Time transcripts of Q6-for-CandCOnline

[00:00:00:00]	Interviewer: How will having done this change the way you regard your students

[00:00:04:01]	and the literacies they might bring with them to the classroom?

[00:00:08:02]	Kara Poe Alexander: Because, in a lot of ways, Composition it somewhat behind

[00:00:12:03]	in that multimodality and multimodal writing

[00:00:16:04]	has been happening in other disciplines for years. These things are already going 

[00:00:20:04]	on. And if, it's kind of interesting that we are on the cutting edge and yet we're also

[00:00:24:06]	not, because, um... So one of the questions I've been asking is,

[00:00:28:09]	"What is the purpose of Composition? Are we... What are we preparing

[00:00:32:10]	students to do? What literacies do they need to know?" But the value that we

[00:00:36:11]	placed on print literacies for so long in the classroom

[00:00:40:13]	is really good in a lot of ways for preparing them to do academic writing 

[00:00:44:17]	but the majority of our students do not go to graduate school.

[00:00:48:19]	They go to get a job. And so we should value both.

[00:00:52:19]	Van E. Hillard: I think it's really important for students to understand, when we're

[00:00:56:20]	studying rhetoric, how it is that our lives 

[00:01:00:20]	are sometimes guided, we are ourselves, 

[00:01:04:21]	um, steeped in...a number of

[00:01:08:22]	topoi that are often, I think,

[00:01:12:23]	most powerfully visual in nature. And

[00:01:16:24]	uh...I think the

[00:01:20:26]	the seminar is going to...has given me some ideas

[00:01:24:26]	about how to present those to students, and 

[00:01:28:27]	how to, um, sponsor reflection 

[00:01:32:29]	on those. 

[00:01:37:01]	Brian Harmon: This experience of kind of swapping roles will, um, will be

[00:01:41:01]	immensely helpful. I think it will give me more patience

[00:01:45:02]	again, um, I think Scott's explanation 

[00:01:49:02]	of iMovie especially, if I teach iMovie, 

[00:01:53:03]	his working through of that process was

[00:01:57:04]	was magical. It really helped me understand

[00:02:01:06]	things that had frustrated me a lot before. And so I think I'll teach it better

[00:02:05:07]	I think I'll teach this process, this way of thinking, um

[00:02:09:08]	more coherently, I hope.  Eddie Singleton: I learned so much from my coleagues

[00:02:13:09]	about teaching and about what it means

[00:02:17:11]	to, uh, engage students at

[00:02:21:12]	varying levels, and... from both of them. 

[00:02:25:13]	Uh, their incredible sense of optimism

[00:02:29:14]	when, I love the way both of them, 

[00:02:33:16]	when a student suggests

[00:02:37:17]	that there is a complication or a problem or a frustration

[00:02:41:18]	how they turn that into an opportunity

[00:02:45:20]	for talking about something great and interesting and hopeful

[00:02:49:20]	so...uh. That's one of the great things 

[00:02:53:22]	I learned from something like DMAC is, "Remember: channel Scott and Cindy.

[00:02:57:22]	Be positive. Be open to new ideas." Yeah. It's great.

[00:03:01:24]	Erin Cahill: I know also how invested you can get in a project like this, and my hope is 

[00:03:05:24]	that they would see my emotional attachment 

[00:03:09:25]	there and that they would want to mirror that. [laughs] I pulled an all-nighter working on 

[00:03:13:27]	this video, I think I was up until about seven in the morning or so, but just

[00:03:17:29]	because I was so excited about it and because I really wanted to do this and so my hope is that

[00:03:22:02]	um, my students would understand that, they would kind of see that

[00:03:26:04]	and would want, would be inspired at least, to have their own emotional

[00:03:30:04]	investment. Not to have them pull all-nighters. I don't think that was entirely healthy. [Interview laughs]

[00:03:34:05]	Katherine Heenan: I guess as a result of this experience I will

[00:03:38:05]	... do an assignment before I test it out on my students

[00:03:42:08]	um, I don't, I haven't really done that before. I've

[00:03:46:09]	conceived of the assignment, thought that I worked through all of the contingencies

[00:03:50:10]	and, um, 

[00:03:54:12]	said "Go forth and do this." Now I think that I will definitely

[00:03:58:13]	do the assignment myself so that I can anticipate some of their frustrations

[00:04:02:14]	and some of the difficulties they have and so that I can present

[00:04:06:14]	uh, really my sense of what I would 

[00:04:10:16]	like them to do and the parameters more clearly

[00:04:14:19]	than I have before. 

[00:04:18:22]	Crystal Gorham Doss: I think I will probably start structuring my assignments and kind of things like that differently

[00:04:22:22]	in terms of, um...

[00:04:26:23]	giving them enough guidance to kind of know where they are going but at the same

[00:04:30:24]	time giving them enough freedom to do what they want.

[00:04:34:26]	So I think in terms of my interaction with them

[00:04:38:27]	in terms of like course documents--syllabus, assignments, things like that--that will change.

[00:04:42:28]	um, I'm really rethinking the role of Blackboard in my course and maybe moving

[00:04:46:29]	away from that to something like Wordpress, that's, you know, more open

[00:04:50:29]	more accessible in a lot of ways.... Laura Michael Brown: I mean, I guess it's really 

[00:04:55:01]	made me think about kind of the assumptions that I make as a teacher?

[00:04:59:03]	Um, because with this I came in pretty unfamiliar 

[00:05:03:06]	with this kind of technology and, um, I am not a Mac user

[00:05:07:08]	either so I had to just, just to get used to that was a little bit difficult, and

[00:05:11:08]	so thinking about then, what are the assumptions I am making even in the teaching of writing?

[00:05:15:08]	You know. If I tell my students, "Alright, 

[00:05:19:09]	I don't really want you to write a five paragraph essay; you know that form. I want you to

[00:05:23:10]	break that form," I'm assuming that all my students DO know that form, and I'm assuming

[00:05:27:11]	all my students have been taught a certain way. That's not necessarily true. 

[00:05:31:11]	It's sort of gotten me to think a lot about, um, you know, what are my 

[00:05:35:13]	students coming in with and what are they coming in kind of without? So

[00:05:39:13]	not only kind of am I making sure that I am creating opportunities for them 

[00:05:43:14]	to ask questions and creating opportunities for them to sort of

[00:05:47:15]	fill in those gaps, but also am I creating opportunities for them to use 

[00:05:51:16]	the knowledge that they already have and run with that, and you know, am I 

[00:05:55:17]	giving them the freedom to sort of pursue those directions

[00:05:59:17]	that they're more confident in, and maybe I don't anything about....

[00:06:03:20]	Jill Lamberton: I think absolutely the experience will change the way that I regard

[00:06:07:21]	their literacies. I would say that, in some ways, 

[00:06:11:22]	this shifting sense from me of what

[00:06:15:22]	student literacy is was really the impetus for me to come, so I

[00:06:19:23]	am in a position now where I have taught Public Speaking 

[00:06:23:24]	courses after exclusively teaching writing

[00:06:27:24]	for maybe nine years, and that shift to the public speaking classroom

[00:06:31:26]	and the surprise at which 

[00:06:35:27]	a student maybe with a fairly flat affect with or lack of

[00:06:39:28]	signs of active participation gets up in front of an audience 

[00:06:43:29]	and in the mode of performance has a real gift 

[00:06:48:01]	at speaking. Um, that...watching that happen

[00:06:52:04]	again and again and again has made me 

[00:06:56:05]	very interested in how to help students

[00:07:00:06]	who might be very skilled at speaking transfer that

[00:07:04:06]	THAT literacy to a page literacy. Sara Cooper: I think about

[00:07:08:07]	the kids who have so often said to me, "I see it up here. I know what I want to write."

[00:07:12:08]	"But I can't get it on the page." There's this disconnect between

[00:07:16:09]	getting on the page. And so, I think definitely I have a better understanding of

[00:07:20:10]	what that's like. I know what I want to say, but my skill level

[00:07:24:11]	is, you know, is not there, so it makes

[00:07:24:13]	is...is not there, so it makes it very difficult.

[00:07:28:14]	Henrietta Rix Wood: I know they know more about digital

[00:07:32:16]	media than I do, and I know that they have, many of them have a greater 

[00:07:36:18]	command of the technology, so this presents an opportunity 

[00:07:40:20]	um, to create a classroom with more interaction, where 

[00:07:44:22]	I am truly not the expert or the authority 

[00:07:48:25]	where they can bring their expertise and I can bring my expertise

[00:07:52:25]	and we can put them together. Allison Hammond: I have a feeling

[00:07:56:26]	that most, at least of my students, are not 

[00:08:00:26]	as digitally literate as they think they are. They have one or two tricks up their

[00:08:04:28]	sleeve, and that's kind of it. Um...

[00:08:08:29]	They can watch a YouTube video. That's what most of them might know how to do.

[00:08:13:02]	Paul Butler: One of the things that I've realized form DMAC is that

[00:08:17:03]	we, it's important to be patient when someone struggles

[00:08:21:04]	with certain kinds of literacy. I teach mostly 

[00:08:25:05]	alphabetic literacy, print literacy, um

[00:08:29:07]	different kinds of writing classes, and, I have to say, I mean

[00:08:33:09]	now that I look at it, I realize it comes easily to me.

[00:08:37:10]	And, I am, that is sort of part of who I am.

[00:08:41:10]	It doesn't come easily for all of my students and

[00:08:45:10]	I think I need to be, it's going to really, this is going

[00:08:49:11]	to help me a lot in, you know, going in and thinking

[00:08:53:12]	about the kinds of literacies that they may have that they're stronger at

[00:08:57:12]	and trying to make those 

[00:09:01:15]	opportunities more available for them. But even beyond that

[00:09:05:16]	sort of trying to rethink my own pedagogies to account

[00:09:09:18]	for those who struggle with some of the alphabetic

[00:09:13:19]	and print literacies that

[00:09:17:21]	I and probably most of us take for granted.

[00:09:21:24]	Torsa Ghosal: So, I am comfortable with technologies but my undergrad students

[00:09:25:26]	might be comfortable in some others, so

[00:09:29:28]	to be flexible also on that note where I don't kind of impose my 

[00:09:33:28]	idea of literacy onto them, and let them find their own

[00:09:37:29]	way. Danielle Williams: At least I have faith now that anyone can learn it. I think it was really interesting to see

[00:09:42:00]	the variety of people in our class here at DMAC and how everyone was able to

[00:09:46:01]	put together something really impressive in a very short amount of time. So I think

[00:09:50:02]	that for some of my students, we tend to think that they kind of, like "You're young. You know things."

[00:09:54:02]	And sometimes they don't. But all of these people...some people had greater 

[00:09:58:03]	fluency in different areas but everyone produced something really impressive, so.....

[00:10:02:04]	Kaitlin Clinnin: It makes me a more generous colleague, I would say

[00:10:06:06]	about the professional literacies and

[00:10:10:08]	and the fact that we're on this, precipice I guess,

[00:10:14:11]	of trying to figure out what the standards for our profession

[00:10:18:13]	what they are, in terms of digital literacy, and what they're going to be in the future.