewed 5 principles of ACRL. Did some information literacy tutoring with the writing center staff; good idea.

Assignments + Information Literacy: second assignment in sequence was supported by two IL sessions with library. Focused on key word search strategies. Comparison exercise: which of two articles is more scholarly. Academic search premier: get students to limit to full text and scholarly review. Nice assignment prompt: "Should the UN add "regular, efficient, and effective access to the Internet" to its list of basic human rights?" Moved into sociological abstracts, not all full text: opened up teaching of how to get non full text material.


Instructors are pretty satisfied with instruction; consistent with what folks at NDSU found when they surveyed instructor satisfaction with information literacy skills. Teach IL, and students will get it; assign but don't teach; they don't get it.

Kathi Yancey

Kathi framed her talk in terms of "radical change, not much change." Also used the NSF How Students Learn and the Alexander Astin research to frame changes in students. Some key points:

Stickiness: talked briefly about the role e-portfolio has had on teacher retention.

Assessment: student gets to identify what she values in her portfolio, in her education; assessment standards / goals emerge within her own reflection and organization.

Integrative learning: showed a student who was able to see connections among course work and life as part of his integrated learning; a hard concept to assess because the student has to map the learning. Having the archive / collection in place is important for students to be able to see connections.

Crystal Ball: ePortfolio as a place to do work. Has a robust set of tools: blogging, pages, IM, etc. Not just an archive (although it should be a digital repository.

Questions:
Delivery changes delivery: what's the process, sequence?
What (new?) language describes thsi new work/ play?
What are the (new) rhythms for learning?

Personal Potential Index: can be illustrated through portfolios.

E: Portfolio and Assessment Strategies

Michael Neal: a nice discussion of the challenges of rubrics for new media and multimodal composition. Referenced Broad's Beyond Rubrics--a programmatic discussion of new media texts would be interesting.

Michael Day has posted his presentation on e-portfolios at Northern Illinois U. Showed / emphasized an online scoring form used--could be a useful addition to our assessment, even if we don't use e-portfolios. Sounds like only the TIs at NIU use e-portfolios; looks like only a handful of people read and score the portfolio. Helps me understand what it might take to develop e-portfolios more effectively. Using Mozilla composer and FTP to compose.

The third speaker, Brittany Cottrill, was not able to attend, but she sent her paper to be read: "E-portfolio alternatives, blogs, and academic showcases."

Discussion afterward had some emphasis on the role of prewriting and drafting in assessment. We have been discussing this in our program, and interestingly our teachers aren't particularly interested in seeing student drafts. I wonder if there is a place for a post-process analysis of portfolio assessment?

Session D: Drupal, Drupal, Drupal

Charlie Lowe explained that Drupal is a complex design tool, not simply a weblog tool or wiki; design choices available to site designer. Maybe Drupal is the tool for WPGV. See Building Powerful and Robust Websites with Drupal 6, drupal.org/vidcasts, teaching@drupaled.net (contact Charlie to join).

Dan Royer posted his presentation in a Drupal site. Covers the evolution of his experience with teaching a writing for the web course and how Drupal seems to be solving problems he was having: too much time spent on design rather than writing, messing with IE bugs, etc. Sees Drupal as the future: a skill that students need to have; Drupal as a tool that they might be able to take with them.

David Blakesley on Drupal design, theme work. Recommended 3 Firefox add-ons: Firebug, WebDeveloper, and IE Tags. Also graphic editor, text editor, and drupal module theme builder. Drupal theme sites listed.

What do I want for my course site:
1. A place for course materials (the book?)
2. A place to blog, probably collectively.To discuss readings, share notes, share work.
3. A bibliography (preferably annotated).
4. Possibly a site to host MEmorials.
5. A sandbox, a place for weekly experiments.

Keep the site open to student design, re-design. What are the images of WPGV, or maybe I should call the site the Virtual Peace Garden.

Michael Farris bringing all my threads together

Michael Farris was kind enough to comment on my "Things to remember" post from the end of the semester, and like him, I am behind on my blog reading. When I visited his site, I found this post about Jeremiah Wright that brings together many of my own current preoccupations: white privilege, rhetorical acts post 9-11, mourning, and memorializing. He references a Judith Butler work I am not familiar with--more reading for the class? I might be able to start my fall 2008 War and Peace in the Global Village class with Michael's post.

Session C: Copyright, copyright, copyright

Quinn Warnick provided a close, clever, textual analysis of the copyright code, specifically the fair use section;it is tiny and a mess! He quickly looked at the ineffectiveness of the copyright office, and encouraged universities to be proactive in understanding and supporting educator's rights.

Virginia Commonwealth presenters analyzed Condi Rice Raps from the perspective of copyright law. They acknowledge the ways in which parody presents significant challenges to copyright guidelines and laws, but argue that an open source model is needed to maintain the possibility of citation and integration in parody and scholarship.

Annetee Vee uses an FAQ to consider how computer programming (and open source) is a sponsor of literacy. Uses Wittgenstein's family resemblance to suggest resemblance of literacy and computer programming. "Proceduracy" is the linking term, traces of literacy, not simply functional. Proceduracy is dynamic, a common act in literacy and computer programming. Open source a particularly powerful sponsor of literacy--potentially.

Not sure how good my notes are this afternoon; mind bogging down.

Session B: Podcast, videos, websites.

Jim Tremmel from Austin delivered a nicely designed presentation on the value of podcasts in his rhetoric and rock class and his literature and music class. I actually listened to one of his casts a few years back--nice work. Presenting music and interviews via podcast is smart; nice presentation.

Janine Solbert's presentation reported on a writing with film class she taught, concluding with a student example of a visual argument. The student put together an effective final product, but what Janine emphasized was his massive journal and extensive research. Ideas for me to incorporate in Visual Culture and Language.

A Michigan State Group presented their research on Professional and Technical Writing Program websites; a study of 150 sites (randomly chosen from over 200, I believe) found many sites struggling to embody principles of design generally taught in the program. Sites also tend not to represent students; need more integration of students and other stake holders in design process.

Twenty minutes for discussion--nice job staying on time!

Ideas for website firing: we need more student integration, for sure; focus groups; Danielle spoke briefly about her interest in College websites--perhaps Andy and I can get a foothold there.

Writing Program as Technology

I've been thinking about Writing Programs as technologies for a long time, but it dawned on me this morning that there might be a good institutional research project on some of the interesting program-wide implementations of technology in writing programs. I learned about UGA's use of EMMA yesterday; they subtly distinguished themselves from the Texas Tech approach to anonymous grading through web interface. ISU Comm has focused more on the overt "literacies" (WOVE) rather than back-end mechanics. I wonder where I could find a "program" that isn't much of a program--MSUM?--and then do some institutional investigation into the dynamics of these programs, what is getting written, what kind of student learning is happening, etc.

CW session A: Video presentations (the medium is the massage).

Two good workshops yesterday that I haven't blogged, and a lively town hall discussion this morning. More on that later, perhaps.

Session A started today with two video presentations, which interestingly is something I have been talking about with people the last few days. Rik Hunter's video of WoWwiki made interesting use of voice over, clips from a WoW event, and screen shots of scholarly articles.

Dan Anderson showed a flash-based video with a more direct video address to the audience, student samples (a collage assignment from a literature class primarily), video interviews with students, quotations worked in, and great information graphics. He articled a "flow zone" which I think many of us doing multimodal / electrate assignments are trying to help our students enter.

Alex Reid started with "I'm actually going to talk to you" which got a nice laugh, and he proceeded to deliver a visually and verbally compelling presentation about the transition from private to public spaces we are making (or are being forced to make). He encourages us to thinking about the "classrooms as ambient interfaces" (a quote from Byron Hawk). Wrapped up with Seesmic.com as a technology for making the private (conference presentation) public.

Great start, and the video presentations (perhaps) kept this session entirely on time. Q&A started at 10:57 am.

Pain and the academic enterprise

I've been reading McLuhan and Fiore's War and Peace in the Global Village (again), and finally starting to understand it. "When one has been hurt by new technology, when the private person or the corporate body finds its entire identity endangered by physical or psychic change, it lashes back in a fury of self defense" (97). This statement makes sense (it could be less dramatic), but the light bulb went on for me when I reversed the direction of the pain. New technologies seem not to generate pain for me; elsewhere in WPGV, M&F compare new technologies to LSD, the computer as a facilitator of the inner trip. Old technologies--the classroom, the academic article--are more likely to cause me pain than online teaching, blogging, MEmorializing, etc.. I remember vividly the pleasure of my first email, my first newsgroup, my first webpage, my first video. I do even remember the pleasure of my first conference paper, but it was kinda funny and creative; my first academic publication (an extension of that presentation) was, I suspect, more painful, although the fact that I don't remember is probably significant. Generally academic publishing is among the more painful things I try to do, although I also understand (more or less) why I do it, and the process is certainly not without pleasure along the way.

This post was really initiated by this report, more than WPGV: "Assessing the Future Landscape of Scholarly Communication: An In-depth Study of Faculty Needs and Ways of Meeting Them." The abstract identifies the kind of pain, the kind of tension, I often feel and am trying to articulate.

"Our work to date has confirmed the important impact of disciplinary culture and tradition on many scholarly communication habits. These traditions may override the perceived 'opportunities' afforded by new technologies, including those falling into the Web 2.0 category."

Is neglecting the (pleasurable?) opportunities of Web 2.0 going to leave academics in a world of hurt? Are those who embrace Web 2.0 going to land themselves in a world of hurt--in tune with the environment-at-large but out of synch with the academy? Of course there is always the middle way, the golden mean, or McLuhan's working at the interface of the two environments. That's probably where I'm trying to go, and struggling in both, hence doubling my pain. Good thing I am a masochistic, protestant, Canadian.

African stories on NRP

I heard an interesting story this morning about the murder and legacy of the Congo's first leader of the postcolonial era, Patrice Lumumba. I don't know much about Lumumba yet, but a documentary about him looks like a good place to start.

Yesterday, as I was driving my Sudanese friend Joseph home from graduation, we heard this NPR story about Lost Boy Emmanuel Jal, now a successful musician. As Jal was describing walking to Ethiopia, then back to Sudan, and living through those incredibly difficult years in the late 1980s and early 1990s, I turned to Joseph and said, "can you believe that you were there, too, and now you are here, in Fargo ND, a graduate of NDSU?" He said he couldn't believe it. A couple of good stories linked here, too.

NPR is doing a heck of a job covering African stories.

MediaTropes: The McLuhan Issue

Thanks to the more or less anonymous comment two posts ago, I just discovered the inaugural issue of MediaTropes is devoted to McLuhan: "Marshall McLuhan's 'Medium is the Message': Information Literacy in a Multimedia Age." Great contributors, good looking articles = lots of reading.

Petition: Get State Dept. to Pressure Rwanda out of DRC

Through my involvement with Friends of the Congo, I learn about initiatives and petitions like this one, seeking to pressure the State Dept. to play a more aggressive diplomatic role in getting Rwanda out of the eastern part of the Democratic Republic of Congo.

I met and have gotten to know Martin Buhendwa and his family; Congolese refugees who have been living in Kakuma, Kenya (the UNHCR refuggee camp) for almost ten years now. They fled the DRC because of the Rwandan invasion; they can't return home because of the ongoing instability. The US needs to use its diplomatic powers (cough cough) to try and stabilize that part of the world. 5 million Congolese have died since 1998 because of the fighting.

Please read up on this issue and consider signing the petition.

4CS ideas

Crunch time this week--4Cs proposals due this Friday. I'm at a point where I need to propose something I haven't quite started yet, so a few different ideas are floating around blogosphere. Conference theme: Making Waves.

1. War and Peace and the Global Village. I have been wanting to do something with this text for a while, and I am doing a seminar in the fall WPGV: Rhetorical Acts Post 9/11. Can I turn my class prep into a 4Cs proposal? Maybe.

2. Making Noise (Waves): Something something about heuristics and heuretics. I just read an essay by Donna Haraway in which seem employs the old semiotic square, but she does it with an acknowledgment that such devices are noisy old contraptions. Her argument could really help me push and sell my own interest / obsession with McLuhan's Laws of Media, McCloud's Big Triangle, Ulmer's heuretics.

3. Untitled. I would like to follow-up on a McLuhan-McCloud essay that will be coming out in CCC sometime in the next year about experimental academic writing. I've been wanting to connect the dots, write a history, of the experimental essay from McLuhan through Mark Taylor and into the comp-rhet interest in the Yancey-Spooner "new essay;" an interest that seems to have waned again.

A little feedback would go a long way!

Two ideas in one post!

A student of a friend of mine analyzed my blog for an assignment and came to the conclusion that I never blog on more than one idea at a time. I think that was a nice way of saying my blog is boring, so tonight, two ideas! Wait, not really ideas, just links.

John Walters used the phrase "OHM Thesis," to refer to the Ong, Havelock, McLuhan thesis that, in McLuhan terms, boils down to "the medium is the massage." A cultural, epistemological, ontological massage at that! I had not run across that phrase until reading John's post. John is also moving to the middle of the country (Omaha)--welcome to the fly-over, John, and congratulations. (Does that count as two ideas?)

Billie Hara at TCU linked to my end of semester angsty post about teaching (thanks!), and when I visited her site (new to me), I found that she does great work with digital photography. I'm going to have to work her work into Visual Culture and Language next time I teach that course.

I've actually got other ideas, but will save them for summer--my favorite blogging season.

Crafting Upper Division Writing Assessment

I've moved from being director of first-year writing to being director of upper division writing, and I am working on a pilot assessment procedure. Our department has expanded its 300 level offerings considerably, and we don't have a history of assessing these types of courses. I'm working from Bob Broad's What We Really Value and trying to craft a procedure that will work for our situation.

That's probably a lot of background information only slightly connected to what I wanted to write about. As I was figuring out the procedure, I started imaging the ideal 300 level portfolio.

1. Students should include everything. Get them into the habit of keeping track of their work, starting a filing system, organizing their electronic work in a coherent and manageable way. We could ask for "everything" in both print and e-format.
2. Everything might include short, non-revisable work, longer revisable projects, and the earlier drafts of those projects.
3. Revision--what do we want to teach? I wonder if we should require that students a) revise their lowest grade and b) revise one document radically. Try to get at a) the process of significant revision and b) the process or remediation, re-genrification (good new word?), transmediafication (another kind of remediation?).

Okay, back to crafting the portfolio assessment. I just wasn't sure where I wanted to store these portfolio ideas.

Valentino Achak Deng's Google Talk

I just discovered Valentino Achak Deng's Google Book talk on YouTube. He is the subject of Dave Egger's What is the What and does a nice job of telling his story--much like Joseph's--in a succinct, powerful, and occasionally humorous way.

For sale: The NEW Education

The new education has to take the form of training of perception instead of learning lists of concepts, so that we equip our young to navigate through entire fields of information. This is to train explorers and innovators, intellectual and cultural nomads rather than sedentary bureaucrats.

Eric McLuhan, "One Wheel, All Square."

Remembering how to teach

This semester has been a struggle for me, and as much as I would like to blame various factors, I have started to realize all the ways I have failed to be a teacher with a pedagogy or a plan. I need to remember:

1. Don’t just assign writing, teach it.
2. Don’t just cover material, interact with it.
3. Don’t just teach the course, teach the students.
4. Get the students to teach; they learn more from teaching than listening.
5. Don’t let the students disengage; confront disengagement.
6. Remember that the classroom is an environment; don’t let the environment deteriorate.

I'm sure the list needs to be much longer, but its a start.

The essays I'd like to write this summer

1. Fathers Playing YuGiOh with Sons.
2. Run Over by The Ambulance.
3. Why Southern Sudan Still Matters.
4. Ulmer McLuhanized--an essai concrete.

If only summer would come.

Bill Moyers, Hope in the Congo

Bill Moyer's Journal covered the rebuilding efforts in The Democratic Republic of the Congo. Southern Sudan faces many of the same challenges--lack of infrastructure, few jobs, no reliable food source, etc. What really stood out for me, and something that I have heard from Joseph and others in southern Sudan, is that life was good before the wars. People had enough food, kids were going to school, progress was being made and it was being made by the people of Sudan and the DRC. Joseph remembers a good life before the Sudanese Civil war of 1983-2005. Valentino Deng in What is the What describes a good life in his Sudanese village before the war. My Congolese friend Martin says life was good for him, he was going to school, his father had earned a Master's degree and was gainfully employed before the family was forced out of the Congo in 1999. I fear that many in the west assume these African countries are always at war within and among themselves; I fear that many in the west assume life has always been and will always be difficult in Africa, but that isn't an accurate perception. The wars disrupt everything, they destroy everything.

The Future of Academic Libraries

I'm listening to David Lewis's talk on the future of academic libraries, based on his paper with roughly the same title. Good stuff! My couple of notes don't do his talk or work justice.

1. Libraries are a means, not an end.

2. Reposition library tools, resources, and expertise.


Can a library buy access to a good handbook? Can we be done with writing teachers using print-bound handbooks?

Warhol and McLuhan?

The connection seems obvious, but hard to track down. Found a few blog posts with casual references, one pretty good post on the place of Warhol and the Velvet Underground in The Medium is the Massage.

Saw about an hour and 15 minutes of Ric Burn's documentary on Warhol tonight, and Burns came straight from the airport to talk with the 60 or so of us who had gathered. Apparently the whole work is 4 hours--worth checking out.

The McLuhan-Warhol connection that seemed potentially surprising was Warhol's "return to business" after he was shot. He had started out as a commercial artist, abandoned the commercial for the Factory and the art scene, then came back from his near death experience to recognize that "Culture is Our Business," the McLuhan book title from 1970.

Geoff Sirc at Grad Student Conference

The NDSU graduate students put on their annual conference this weekend, and invited Geoff Sirc to to deliver the keynote. He provided his usual fascinating reading of contemporary composition (iTunes reviews) in the context of classical rhetoric and engaged education. I'm terribly aware that this little post has none of the rhythm or groove displayed by the iTunes reviewers.

I used to have students write Amazon reviews, but it was always interesting to see how much the classroom assignment interfered with the nature of online writing. I also suspect that many of the fine and interesting examples Sirc showed us come from people who enjoy playing with language, people who are comfortable playing with language. When I give my students an opportunity like this, I find out that many struggle with those notions of play, voice, creativity. Heck, I struggle with playfulness, as much as enjoy it. Lots of good reasons to use an itunes / amazon review assignment, but it needs to be supported by the teaching of creativity (possible!?) and probably some of the kinds of voice / sound pedagogies suggested by TR Johnson.

Virtual Peace Garden in Second Life

This post comes from my short-lived Word Press Blog. I thought I had copied it to Ten a Day, but I can't seem to find it in the archives. I've also added some material since that initial post.

I've been imagining a "Virtual Peace Garden" for Second Life as MEmorial to civilian harm and loss in global conflict. My site would be a "peripheral" MEmorial, attached to the physical International Peace Gardens located on the Manitoba-North Dakota border. I decided I had better do a bit more research on the IPG first, however. Here are some things I found out.

1. The garden just celebrated its 75 anniversary, July 14, 2007.
2. The IPG has been under-funded for a number of years now, but during the last legislative session in ND, the state decided to increase its commitment to the gardens--5 million for this year, $32 million total (although the Canadians are going to chip in half, as I understand the agreement).
3. A 9/11 memoiral was erected in 2001, with beams from the WTC transported to the IPG by Canadians, erected on the US side.

I found out a variety of other facts, but in general, I was impressed with the vision the Director and the governments have for the IPG. My own plans for the Virtual Peace Garden seem, in fact, parallel to their vision of increasing the traffic and function of the site. A new interpretive center and conflict resolution center (Camp David style) are in the plans for the IPG. The park is currently open only 3 months of the year, but the goal is 12 months. The IPG plan probably isn't quite as ambitious as my own vision: turning both the physical and virtual IPG into a kind of mecca, a pilgrimage site for peace activists from around the world. By building in Second Life, I would make the Virtual Peace Garden more accessible than the IPG, but with any luck, a community forming around the virtual PG might be inspired to visit the physical PG.

What would a visitor to a Virtual Peace Garden do? Leave notes and objects, meet and talk with others interested in peace and justice issues, perhaps someday visit "rooms" within the virtual museum. I have been working on a MEmorial for the Lost Boys of Sudan*; I could envision a virtual room for southern Sudan, for Darfur, for Rwanda, for The Democratic Republic of Congo, for Somalia, etc., rooms that might collect video, photos, and text. Audio tours could be recorded. I don't know how to build anything in SL, so I would need to find good technical support for this kind of project. I'd also need to find a job that would give me the time to do this kind of work. The VPG could also host Rallies and other events. Conflict negotiation students welcome!

Greg Ulmer, primary theorist of Electronic Monuments / MEmorials, talks about the work of virtual memorialists as the work of "consultants without portfolio" and "unsolicited consultations." I do wonder how the IPG board of directors would respond to my "unsolicited consultation" and I wonder what compromises I would need to make if I functioned as a consultant with portfolio? Seems like I need to keep pushing my project further, define it more clearly, and then see about contacting the Director.

Clinton Global Initiative University

I just read about the in The Clinton Global Initiative University in the Chronicle of Higher Education, and then checked out the website. I was particularly interested in the idea that universities might start scholarship funds for refugees, but was disappointed when I got to the website and found no real help or means for doing so. They offer some Tips for Universities but those are pretty vague and general.

Mash-up Ideas for ASAH

I submitted some ASAH ideas to the NetSquared Mashup Contest. The Mash-up contests asks non-profits like ours to identify various data sources and web applications relevant to our project, and then envision how the data and the interactivity of the web might be brought together in compelling ways. In a nutshell, I envision an old-school mash-up of data that might simply constitute a montage for the documentary, but also an interactive component on the website where people might be able to interact with photos, videos, and maps to get a better feel for the history, geography, and current humanitarian needs of the region.

Please take a look and see what suggestions for improving this mash-up you might have.

Clay Shirky: Here Comes Everybody

I read a very short but positive review of Clay Shirky's book Here Comes Everybody in Wired, so I thought I should check it out. Seems to be available now, but more importantly, perhaps, I found this video of his book talk at Harvard. My immediate reaction upon listening was "This is plagiarism!!" Talk about fully absorbing McLuhan but not citing him! Maybe the book does, and I checked around--he cited McLuhan in an essay from 2000--but I really haven't heard anybody else evoke things like the communications epochs and communication as prosthetic / extension without at least dropping McLuhan's name.

Of course Shirky has moved into analysis and details well beyond what McLuhan was able to do in the 1960s through 80s, so I will need to check out the book this summer. A trend that continues to strike me as interesting is the appropriation of McLuhan by the popular press commentators (Steven Johnson, Clay Shirky, Chuck Klosterman) but general dismissal among scholars. I have some ideas as to why this happens, but I'll need to come back to those later.

Watch the video, and leave a comment--come here, everybody!

Rice on McLuhan on Wired

I can't pass up responding to Jeff Rice's post about McLuhan as the patron saint of Wired, appearing on the cover in of 4.01 in 1993. That issue of Wired was undoubtedly a turning point in my academic career, although it took me a long time to accept and realize that.

4.01 was the first issue of Wired I bought. I remember having a physical reaction not unlike purchasing pornography--I was in the last semester of my MA literature program, living in a palpably anti-technology environment, so purchasing Wired, with Canada's infamous Philosopher of Pop on the cover, was definitely a challenge to my moral and ideological environment, yet titillating. I didn't do any McLuhan scholarship for a few years, but my first academic presentation on hypertext was well received, McLuhan makes a few cameos in my dissertation on writing instruction in western Canadian universities (that was an exciting project!), I more or less sketched out a book I still haven't written about McLuhan for Compositionist in 1997, I finally told myself I had to commit to computers and composition as "my field" in 2003 or 2004, I had a dream about Jeff in 2004, and 15 years, I have more or less absorbed McLuhan, but still haven't written the damn book. : (

As for Wired, the once-pornographic has reversed to the common-place, so much so that my 9 year old often reads it, or at least looks through it. It certainly covers his world (video games, manga) more than it covers my world. The mag may have flattened out, as Jeff notes, but I feel more like McLuhan reading it now, noticing all the little stories that re-enforce "the medium is the massage" over and over again without the authors even noticing.

African Soul, American Heart Sample

About two weeks ago, Matt McGregor, the ASAH camera man and now editor put together this succinct, beautiful, little sample of our documentary project, African Soul, American Heart.

Friends of the Congo

I wrote about the Congo a few posts ago, and I have continued to correspond with the young Congolese man I met in December at Kakuma. I spent some time this afternoon looking for possible scholarships (Peterson's has a surprisingly large collection of scholarship for non-US citizens attending non-US schools), but I also came across an interesting projectFriends of the Congo. This 501.c.3 based in Washington DC is trying to do things like raise money to send kids to school (primary and secondary, but not post-secondary), build an Internet Learning Center in Kinshasa, support a health clinic, etc..

For any professorati reading, they also have a speakers bureau--invite a Congolese speaker to your campus. They suggest starting a blog to follow news about the Congo; first-year comp classes with an inquiry-based focus could sure learn a lot about research and the Congo (or Africa more generally) by taking up a task like this.

Remixing for Social Change

Just saw an announcement for the Remixing for Social Change contest. This has me thinking about a Lost Boys of Sudan Mash-up, a consciousness raising, nation building, social change project:

Mash-up the various Lost Boys projects and foundations--lots of video footage to work with.
Mash-up the data, e.g. 16,000 orphans in Duk County + X in other counties, because the call asks for real data.
Mash-up some of the health data, the school data. Need to track this down.
Mash-up the costs--the costs of building, the costs of maintaining, these infrastructure projects.
Mash-up people like John and Joseph and other others talking about what needs to be done in. Joseph has a great line about raising this generation to be equal to the rest of the world.
Mash-up some of the others we have on film: commissioner, Gideon Dau, footage from others?
Mash-up some of the great music we have, some of the children and women singing.

I'll have to see what the team thinks.

Chuck Klosterman Live!

I heard Chuck Klosterman perform tonight at MSUM. Long time readers of 10 A Day might remember that I occasionally get obsessed with Klosterman's writings, his application of McLuhan without acknowledging his source, and the mystorical elements of his first memoir, Fargo Rock City.

His performance was okay, and he was self-aware enough to acknowledge that it wasn't great. He more or less told the story of his unlikely rise to stardom from his humble beginnings in Wyndmere, ND to NYC darling (or love-able goof ball?). The first twenty-or-thirty minutes were nicely delivered and he spoke eloquently, flawlessly, but he began to tire, I suspect, and the Q&A didn't really have much zing to it. I left after he talked about an essay he just finished (not yet published) on bloggers and their sense of fame, their sense of being public figures. Clearly he isn't a blogger, or he knows different bloggers than I do.

He made a couple of other sociological-type arguments that seemed pretty weak--i.e. people under forty are unhappy in their relationships because of idealized relationships they see on TV and movies. Like most writers/thinkers, he really is much more convincing and interesting when he writes about his own life and things he knows a lot about (hair metal).

I do applaud him for not just reading from his work; more engaging than the average book reading.

Notes on Rickert's Acts of Enjoyment

I had on my to-do list "Rickert Notes" b/c I have been reading Acts of Enjoyment, but being the social media scholar that I am (cough cough), I thought I should see what notes others have written first. Saves a lot of typing.

Jim Brown has an extended entry comparing Rickert and Rice.

Everything else I found gave Rickert a mention, but no notes to steal / borrow. Too bad. Lots of "go read it" recommendations, but no notes.

I'll post my notes here if I ever get 'em finished.

Following up on WUSC

The World University of Canada is doing exactly the kind of work I saw the need for while I was in the Kakuma Refugee Camp in December. They linked to a story that ran on CBC--it focuses on 2 Somali students from the Dabeeb refugee camp in Kenya; apparently they selected 11 students from Dabeeb last year. I am sure they must go to Kakuma as well, but I will try to find that out.

I wonder if there is any equivalent program in the US?

Some Canadian universities do have refugee scholarships

I just found this article about the World University Service of Canada which has been sponsoring refugees since 1978. The article is actually about the University of Victoria, where students contribute $.50 per semester to a scholarship that is offered every two years by UVic; a raise to $1.00 per semester would allow them to offer the scholarship each year.

Sounds like a model I should try and take to my university. I would also like to see faculty contribute $1-5, maybe $10-20, per year to such a scholarship fund. I wonder how such a proposal would be received?

Paying attention to Congo

NPR ran a story this morning about the 5.4 million deaths in Congo since 1998, 2 million of those deaths since 2002 when the war in Congo more or less stopped. The deaths are occurring because of the failure of the infrastructure and health care in the Congo. The number of deaths exceed Darfur substantially, and even outstrip the 2 million deaths in southern Sudan over the 22 years or the civil war in that region (1983-2005). The story does a nice job of pointing out that global economic and political interest in The DRC is low (unlike oil rich Sudan), and the cause has not yet been championed by celebrities or high profile politicians (no names were used, but we all know who they were talking about).

These stories mean so much more to me now that I have been to Africa. I met, and continue to correspond with, a Congolese refugee who left the DRC for Kakuma in 1998; he desperately wants to continue his education and make a difference in his country, but his family has few resources to aid him--they have been refugees for the last 9 years. He is going to a university in Nairobi this semester; I hope to be able to help him continue his education there or help him get to the US or Canada to continue his education. I don't know the the ins-ands-outs of bringing students to American universities, but Kakuma graduates about 300 students a year from the high school in the refugee camp, and it seems (to my naive eyes) like a very easy thing for American universities to be offering scholarships to those who might be interested. I know universities in this day and age don't recruit for humanitarian purposes, but maybe that trend needs to get started.

If anybody reading this is working at / attending a university with a humanitarian mission, please contact me!

Avoiding technological determinism

John Walters makes a nice distinction between strong and weak technological determinism:

"When someone like McLuhan or Ong describes what happened in the past to get us where we are now, they can appear to be engaging in a strong deterministic model because they don’t focus on the branches we could have followed but one the path we did follow.3 We need to make sure that when we read someone who explains that X lead to Y we recognize that this does not necessarily mean that they are arguing that X had to lead to Y (strong determinism), but that Y was one of the possible futures resulting from X and just happens to be part of the future we followed. Likewise, when providing accounts of technological development, we need to remember to not fall into the strong model fallacy, even when there really was only one possible future."

I'll have to see if this helps my students make sense of the technological determinism debate.

The Medium IS the Message

NPR reported on a study that violent films pacified, rather than incited, the most violent segment of our culture (young men) because films (shown in theaters) required these young men to sit passively for 90+ minutes, generally free of alcohol and other drugs.

CW 2008--thinking aloud

I'm still interested in presenting at Computers and Writing 2008, but with the ASAH project taking over my life, I am not sure if I will be in much of a position to present. I have been thinking about and blogging about my "virtual peace garden" project a few times, but I haven't been able to make any real progress with that piece. I have been thinking the last day or two that I could just try to get more theoretical--it is less time consuming to "think about stuff" than "do stuff." I am generally an application kind of guy, but maybe I could "invent" a new genre, a la Ulmer, a "Peace Pilgrimage" as genre, a new kind of action writing in Second Life. I have never known what I would do in SL, but if I theorized (and maybe actually tried out) traveling in SL, delivering a message of global peace, I might have something to present.

I have also long been wanting to check out Karl Popper's The Open Society and Its Enemies. I'm such an antiquarian.

Teacher education in Kakuma

One of my follow-up tasks from my trip to Africa involves me trying to figure out how my university might offer appropriate scholarships for refugees in the UNHCR Kakuma Camp. This story isn't about scholarships, but it is about the quality of the secondary schooling at Kakuma, and it is about training teachers for Southern Sudan.

My wife gets her dissertation cited in the NY Times

Most of us academics assume that our dissertations go un-read beyond our committees unless they get published in book form. My wife's dissertation, however, just got cited in a New York Times article about the re-emerging reputation of Marion Mahony Griffin, an early 20th Century architect who worked with FLW and her husand, Walter Burley Griffin.

"Among Mahony’s champions is Elizabeth Birmingham, an assistant professor of English at North Dakota State University in Fargo. “The specifics of Marion’s life fell victim to the primary scholarly effort to establish and fix the canon of ‘great men’ whose genius-personalities, buildings and texts would become central to the story of architecture,” she wrote in a dissertation.

Ms. Birmingham points out that architectural historians who acknowledge Mahony have tended to focus on her relationships with men and on her physical appearance, often in unflattering terms. (She was frequently described as homely, though Brendan Gill, in “Many Masks,” his 1987 biography of Wright, called her a “gaunt, beaky beauty.”) "

The article will be available until ????

The December post: Season of Migration to the West?

I've been doing all of my blogging in December (which hasn't been much) at my African Soul, American Heart blog. But I am back in the US, and have a little more time to blog before the month runs out.

The African Soul project has taken over my life, so I am now starting to think about presentations and publications related to the project. The Modern Languages Department at NDSU is hosting a world literature conference in the spring (11th annual), so I am starting to think about a paper with the working title of "Season of Migration to the West," which would provide an analysis of Eggers What is the What? (WW) in the context of the most famous Sudanese novel, Season of Migration to the North (SMN), and maybe Heart of Darkness (although that might be too much for a 20 minute paper). The most disturbing thing about SMN is the violence against women, and the tragedy at the heart of WW is the main character's loss of his girlfriend to a brutal attack. Eggers' fictionalized the life of Valentino Deng, so I don't know what the veracity of this episode is, but there were two brutal attacks in the American Sudanese community in 2005 that this (likely) fictionalized event could be based on. These parallel fictional events highlight that, 35 years apart and worlds of Sudanese experiences apart, violence against women and the need for feminism in Sudan remains one of the most necessary stages of economic and social development for the country.

My idea is way off topic so I'll have to talk to the organizer, and even if I don't present at RRCWL, I will need to keep reading and thinking through this idea. Ideally, I need to figure out how to connect it more effectively to what I have learned from my trip to Sudan, where it is obvious that feminism is desperately needed, and is perhaps being embraced (at least in part) by a recognition that girls in Sudan must be educated.

Mystory Naked

I have a draft of a Mystory which features Bobby Orr flying through the air. The Mystory, by the way, has been useful to me as I have asked myself "why am I going to the Sudan?" "How does this trip fit in my life picture?" The mind-body problem is at the heart of mystory, and the trip, and especially the trip as research, helps me clarify that I would rather start with the body, follow with the mind. I'd rather do then write than write about doing.

Today, my Dad, who feeds me Bobby Orr information religiously, sent me a story about some new and naked Bobby Orr paintings.

I'll have to think about their role in MyStory.

Please help me help southern Sudan

I sent this message to my email address book last night, but if anybody reads my blog, they probably aren't in my address book.
*******************

Dear family and friends,

As some of you know, and many of you don't, I am working on a documentary film project entitled African Soul, American Heart. This documentary will tell the story of my friend and NDSU student Joseph Akol Makeer, one of the Lost Boys of Sudan. Joseph was displaced from his home as a 10 year old boy, walked hundreds of miles across Sudan with 25,000-30,000 other boys, lived for 3 years in a refugee camp in Ethiopia, then ten years in a UN refugee camp in Kenya, before arriving in Fargo almost 5 years ago. For the last 10 years, he has also been the primary caregiver for 4 younger siblings who arrived at the UN Refugee camp in 1998. Their parents are no longer alive.

He is going to return home to Sudan for the first time in 20 years, and I am part of a three-person crew that is going to travel with him and film this amazing homecoming. Our crew will be in Joseph's village approximately 8 days (Dec. 17-25), and while we are there, we also hope to be able to deliver some humanitarian aid.

This is where I really need your help.

Our team has raised $11,000 in about a month, and we are getting close to being able to cover many of our expenses. This trip will be a real success, however, if we can bring direct aid to Joseph's village, which is going through the process of re-building after a 20 year civil war. If you can help me raise another $5,000 before we leave on Dec. 10th, we will be able to purchase bulls, goats, and other basic needs when we arrive in Sudan.

Our fundraising theme has been 500 X $50. If 100 of you who read this message can contribute $50, we will add $5,000 to our goal. If anyone can contribute more, your generosity will make a tremendous impact. If you cannot contribute $50, but you can contribute $5, please know that $5 can make a difference in a village rebuilding after 20 years of civil war. If you can't contribute financially at this time, please send me an email and wish us all luck--the many kind words I have received already have all been very valuable to me.

This link goes to our website donation page: http://www.africansoulamericanheart.com/you_can_help.php#

There is a "Pay Pal" logo on that page; if you click it, you can either make a donation through your Pay Pal account, or you can use a credit card to make your donation. If you would rather send a check / cheque (for all my Canadian family and friends), the address is

African Soul, American Heart
c/o Deb Dawson, Executive Producer
300 NP Ave Ste. 308
Fargo ND 58102

Your Canadian donations go even further these days, and we can cash Canadian cheques easily in Fargo.

Please also forward this message to any of your friends or family members who might be interested in our supporting our project. You can follow our progress here: http://www.africansoulamericanheart.com/blog.php

I look forward to hearing from many of you!

Kevin

T-Minus 30

Joseph, Deb, and Matt are more or less set to leave for Sudan in about 30 days. I have been asked to join them; I'm exploring the logistics. Very daunting task thinking about traveling to southern Sudan, but I see that Dave Eggers made the trip (again) this summer, Jen Marlow and David Morse made the trip this summer, the folks working on the New Seeds of Sudan made the trip, maybe as recently as this fall. I guess it is do-able!!

Fund raising for the project has gone well. I don't have an exact total, but I think we are over $10,000.

What is the What? The Interview.

I've been reading What is the What? again just came across an interview with Valentino Deng, the Lost Boy whose story Dave Eggers worked with.

The Valentino Achak Deng Foundation has pictures from a trip to the Sudan this summer (2007) as well as many other interesting stories, blog notes, and information.

iJot's possible uses.

I mentioned an entry or two back that I went to a workshop where I was exposed to a myriad of new tools. I messed around the Grazr and Pipes and then lost my steam and didn't play with iJot. Today, as I was scrubbing floors and cooking dinner, I kept thinking of what I can do with iJot:

1. my colleague Amy Taggart is going to take over my WPA duties before too long, and iJot, with its expandable note system, seems ideal for listing the dates and activities I do as WPA, so she can see the big picture, then expanding out any item she wants to look at.

2. Class schedules--duh, why didn't I think of that on Friday.

3. Trips--I might be heading to the Sudan in about a month, and I would sure like to see a nice neat list of things I have to do to get ready, then expand some of the more complex one (i.e. "Get shots" expands out to about 20 items!!)

Dan Weinstein's use of iJot for our conference schedule was sweet--I am beginning to grasp the power of OPML! Now I just need to stop blogging, also known as info management -.05.

Non-fiction visual language links

Neil Cohn has an entry that links to three interesting uses of visual language (i.e. comics) for non-fiction purposes: comics that show engineering projects kids can do at home, "adventures in synthetic biology," and a 55 page comic-essay on the value of combing the two mediums, uhh, I mean genres, uhhh, the two things we call comics and essays that nobody seems to be able to define.

Lance Strate Links

I was back on John Walter's blog looking for the Nick Carr link, and in the process noticed a link to Lance Strate's blog and an essay Strate published in McLuhan Studies Issue 3, "Media Transcendence." A few paragraphs jumped out at me:

"McLuhan's media ecology approach is in part a form of materialism, based on analysis of the human body and its extensions. In contrast to Marx's dialectical materialism, however, McLuhan gives us a rhetorical and grammatical materialism. But McLuhan's perspective is also grounded in the North American tradition of pragmatism. By medium, McLuhan refers not only to the material, but also to the means, modes, and methods by which we operate on the material world."

"'The medium is the message' expresses with perfect economy the idea that how we do something has much to do with the results we obtain, no matter what our original intent may be. This idea is present in Henry David Thoreau's observation that "we do not ride on the railroad, it rides upon us." It is there in Mark Twain's wonderful quip, that when you have a hammer in your hand, everything looks like a nail. It is entirely absent, however, from the slogan of the National Rifle Association, that "guns don't kill people, people do." If you believe that guns themselves have increased the potential for violence, then you are with McLuhan."

I'm going to have to let those paragraphs speak for themselves--I'm blogged out.

One Laptop Per Child (OLPC)

I've been reading and hearing about the $100 laptop for a while, but I haven't been following the development of the project closely. John Nelson from DSU updated me at lunch today, and I just visited the website. John was talking about participating in the buy-one, get-one program so that he and others at DSU might be familiar with the laptop, enabling them to eventually spend some time teaching with the laptop in a developing country. Great idea.

As I was clicking through the site, I thought about the refugee population in Fargo, and wondered if I should and if I could get others to participate in the 1+1 program as a way to get laptops into the hands of children in Fargo who might not otherwise have easy access to computers at home.

Workshops

Morning workshop on multimedia introduced me to SoundSlides (very cool) and good refreshers on Audacity and iMovie.

Afternoon workshop on information management linked up a set of tools new to me: Grazr, Pipes, and iJot. I'm going to need to think through the need, use, and time investment for these tools. Intense and interesting stuff.

GPACW Keynote

Richard (Dickie) Self delivered the keynote. I was particularly struck by the notion of listening to the non-human actants in our cyborg communicative interactions. He talked about listening to "access," listening to the files and the demands they make not only on users but on creators, listening to the wiki. I have typically thought of these things in terms of "the social life of information," media ecologies, and infrastructure support, but "listening to the actants" is a nice refinement on those concepts, and foregrounds the cyborg-ness of our communications.

It also seems like Dickie is a bit of a McLuhanite! He acknowledged that we need to engage ourselves and our students in "learning a living" and "living well with our technologies." He also drew on Bernard Stiegler, who I am not familiar with, but who seems to have adopted a McLuhan-esque view of history and technology.

GPACW 2007: My Session

My session turned out to be just me, with John Nelson responding. I marched through the similarities among hot and cool, immediacy and hypermediacy, and film and database as terms for describing the formal features of media. I need to keep strengthening the "so what?" I admitted in the Q&A that my interests were primarily formal and not social and rhetorical, but I made the claim that we in rhetoric and composition never did really hammer out the formal properties of media. I got thinking later that the social and rhetorical dimensions of media are harder to describe in general, and perhaps that is one reason why I keep coming back to formal qualities, and/or am interested in the social-rhetorical dimensions of media use and reception in specific instances, but not in general.

I also think I need to separate out the qualities of media more effectively. I think hot and cool can be applied to "objects" (images and text), and that hot and cool can be applied to "narrative strategies," and that hot objects can be assembled in cool way--using some of the principles Jeff Rice covers in The Rhetoric of Cool, for example. Cool objects can also be assembled in fairly hot ways. I was recently introduced to Home Videos, a visually simple (even strange) animation with intensely, uncomfortably real narrative elements.

Maybe I don't need to run through the history, connecting M., B&G., M.; maybe I just need to work on refining hot and cool, updating with / through other scholarship, not worry so much about the "mapping" concept. What I really need to make sure I do is stick with this writing project, and have some sort of product by Jan. 1, 2008.

GPACW 2007: Session 4

Lee Tesdell and students. "Software Editing and Revising Tools: What Do Instructors and Students Say about Their Role in Writing Instruction?"

Instructors a little suspect when it comes to tools; students pretty positive. One instructor values EasyBib, which has come up a few times today.

Dan Weinstein with Corey Karber and Lisa Stien
Title: What's in Your Wish Whoosh? Collaborative Learning Environments Revisited
Dan talked through his class about online collaborative writing; one of his favorite suite of tools seems to be Zoho, which has spreadsheets, wikis, and project management tools. Dan set up the students part by asking them, "what 5 tools would they include in a browser"? Corey went with a research database, the Firefox scrapbook extension, a thesaurus/dictionary, Google Docs, and any chat software. Lisa went with research database with a split screen approach, chat, sample templates (exploratree?), notes, and a bib-maker. Impressive array of tools and implementation.

GPACW: Session 3

Justin L Blessinger. "iMacro Browser Plug-in: Research Facilitator, Anti-plagiarism Tool, and Streamliner of Insipid Tasks."

Justin demonstrated iMacro, a plug-in for Firefox. He illustrated how he has written a macro to automatically take him to a specific spot in his CMS, and then he demonstrated a macro that opened his research tools--Ebsco, Lexus Nexus, ProQuest, etc., all in separate tabs. Also demonstrated a macro that would do a full search of a set of search engines--a plagiarism tester as well as a research tool. He is going to share this on the conference website. iMacros can be found on delicious, although not a big community. Interesting--need to think about other tasks!!

The next presentation session focused on Endnote Web; nice system; need an institutional purchase or individual software purchase. Not sure how much more powerful it is than Zotero, the free plug in.

My GPACW Slides

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GPACW 2007: Session 2

Matthew E. Morain. "Authorship and Editing 2.0: Challenging students to reclaim the "we" in Wikipedia"

Nice review of the debate around wiki-pedia. References Alan Liu's "Developing a Wikipedia Research Policy" as one of the key articles. Matt handed out his assignment "A Better Wikipedia" with great instructions--hope he posts this someday. He also notes that Wikipedia maintains a good school-use page, and provides suggestions.

Barb Blakely, "New TAs and Multimodal Pedagogy."
Barb talks about the WOVE curriculum, Wenger's "inventive participation" rather than dutiful participation--good distinction. Emphasizes "learning to be" a WoVE instructor, rather than training to be a TA. Students designing units a successful assignment within TA class. Workshops were not especially successful--surprising!? Community of practice most useful.

Sybil Priebe, "It's Just My Blog. And a Reflection Tool. And an Imaginary Colleague. And . . ."
Using the Pecha Kucha method, SP presented images, blog excerpts, scholarship in just over 7 minutes. Yoga reflective music. Will she post it to YouTube? Add her own audio for that. A call to blog.

Casualene Meyer, "Ethos, Pathos, Logos and Logistics: Blogs in an Online General Education Literature Class."
Great line: "Rubrics do not create relationships." Commenting on student blogs = creating relationships, filling out the rubric does not.

GPACW 2007: Session 1

Attending GPACW today--might as well take my notes here.

Teresa Henning, "Preparing Students in the age of Distributed Work."
Nice contrast between Ford Era and Distributed Era.
Lists Spinnuzi's positive views of distributed work--more rhetorical skill needed.
Deleuze's list: wage fluctuation, deskilling, work is no longer centralized, distributed surveillance, "constant metastability punctuated by ludicrous challenges, competitions, and seminars."
Johnson-Eioloa: Symbolic-analytic worksers: materials (info and symbols), work products (reports,plans, proposals, videos), etc.
Literacy requirements: abstraction, system thinking, collaboration, computer proficiency.
Matches up symbolic-analytic work with rhetorical writing instruction. Strong connections here; good works cited page handed out; solid integration of scholarship. I wonder if the scholarship of distributed learning has taken into McLuhan's notions of job vs roles; distributed work seems likely to be a form of taking on a role.

John Nelson and Todd Quinn, "Writing Projects Under Glass: Librarians, Faculty, and Students Collaborating with Ongoing Writing Projects."
Todd functioned as information consultant for John's class and Dan Weinstein's classes in composition. Dan had groups of 5 working on wiki pages; John had students working with blogs. Todd acknowledges that this was a lot of work and that librarians cannot do this for everybody. Also suggested that wiki worked better than blogs; blogs too isolated (no RSS feed); being on the same wiki page = being on the same page (metaphorically as well as literally). Makes sense in another way; blog connotations for students are still often the personal reflection genre; wikis more obviously a work space. A bit more conversation with blogs; not so much personal interaction with wikis. RSS feed tracking essential for instructor and librarian; might need to consider an online reader that can be shared by class.

Phil Block, "The Online Writing Center and the Impersonality of Electrons."
Reflects on experiences as an online writing consultant. Strives for a movement from hypermediacy to immediacy, although does not invoke Bolter and Grusin. Lee-Ann Kastman-Breuch's work would be useful here. More problems than benefits, perhaps--lag time, processing time, meta-discussions, messenger window closes out, etc. Concludes with the possibility of free collaborative work tools outside a CMS that will be cross platform. Google Docs gets a plug.

Jade Faul & Nickie Kranz, "Computer-Mediated Communication Etiquette."
Context of netspeak in class; quickly changing conventions. Defining a discussion board as "informal" will likely result in informal language use. Could try to re-define "informal" as one strategy; seeking a middle ground--wants to be approachable, but also expects a greater level of academic or formal discourse.

Fargo is a global village, part ??

I know I have written about this before, but every once in a while the world converges in Fargo. This past weekend I had the great pleasure to spend quite a bit of time with John Dau, one of the Lost Boys of Sudan, as well as other Sudanese refugees. John and his cousin/friend Joseph spoke at the North Dakota Human Rights conference Friday and Saturday and were very warmly received. Sunday, I was part of a group that hosted 5 screenings of a documentary John is featured in, God Grew Tired of Us. John is an inspiring presence to be around--6'8" tall, quiet yet passionate, driven and wise. He thanked America for all it has done for Sudan, but persuasively pointed out "you must do more." He said that without aid for Southern Sudan, it will lapse back into civil war. If an infrastructure can be built, it will give his people hope and they will not want to fight any more. Enemies will converge in clinics and schools, but without the infrastructure or hope, they will fight.

I also got to hear damali ayo speak as part of this same Human Rights conference. She is a performance artist and activist from Portland who brought us 10 Action Steps for fixing racism in America. Very accessible ideas with tremendous personal and pedagogical implications.

Finally, I heard Jennifer Baumgartner, a Fargo native who lives and works in NYC now. She co-authored Manifesta as her breakthrough book, and she continues to work as a writer and activist. She repeated a message I had heard from John and damali--that I need to act, in very simple, small, and straight forward ways. It struck me as I listened to Jennifer that I really could organize a few friends on campus and let our administration know that straight young male white faculty at NDSU support diversification of faculty and student bodies, support getting a real maternity leave in place, as well as a real family leave policy, support the importance of service being counted towards tenure, support the highly marginalized (less than 10% of faculty) un-tenured female faculty members on campus.

Jennifer said that when she left Fargo, she thought of it as place where not much happened, but as she continues to return home (her parents are still here), she has come to see that the people of Fargo are much like the people of NYC (and that many of the people in NYC are from Fargo!), and specifically that there are tremendous pockets of activism and progressivism and energy in this city, and while she did not say it, that Fargo is very literally, not just figuratively, a part of the global village.

How do "we" really do research?

I've been trying out some new strategies for teaching research in my first-year composition class, and although students seem to have appreciated the practical information I shared with them and allowed them to try out (an intro to databases, keyword and natural language searching, from broad to narrow to research questions, etc.), I am always struck by how different my own research strategies are. I am struck by how "we" academics produce research based on years and years of study, by the delving into personal databases of information, often to write about texts we have been reading, teaching, and/or studying for years.

So it struck me--why am I not asking students to write about the texts they are most familiar with? Why am I not asking them to draw on their personal databases? The answer, in one respect, is that I am--I let them define research projects. But I don't think I have ever framed research for my students in this way, nor do I spend enough time on letting them tap their personal databases. I'm actually being flooded with ideas as I write, so I am just going to list a few options I need to consider for the future.

--I think I am after a research process somewhere between the I-search and the My-story.
--I'd like to talk to, perhaps video or audio record, people talking about their research process, especially some advanced undergrads, in order to share that process with first-year students.
--I use a profile assignment in class that is generally quite successful, but perhaps I could move it from the start of the class to the middle of the class, and the students could be interviewed about their ongoing research (i.e. the expert being interviewed.

Okay, maybe the flood was a trickle, but those are enough notes for now. Back to work on this fine Sunday morning in North Dakota.

Secondary Mnemonics

As part of a small thread about MEmorials on Invent-L, Greg Ulmer reminded some of us that choragraphy includes commemoration as the frame for e-mnemonics. He nudged us to look at "Yellowstone Dessert," the final chapter in heuretics, which I hadn't looked at in a while, and indeed it is a coal mine of ideas.

Heuretics offers up ideas like:
--"learning in hyperrhetorical is conducted more with memory than with argument or narrative" (189).
--"The Greeks developed mnemonic picture writing as a supplement to the alphabet in order to deal with the information overload that resulted from manucript culture" (Bolter 56) (191).
--mnemonics formalized in Rhetorica ad Herennium; St. Martin's Guide the print culture equivalent. "Heuretics is part of a movement that will be to the St. Martin's handbook what the handbook is to the ad Herennium. To adapt a phrase from McLuhan and Ong, electronic is not secondary orality but secondary mnemonics" (191).
--"the electronic citize may negotiate the data environment of cyberspace the same way an orator memorizes immense quantities of written materia, or the way an actor learns a play. The difference between chorography and oratory or acting is that what the latter two memories suppress (the performance of a tour through the places) is made manifest in the former. A more obvious difference is that in chorography the mnemonic scene is entrusted to writing, where it may be manipulated critically, not kept in the head (and body)" (192-93).

I was also reminded of Basho: "Do not follow in the footsteps of the master, but seek what the master sought." In working on my MEmorial project, I was aware that I was not using the popcyle as a tool for invention, although I have already composed a MYstory shaped by the popcycle (at least partially) that clearly informed my MEmorial project. Although a MEmorial, the "ME" for me was present in the linking of Sudanese Lost Boys and Roger Maris--no one else was suggesting that connection, no one else I am aware of is living in Fargo, working with Lost Boys, visiting the Roger Maris museuem. Just as students ignore the St. Martin's Guide or the Call to Write or whatever textbook we assign when we assign composing, I started from but also significantly ignored Ulmer's advice in composing my MEmorial. A good lesson in patience to me as assigner of writing.

Michael Halloran, Remembering Saratoga

I have the pleasure this morning of listening to Michael Halloran deliver the keynote address at the Linguistic Circle of Manitoba and North Dakota's 50th annual conference.

He is framing his talk with Kenneth Burke, which interests me, because I am always trying to figure out similarities and differences between Burke and McLuhan, and Halloran's opening use of Burke makes me think of War and Peace in the Global Village. Me paraphrasing Halloran paraphrasing Burke heard that humans are inclined to war, but can be drawn away from it by literature, art, symbolic action in general. Halloran's talk, however, moves in the direction of examining symbolic purifications of war; he is puzzled by Burke's tendency to overlook the materiality and brutality of war.

The good stories of Saratoga, he suggests, are used to serve the storyteller's immediate needs and goals. The stories of Saratoga and Daniel Morgan specifically seem to have enabled an American tradition of thinking of war as inevitable and noble. Where Burke sees war as an aberration on peace, Halloran wonders if America in particular has constructed a tradition of thinking of peace as the occasional respite from war.

Bruce Maylath followed with a great question and contextualization of the battle as a turning point in defining America and Canada, and as a Canadian, I can certainly say that our national narrative is one that presents us a nation of peacemaker rather than warmongers. I'll let the Americans decide if they are a nation of warmongers or not, or more reasonably, if they are a nation of gunfighters, an argument I have seen. The most famous moment in Canadian military history, perhaps, is the Battle of Dieppe, a failed invasion of France that led the way to D-Day, but also led to thousands of Canadian deaths. How many other countries focus on their military loses as a way of shaping identity (albeit the implication being that Canadians needed to be more autonomous and stop following the British--deadly habit).

Halloran responded with a re-emphasis on his point that the storytelling of Saratoga functions as a suppression of U.S. diversity--the southerner Morgan (a slave owner) essentially emerging as the savior of the north.

Great talk, interesting discussion. Hope I did it justice.

A New Blog Home?

I've become fond of TenADay--it has done a lot of good work for me / helped me do a lot of work. But my university finally decided to host blogs, and I feel some institutionally loyalty to blog here. And some personal loyalty: a few people worked very hard to install Word Press, set up authentication for NDSU users, answer administrator's questions, etc.

The Word Press interface is seductive, and works with Safari, which I use less and less now, but I am composing this entry with Safari, and just had to hand-code that link up there. Looks like WP will also import Ten A Day if I should chose to do that. I suppose that won't shut Ten A Day down; maybe I'll have to do that and see what I think of the results. I will definitely have to make sure the NDSU blog site is stable and will have legs; I'd hate to have my blogging completely cut out from under me.

rethinking 120 before it happens

I'm still happy with the course I have planned for this semester, but I was just flipping through the McLuhan Casebook from the late 60s--four chapters from Understanding Media followed by many, many book reviews and other responses to the media of the 60s. It did make me think about my class and the lack of a single supplementary text to anchor the course. I like the idea of students choosing their own topics (or having others in class commission topics of interest to them), but I think one reason students sometimes struggle with fairly open assignments like that is that the assignment and the student lacks an anchor. A single text might provide that anchor.

I used Fargo Rock City by Klosterman in that way for a couple of years, and I have used White Like Me by Tim Wise. Both worked reasonably well, but not so well as to keep them in the rotation. So my weekend thoughts went this way:

1. Propose a topic for investigation / examination (research topic doesn't seem like the right term).
2. Identify a central text on that topic for review, and perhaps rhetorical analysis.
3. Research the topic more fully (work on secondary research skills); write a commentary that builds on review / analysis and secondary research skills.

Disadvantages: undermines some sense of community via common text. Creates a real challenge for new TAs--feeling comfortable responding to diverse topics and texts. I do need to keep my multiple audiences in mind.

Thinking ahead

I just finished the first week of classes, which followed a full week of workshops--the semester is all downhill from here. We adjusted our placement procedures this year, and as WPA, I ended up fielding I don't know how many emails and calls. I've gotta admit that I actually like this part of the job--extremely fast-paced, problem-solving in nature, intense information management, I can generally help students and they are genuinely grateful (not always true of students in my classes : (

I wonder how many other WPAs like this part of the job? It seems gruesome to many of my colleagues.

In the midst of doing laundry on a hip and happening Friday night in Fargo, I started to think about the research I need to do this semester / year. My target conferences are GPACW, C&W, and WPA. I want to do something with McLuhan's hot and cool, Bolter and Grusin's immediacy and hypermediacy, Lev Manovich's film and database, and Scott McCloud's big triangle at GPACW--not too ambitious. I actually need to go back through this blog and find my notes.

C&W is the conference that I really thought about tonight, the conference with the "aah haa" moment. The theme is "open source: technology and concept," and while I haven't got much to say about open source technology, I keep trying to do what I would just call "open projects"--the Trivium Wiki, a CMS for our department website, other wikis for classes, blogs for classes--and I quite frankly haven't had any luck getting buy-in on any of these projects (except for Andy, but he is easy). It might be worthwhile to do a little reflection, a little research on online communities, and figure out what I keep doing wrong. Initial thoughts--the Trivium wiki is not open enough; too strong of an authorial stamp already on the piece. The department CMS; not enough time for others, not a sufficiently dynamic site or concept. We might be able to carve out a dynamic slot on the site, but ultimately it is going to fall on a few shoulders. Something like this could be turned into a potentially interesting paper; I wonder how well other departments have done with their CMS approaches? Clay wrote about the limited success at TTU about 5 or 7 years ago I think.

I also hatched an idea for a new MEmorial, and MEmorials ideally are "open projects" but I have some ambitious ideas for this open project that might limit participation. I want to establish a physical and virtual MEmorial for the citizen-victims of war around the world. The physical MEmorial would be at the International Peace Gardens located on the Manitoba-North Dakota border (ME having live most of my life in either MB or ND); I would like to turn the Peace Garden into a Mecca / pilgrimage site for Global Peace. I would like to see people make pilgrimages from all over the world to this remote, rural location, and then send post cards to the White House, to 10 Downing Street, to any world leader or organization the visitor thinks is responsible for war in the global village, and let those recipients know that they made the long trip to the Peace Garden as one way to express their commitment to global harmony. Would anybody make the trip?

My thinking on the virtual at this point is a video upload site; video blogs, video postcards, even more carefully produced and constructed video pieces that call for reductions in global violence in various forms. The virtual and the real would need to be connected, of course, through one site, probably with a web cam at the Gardens; maybe people can download images from the Peace Gardens, photoshop themselves into the pics, and then upload or send their own post cards? That defeats the purpose of establishing a real pilgrimage / mecca location, which might be a sad but realistic compromise.

And what would this have to do with C&W? A proposal for an open project that would acknowledge up-front the challenges of building community and getting contributions. More PR for the genre of MEmorial?

Sequence of assignments

I didn't chose a supplemental text for my fye class this semester, but as I am prepping the semester, I wonder what a sequence would look like if I had taught White Like Me again, and used an assignment sequence like:

1. memoir (grounded in research)
2. profile (read partner's memoir, follow-up interview + research)
3. rhetorical analysis (of WLM, or maybe Heart of Whiteness)
4. commentary (too much like memoir?)
5. proposal (instead of commentary)

A sustained topic like white privilege would probably wear most of my students down over 16 weeks. Maybe a graduate pedagogy or theory course that started with WLM and the topic of white privilege could explore how various approaches would handle such a topic.

Why do teachers resist teaching?

I'm wrapping up a full week of training new Teaching Assistants and facilitating a couple of additional workshops. The week has gone well, even though my entry title might suggest otherwise. I was just prepping one more session for later this morning about teaching peer review, and I was pulling together material from a graduate student who just wrote a good MA paper on peer review. She taught peer review through very deliberate, obvious steps--some might even say JR high-ish or high schoolish--but had good results.

Doing this work got me thinking about "why teachers resist training?" or why teachers (including me) might resist this kind of training? What struck me is that teaching a fairly deliberate approach requires a lot of confidence in that approach. It also assume as high level of pedagogical articulation--you really need to know what you want. Because many writing teachers (including me) don't want to box students in, and allow for invention, we sometimes want to back off of teaching when it actually gets too specific and articulate.

Betsy also reminded me of the McLuhanism--education is violence. Articulating specific expectations for a writing assignment or a writing process is an aggressive move. Doing so is not far from telling someone how to think or act, and even though education seems to be reasonably engaged in the act of helping others think and act, it can also be approached more environmentally--setting up assignments, courses, curriculums that provide a context for thinking and acting, but not a program for thinking and acting.

I guess I am getting myself into some familiar agency-structure questions about education, aren't I?

Theory-practice relationship

I've had lots of blog posts run through my head in the past couple of weeks, but I haven't found the time to get them on the screen. Thanks for the comment, Elizabeth--I will respond eventually!

Just working on my Pre-semester workshop for new TAs this morning, and I am thinking through how to talk to them about the theory-practice relationship. I've been skeptical of the theory-practice relationship for a lot time, having read Fish and Rorty, the other neo-pragmatists, having taken 3 classes with Tom Kent in grad school, and being a bit of phenomenologist at heart--seems to me that almost everything I "think / theorize" comes out of practice; my theories are indeed descriptions, not prescriptions.

What's prompting this reflection, however, is that I need to explain to new TAs how our first-year writing program's theory, a rhetorical-formalist, genre-based program, is related to our university's General Education goals. I don't have much problem seeing the connections, but the Gen Ed goals were concocted without my input, before I even arrived at NDSU, so it raises an interesting new relationship for me about theory-practice: our program's theory is not driving the goals, nor are the gen ed goals precisely driving our theory; each were arrived at independently. What we in the writing program have done is matched up our theory with the goals as best we can (although as I write I realize that we tweaked one goal to get a better fit) in order to create a semblance of coherence. I've always preferred coherence theories of truth to correspondence theories of truth, so again I have no problem with this relationship, but maybe what I am trying to get at is "what drives what, if anything?" Or can we abandon causal thinking in favor of emergent, situational, coherence thinking? Instead of saying we have a rhetorical-formalist, genre-based theory guiding our program (a label I came up with to try and describe what we do), maybe what we have is a pragmatic, situational program that responds to a variety of factors (institutional goals, personal preferences, personnel training, changing technologies, etc.) in ways that "we" think will lead to good classes, engaged and satisfied teachers, institutional buy-in, and decent results come assessment day.

Have I really said anything here?

Rhythm Science

Just finished reading Paul D. Millier (AKA DJ Spooky That Subliminal Kid)'s Rhythm Science. I've become a tunnel-visioned reader, analyzing, interpreting, and evaluating everything in the context of McLuhan, but until I develop other research interests, I guess I am stuck with those blinders.

I had heard and read others talking about Rhythm Science, but I finally got around to purchasing the book when I realized it was part of the MIT Pamphlet series, an series of books inspired in part by The Medium is the Massage--short texts, innovative in typography and design, not densely scholarly in citations, but clearly informed by a scholarly career. RS and N. Katherine Hayles' Writing Machines (another title in the series) are both much more autobiographical than MM, and neither are as visually interesting as MM, but RS offered me more than WM, which actually annonyed me because Hayles' called for "media specific analysis," a blatant but unacknowledge re-working of "the medium is the message," IMHO.

But I digress. Here are a couple of thoughts / reflections.

Miller / Spooky has actually used McLuhan's voice in his DJ work. He uses McLuhan on the CD to say "'electric circuitry . . . the flowing' is taking us on an 'inner trip . . . which involves us in depth in things that had formerly been merely superficial, visual, external and detached from our own beings.'" M/S goes on to argue that the opposite might actually be true "the specialization, fragementation, and routineization of work, space and life" has prevented the kind of in-depth participation McLuhan describes, and this particular description of postmodern life (for lack of a better label), continues to be problematic for me as I work with McLuhan. What M/S goes on to express throughout RS, it seems to me, is a desire for the kind of depth participation McLuhan describes, he just seems to think that very few people have achieved that depth participation. That might be the kind of account I am looking for and trying to articulate myself.

The mechanical age, as much or more than the electric age, seems to have influenced a culture of specialization, fragmentation, and routineization of work, space and life (think of some of Dickens' characters); the electric age seemed to presented the possibility of depth and integration, or a move from mechanical to organic metaphors, but the mechanical, modern infrastructure in place, the heavy weight of the way things are, and the mechanical, specialized nature of even many "electric" processes (i.e. writing code?!), has limited the impact of electric circuitry on our lives. Many educational theorists, however, now point out that our mechanical approach to schooling is dramatically out of synch with our students' "in-depth" living (although the "good students" learn to play along).

I am starting to digress again, and have exceeded my 10 minutes, so I will have to follow up with sequel.

Misunderstanding the Assignment

I am using Doug Hunt's Misunderstanding the Assignment in my TA Strategies Class this fall, and just finished re-reading the book. Now I need to remind myself why I decided to use it!

1. Accessibility: The TAs I have taught the last three years have often struggled with the more traditional academic article approach, or even the collections of essays I have tried. They have particularly been mystified by the debates the articles are often a part of. Perhaps steering away from the debate is going to turn out to be a bad idea, but I thought I would try a book that doesn't try to argue strongly for a position so much as try to increase readers' understanding of what happens in a first-year composition course.

2. Relevance: What could be more relevant than "seeing" how somebody else negotiated a semester of teaching first-year composition? I started to record my classes last semester, but I ran into some technical difficulties, and I was not capturing the students' perspectives. The 11 person research team was able to capture classroom data, student interview data, instructor interview data, and author analysis.

Upon re-reading it, and thinking about it as a teacher of teachers, I'm thinking about the following complications and possibilities.

1. The course taught isn't very much like the course we teach at NDSU. It seems to be a cultural studies class of sorts, asking students to analyze TV shows about the family, read and analyze free will in pieces of fiction. A syllabus and assignment sheets would have been a nice addition to the book. The big ideas are front and center, the teaching of writing happens inductively through workshops, conferences, and "Mr. Paragraph" classes. I do think this difference will turn out to be valuable in the long run, but the new TAs might have preferred to "see" a course more like ours.

2. I am excited about the possibility of "re-playing" some classroom scenes and some 1-on-1 conferences. I'm not saying the teacher handled situations incorrectly, but the book gives real situations (students in class who keep asking "what do you want?"; students in conferences who say little or nothing) that we might try to role play to give the new TAs (and me!) other strategies for handling these common situations.

3. I would like to design a smaller scale study modeled on this book. I have only 4 new TAs to work with, and they are primarily engaged in the process of learning how to teach, but I want to try and introduce them to the scholarship of teaching and specifically classroom research. My interest in computers and writing has me thinking that I would like to research the most overtly technologized assignments in English 120 and see to how our students are understanding them. I would probably ask the new TAs to function as the eyes and ears in my class (to put me under the microscope, rather than them), to conduct one interview with a select # of students, and probably to survey the 120 class as a whole. I used this mixed methodology with TAs two years ago and we published "What's Going On?"; maybe this year's cohort can develop another article.

A quick search revealed that Misunderstanding the Assignment was reviewed in Composition Studies and College English, but it doesn't seem to have made much of an impact on the field. I think its project is worth extending--good book.

Online tools

I just discovered a new McLuhan resource, which I tagged in del.icio.us, and included a note that looks like a blog entry. I have been thinking that del.icio.us notes seem like blogging (250 words or less).

I was actually trying to use Zotero for the first time, but the Zotero icon is not yet appearing on my Firefox browser; need to keep messing around I guess.

Set up a Furl account on Friday; don't know if I will be able to use Furl and del.icio.us and Blogger. Testing the tools is interesting, but using and managing them all is difficult. Good thing I set up the Suprglu account.

FYC as Intro to Writing Studies: The Next Big Thing?

Doug Downs and Elizabeth Wardle's lead article in CCC has gotten people on the WPA-L fired up. I tend not to post much to lists because I read them in digest and always feel out of the flow of the conversations. The 3-5 times I have posted to various lists in the last 3-5 years, my post almost always kills any conversation, or at least signals that the conversation was over two days ago. Also, as I think about preparing new TAs, I am also thinking about my own learning style--definitely an observer / watcher type more than any other style. Even kids in high school noticed my style.

Back to FYC as Writing Studies. I've been using and advocating something a tiny bit like what Downs and Wardle describe, but I have been using popular press kinds of articles, mainly about "new literacy," not writing specifically, so I guess I am philosophically sympathetic, but I could go much further in practice. Their article did make me think about scholarly articles I could assign in my fyc class without making a radical shift this fall, although I haven't made any decisions along those lines yet. I'm thinking about things like an article on peer review (Nancy Welch's "Sideshadowing"? -- too theoretical?), something on revision, etc. I also just started watching Take 20; I need to wath the chapter where people recommend a piece of scholarship.

What I really wanted to reflect on, however, is one of the posts on WPA-L that suggested that this article signals "the next big thing" in fyc and writing studies. I have no objections to this approach being the next big thing, but I wonder how we, as a field, could measure, evaluate, assess, document in some way, that "the next big thing" actually leads to some kind of improvement in something. That something might be better student writing, but I actually doubt that. That something might be TA training, which seems more reasonable (TAs are more likely to learn about scholarship in reading, writing, research, etc.), or that something might be "better classroom dynamics," although one of my nagging questions as I read the piece was "how boring / exciting is this classroom / pedagogy?" Geoff Sirc has challenged all of us to engage our students, and I am just not sure how well this approach would accomplish that goal. The student comments included in the article suggested some success in this area, but I wonder what the majority of the class thought? The authors acknowledged the high percentage of students who "failed" under this approach; my hunch is those are the students who might succeed under a pedagogy that doesn't so obviously remind them that they are novice writers who are unlikely ever to acquire the habits of expert writers.

Last thought on why I don't think student writing would "improve." Connors and Lundsford documented that student rate of error in writing has not changed statistically throughout the 20th century (I think this research was updated, but I didn't see the resulting article). Types of errors changed, but not overall error rate. I did some research about 5 or 6 years ago on a program publication that lasted 20 years and survived 3 theory changes in the department. The writing assignments changed, so the students' writing changed, but I got the impression that the program wrote the students, and each "big new thing" in the department lead to changes in assignments, teaching methods, and genres taught, but there was no evidence that student writing, as a whole, got better. Theory / approach changes often seem like window dressing; I'm not saying such things are useless (window dressing can be a valuable change), but changes in labor practices, infrastructure, staffing, etc., are more likely to get observable, documented, positive change. The Chronicle of Higher Ed, citing changes at Princeton, Duke, and a few other Ivy-ish places, called this change the "million dollar solution" to first-year writing. THAT would be the next big thing if public institutions like mine put up the money to take fyc even more seriously.

Back online

Took two weeks to re-visit the roots, rural Manitoba, and had a great time. I'm guessing not too many people have ever visited rural Manitoba, there being no real tourist destinations in towns like Virden, where I grew up, or Carberry, where my extended family grew up and still lives, but these places are quite beautiful in subtle, prairie ways, and, as McLuhan predicted, these people are pretty plugged into the global village. There were some throw back elements--not many wireless access points--but also cutting edge elements--my cousin monitors much of his farming operation over the Internet. I won $40 at Men's night in Carberry--a bit of a 50s masculine throw-back kinda event in which my skinny bookish masculinty seemed a bit out of place--but my high school reunion was hosted by one of my openly gay classmates. My vegetarianism was challenged to the max--I must have eaten about 4lbs of French Fries in Carberry, the potato capital of Manitoba--but my cousin's husband managed to track down some sort of faux chicken burger at the local grocery store.

I'm back in the midst of administrative work, which tends not to lead to much blogging, but I'd like to try to carve out a bit more research time this summer.