NMAP: "I like the idea of various factions "resisting" whatever is dominant - but, of course, then the oppressed become the oppressor and before you know it we have myriad "disciplines" all screaming for relevance, making claims of importance, and proceeding to shove their own view of what is "important" and "true" down the next generations' throats. Is there any way out?"
...Not according to this clip (especially the Foucault part):
Friday, September 4, 2009
Wednesday, September 2, 2009
How Discourse Made the NMAP a Colonialist
Everything is political, as "Pictures at a Conversation" illustrated quite well. And any discussion of how education "should" be necessarily ends in aporia.
Case in point: the NMAP seems to advocate for teaching education as a monolith (I'm guessing the NMAP would call it "utopian interdisciplinarity") while I advocate for a more granular application of general principles, or even that general principles don't often contextualize as well as the NMAP would like us to believe (which I'm sure the NMAP could call something totally different). Disciplinary relationships are tenuous...take CALL, for example. Even though ESL and FL CALL have been happily "married" for decades, at its foundation it is still a power struggle.
I'm reminded of a book by Adrian Holliday entitled The Struggle to Teach English as an International Language that shows that, if anything, disciplines tend towards becoming even more granular, not less. Holliday uses a discourse of colonialism to challenge "native-speakerism" and advocates for the divestiture in the ESL profession of what has increasingly become an outdated perception of language "ownership" by native speakers, and this as a way to include NNS as not only worthy lecturers of the profession, but a subset worthy of disciplinarity themselves.
It occurs to me that it would be easy (perhaps facile) to take the NMAP's "we are all educators" paragraph, which seems quite interdisciplinary/collaborative, and make it seem quite nefarious and even nativist by hijacking Holliday's discourse and applying it to "education". It could be argued that the NMAP espouses an "essentialist" view of education, a historical force rooted in colonialism, pressuring us into a kind of mindset that colleges of eduation have a monopoly on the proper characteristics of pedagogy, critical thinking, and so on, that reduces 'non-native' education colleagues to suit its own structures...devalues their realities; and ignores the way in which these realities resist the 'dominant' educational dialogue.
Yes/no?
Case in point: the NMAP seems to advocate for teaching education as a monolith (I'm guessing the NMAP would call it "utopian interdisciplinarity") while I advocate for a more granular application of general principles, or even that general principles don't often contextualize as well as the NMAP would like us to believe (which I'm sure the NMAP could call something totally different). Disciplinary relationships are tenuous...take CALL, for example. Even though ESL and FL CALL have been happily "married" for decades, at its foundation it is still a power struggle.
I'm reminded of a book by Adrian Holliday entitled The Struggle to Teach English as an International Language that shows that, if anything, disciplines tend towards becoming even more granular, not less. Holliday uses a discourse of colonialism to challenge "native-speakerism" and advocates for the divestiture in the ESL profession of what has increasingly become an outdated perception of language "ownership" by native speakers, and this as a way to include NNS as not only worthy lecturers of the profession, but a subset worthy of disciplinarity themselves.
It occurs to me that it would be easy (perhaps facile) to take the NMAP's "we are all educators" paragraph, which seems quite interdisciplinary/collaborative, and make it seem quite nefarious and even nativist by hijacking Holliday's discourse and applying it to "education". It could be argued that the NMAP espouses an "essentialist" view of education, a historical force rooted in colonialism, pressuring us into a kind of mindset that colleges of eduation have a monopoly on the proper characteristics of pedagogy, critical thinking, and so on, that reduces 'non-native' education colleagues to suit its own structures...devalues their realities; and ignores the way in which these realities resist the 'dominant' educational dialogue.
Yes/no?
Tuesday, September 1, 2009
Pictures at a Conversation
Written on an LCD wall...Observed by RTB:
Concerned Student:
I’m torn.
I appreciate the chance to interact with people in other disciplines over things we discuss in class, but I’m concerned about the research in small groups, not only because people like to see how praxis plays out in their _own_ research field, but because there seems to be a lot of polarity about appropriate modes for research. ...I don’t see how that plays out to everyone’s satisfaction if the disciplines are so different that not only is there a gulf of transferability that could likely not be bridged ...but even basic assumptions of what constitutes “discourse” and “research modes” are diametrically opposed.
...I’m not sure whether the history of this proposal is simply the previous impossibility of creating disciplinary teams under the guise of disciplinary diversity or whether there really is a true belief and personal confirmation that this is for our own good. I’m willing to go on some faith, but I’m worried that I’ll end up dreading this research project (or worse, that my group will) especially when I know that there is a chance for some real synergy with some like-minded folks from a “3rd cousin twice removed” discipline...
If it were discussing / dialoguing / debating / anything but researching, you could put me with anyone and I’d be perfectly happy. I’m skittish about the research, because in the “real” world, you get to choose your research colleagues......
NMAP:
Here are a few clarifications/my take on the group assignment.
1. Calling this a "research study/project" was probably an overstatement on my part. I do want you to get practice analyzing data from a DASP perspective, but it is by no means a full study...I am also going to be somewhat prescriptive with how you approach the assignment (even though I haven't spelled that out yet.)
2. No one has IRB approval to conduct a study in this class, so it isn't like you are working on a "real" study in which the stakes may be higher regarding your concerns.
3. As far as I'm concerned, everyone in the class IS from the same discipline - education. Everyone is concerned with teaching and learning. Counter to how colleges of education tend to be organized, I believe that a lot of teaching and learning is teaching and learning, regardless of the discipline.
4. However, I completely agree that there are likely varying epistemologies in the class - and that's precisely why I wanted to group you with people OTHER than whom you are used to working with or with whom you share beliefs. This is particularly important when doing analysis from a DASP perspective - you want to identify all the possible angles, assumptions, beliefs going on in a particular conversation segment, and working with people you don't share a lot in common with can help with this.
5. You seem to be anticipating or creating problems where none may exist. You are assuming no one else will have an interest in multimodal data. It could be that everyone in your group will be quite interested in this, but of course it's up to you to pitch that to your group by enacting your best collaborative skills - building relationships, honoring each other's perspectives, listening to their ideas, being willing to be influenced by someone who may have an even better idea than yours. I will certainly encourage this kind of exploration.
6. I really wish the statement "in the real world you get to choose your research partners" was true. It's not. At all, actually, especially in this very interdisciplinary, collaborative research world that we live in. Even if you THINK you know what you are getting when you start to work with someone, you don't.
Concerned Student:
As an aside, can I just say that you rock! I know of very few NMAPs willing to engage in the dialogic process to the extent that you do...validating, responding to and challenging our positions when your "id" would most likely rather have a Steven Seagal moment with us.
Now, to some thoughts/reactions to your response:
1. The devil is always in the details...."somewhat prescriptive". And here I thought the DASP/constructionist definition was prescriptive enough. I realize of course that there is method in the perceived madness (just like we all did qual. a certain way to begin with, even if we wanted to "go boutique")...I'm just eager to jump off of the "one-size-fits-all" (was that not a leitmotif of the your response?) bandwagon and research how DA can fit/complement other research orientations I'm likely to have:
Vine, E.W. (2008). "CA and SCT: strange bedfellows or useful partners for understanding classroom interactions?" Discourse Studies, Vol. 10, No. 5, 673-693.
Levine, P. & Scollon, R., Eds. (2004). Discourse and technology: Multimodal discourse analysis. Washington, DC: Georgetown University Press.
2. I'm not sure that (for me at least) it was a question of stakes. My position was that it would be more helpful (in my current understanding) to see how the praxis of DA plays out in one's_own_ research field. I understand the exercise in Intro. to Qual. of going outside the field to gain an experience free of some of the engrained notions one has about things, but I'm not sure that makes as much sense here, but I could see that rationale being valid.
3. I realize that you are coming at this from the instructional designer / subject matter expert POV, but I would argue that this is only working (and increasingly so) in the business world. You espouse a centralized view of instruction and pedagogy that is not only diametrically opposed to my point of view, but to the overwhelming view of higher education. Pedagogical and research environments in most institutions of higher education are decentralized to some degree, with greater decentralization in large research universities. Larger institutions with a significant research mission (such as ours) tend to emphasize disciplinary academic efforts in both instruction and research and place a great deal of authority at the department level. If we extend your argument, then we should have a universal methods course to teach pedagogy as a monolith, and cast off entire subdisciplines that have been devoted to the idiosyncracies of teaching and researching certain subjects. While I believe that there is room for interdisciplinarity to some degree (you have programs like film studies or Latin American studies, etc. that administratively codify this idea), even your own college is structured to reflect the reality that there are content areas, and that content areas have their own discourses and vocabularies and idiosyncracies that no centrality is going to fully comprehend or effectively provide for praxiologically. An excellent math teacher...even if they were fluent in French, would likely make an awful French teacher were they not trained how to teach in a second-language acquisition context, and I would argue that a "one-size-fits-all" class would not do that.
4. This actually makes sense to me!
5. It would appear that I’m fine…my group seems at least open to the idea of multimodal, and we can likely find enough in common to come upon a topic. Others, on the other hand, are being flat-out rejected. I didn’t want to end up in that situation…it would have made this course miserable...
OK…maybe the “you get to choose your research partners” is over-reaching…but you get to choose your research focus…I’m not going to ever be compelled to study the intersections of CALL and Engineering., even if I might in five years get roped into research with some moon-bat I’m not thrilled with because the research takes a wicked curve into psycholinguistics…or…heaven forbid…Ed. Psych. ;-)
NMAP:
This is AWESOME (snippet below) and I would love to have a whole class on the nature of academia and why things are structured as they are. How did we create these "realities" about what academic departments are and how they are organized and what is "real" about a discipline? These decisions are made not because there is a "truth" about the existence of a field, but because we CREATE it. Excellent, excellent example that maybe I'll use in class. (It's fine by me if you want to blog this stuff.)
(And I've seen lots of excellent language teachers who never had classes in pedagogy or SLA. Also seen lots of awful ones who have..go figure. IT's the class "is teaching an art or a science? argument. )
I realize that you are coming at this from the instructional designer / subject matter expert POV, but I would argue that this is only working (and increasingly so) in the business world. You espouse a centralized view of instruction and pedagogy that is not only diametrically opposed to my point of view, but to the overwhelming view of higher education. Pedagogical and research environments in most institutions of higher education are decentralized to some degree, with greater decentralization in large research universities. Larger institutions with a significant research mission (such as ours) tend to emphasize disciplinary academic efforts in both instruction and research and place a great deal of authority at the department level. If we extend your argument, then we should have a universal methods course to teach pedagogy as a monolith, and cast off entire subdisciplines that have been devoted to the idiosyncracies of teaching and researching certain subjects. While I believe that there is room for interdisciplinarity to some degree (you have programs like film studies or Latin American studies, etc. that administratively codify this idea), even your own college is structured to reflect the reality that there are content areas, and that content areas have their own discourses and vocabularies and idiosyncracies that no centrality is going to fully comprehend or effectively provide for praxiologically. An excellent math teacher...even if they were fluent in French, would likely make an awful French teacher were they not trained how to teach in a second-language acquisition context, and I would argue that a "one-size-fits-all" class would not do that.
Concerned Student:
And I've always been of the opinion that methods courses largely give you the vocabulary you need to articulate what you do in praxis. I taught for a while before I hit a methods course. It simply gave me the "jargon" to explain in a "meta" way what I was already doing.
Still, I think I would be a terrible math teacher....
And I agree that we have created the reality in which we live. You just strike me as the Don Quixote here...tilting at windmills....
[etc. etc. etc.]
Concerned Student:
I’m torn.
I appreciate the chance to interact with people in other disciplines over things we discuss in class, but I’m concerned about the research in small groups, not only because people like to see how praxis plays out in their _own_ research field, but because there seems to be a lot of polarity about appropriate modes for research. ...I don’t see how that plays out to everyone’s satisfaction if the disciplines are so different that not only is there a gulf of transferability that could likely not be bridged ...but even basic assumptions of what constitutes “discourse” and “research modes” are diametrically opposed.
...I’m not sure whether the history of this proposal is simply the previous impossibility of creating disciplinary teams under the guise of disciplinary diversity or whether there really is a true belief and personal confirmation that this is for our own good. I’m willing to go on some faith, but I’m worried that I’ll end up dreading this research project (or worse, that my group will) especially when I know that there is a chance for some real synergy with some like-minded folks from a “3rd cousin twice removed” discipline...
If it were discussing / dialoguing / debating / anything but researching, you could put me with anyone and I’d be perfectly happy. I’m skittish about the research, because in the “real” world, you get to choose your research colleagues......
NMAP:
Here are a few clarifications/my take on the group assignment.
1. Calling this a "research study/project" was probably an overstatement on my part. I do want you to get practice analyzing data from a DASP perspective, but it is by no means a full study...I am also going to be somewhat prescriptive with how you approach the assignment (even though I haven't spelled that out yet.)
2. No one has IRB approval to conduct a study in this class, so it isn't like you are working on a "real" study in which the stakes may be higher regarding your concerns.
3. As far as I'm concerned, everyone in the class IS from the same discipline - education. Everyone is concerned with teaching and learning. Counter to how colleges of education tend to be organized, I believe that a lot of teaching and learning is teaching and learning, regardless of the discipline.
4. However, I completely agree that there are likely varying epistemologies in the class - and that's precisely why I wanted to group you with people OTHER than whom you are used to working with or with whom you share beliefs. This is particularly important when doing analysis from a DASP perspective - you want to identify all the possible angles, assumptions, beliefs going on in a particular conversation segment, and working with people you don't share a lot in common with can help with this.
5. You seem to be anticipating or creating problems where none may exist. You are assuming no one else will have an interest in multimodal data. It could be that everyone in your group will be quite interested in this, but of course it's up to you to pitch that to your group by enacting your best collaborative skills - building relationships, honoring each other's perspectives, listening to their ideas, being willing to be influenced by someone who may have an even better idea than yours. I will certainly encourage this kind of exploration.
6. I really wish the statement "in the real world you get to choose your research partners" was true. It's not. At all, actually, especially in this very interdisciplinary, collaborative research world that we live in. Even if you THINK you know what you are getting when you start to work with someone, you don't.
Concerned Student:
As an aside, can I just say that you rock! I know of very few NMAPs willing to engage in the dialogic process to the extent that you do...validating, responding to and challenging our positions when your "id" would most likely rather have a Steven Seagal moment with us.
Now, to some thoughts/reactions to your response:
1. The devil is always in the details...."somewhat prescriptive". And here I thought the DASP/constructionist definition was prescriptive enough. I realize of course that there is method in the perceived madness (just like we all did qual. a certain way to begin with, even if we wanted to "go boutique")...I'm just eager to jump off of the "one-size-fits-all" (was that not a leitmotif of the your response?) bandwagon and research how DA can fit/complement other research orientations I'm likely to have:
Vine, E.W. (2008). "CA and SCT: strange bedfellows or useful partners for understanding classroom interactions?" Discourse Studies, Vol. 10, No. 5, 673-693.
Levine, P. & Scollon, R., Eds. (2004). Discourse and technology: Multimodal discourse analysis. Washington, DC: Georgetown University Press.
2. I'm not sure that (for me at least) it was a question of stakes. My position was that it would be more helpful (in my current understanding) to see how the praxis of DA plays out in one's_own_ research field. I understand the exercise in Intro. to Qual. of going outside the field to gain an experience free of some of the engrained notions one has about things, but I'm not sure that makes as much sense here, but I could see that rationale being valid.
3. I realize that you are coming at this from the instructional designer / subject matter expert POV, but I would argue that this is only working (and increasingly so) in the business world. You espouse a centralized view of instruction and pedagogy that is not only diametrically opposed to my point of view, but to the overwhelming view of higher education. Pedagogical and research environments in most institutions of higher education are decentralized to some degree, with greater decentralization in large research universities. Larger institutions with a significant research mission (such as ours) tend to emphasize disciplinary academic efforts in both instruction and research and place a great deal of authority at the department level. If we extend your argument, then we should have a universal methods course to teach pedagogy as a monolith, and cast off entire subdisciplines that have been devoted to the idiosyncracies of teaching and researching certain subjects. While I believe that there is room for interdisciplinarity to some degree (you have programs like film studies or Latin American studies, etc. that administratively codify this idea), even your own college is structured to reflect the reality that there are content areas, and that content areas have their own discourses and vocabularies and idiosyncracies that no centrality is going to fully comprehend or effectively provide for praxiologically. An excellent math teacher...even if they were fluent in French, would likely make an awful French teacher were they not trained how to teach in a second-language acquisition context, and I would argue that a "one-size-fits-all" class would not do that.
4. This actually makes sense to me!
5. It would appear that I’m fine…my group seems at least open to the idea of multimodal, and we can likely find enough in common to come upon a topic. Others, on the other hand, are being flat-out rejected. I didn’t want to end up in that situation…it would have made this course miserable...
OK…maybe the “you get to choose your research partners” is over-reaching…but you get to choose your research focus…I’m not going to ever be compelled to study the intersections of CALL and Engineering., even if I might in five years get roped into research with some moon-bat I’m not thrilled with because the research takes a wicked curve into psycholinguistics…or…heaven forbid…Ed. Psych. ;-)
NMAP:
This is AWESOME (snippet below) and I would love to have a whole class on the nature of academia and why things are structured as they are. How did we create these "realities" about what academic departments are and how they are organized and what is "real" about a discipline? These decisions are made not because there is a "truth" about the existence of a field, but because we CREATE it. Excellent, excellent example that maybe I'll use in class. (It's fine by me if you want to blog this stuff.)
(And I've seen lots of excellent language teachers who never had classes in pedagogy or SLA. Also seen lots of awful ones who have..go figure. IT's the class "is teaching an art or a science? argument. )
I realize that you are coming at this from the instructional designer / subject matter expert POV, but I would argue that this is only working (and increasingly so) in the business world. You espouse a centralized view of instruction and pedagogy that is not only diametrically opposed to my point of view, but to the overwhelming view of higher education. Pedagogical and research environments in most institutions of higher education are decentralized to some degree, with greater decentralization in large research universities. Larger institutions with a significant research mission (such as ours) tend to emphasize disciplinary academic efforts in both instruction and research and place a great deal of authority at the department level. If we extend your argument, then we should have a universal methods course to teach pedagogy as a monolith, and cast off entire subdisciplines that have been devoted to the idiosyncracies of teaching and researching certain subjects. While I believe that there is room for interdisciplinarity to some degree (you have programs like film studies or Latin American studies, etc. that administratively codify this idea), even your own college is structured to reflect the reality that there are content areas, and that content areas have their own discourses and vocabularies and idiosyncracies that no centrality is going to fully comprehend or effectively provide for praxiologically. An excellent math teacher...even if they were fluent in French, would likely make an awful French teacher were they not trained how to teach in a second-language acquisition context, and I would argue that a "one-size-fits-all" class would not do that.
Concerned Student:
And I've always been of the opinion that methods courses largely give you the vocabulary you need to articulate what you do in praxis. I taught for a while before I hit a methods course. It simply gave me the "jargon" to explain in a "meta" way what I was already doing.
Still, I think I would be a terrible math teacher....
And I agree that we have created the reality in which we live. You just strike me as the Don Quixote here...tilting at windmills....
[etc. etc. etc.]
Thursday, August 27, 2009
Tuesday, August 25, 2009
RTB Wants You to Show & Tell Your DA/CA Tools!
I'm looking forward to going hunting for good discourse analysis tools during the semester. I have a list of things to start looking at, and I'd like to hear what experiences any of you have had with these or other tools I fail to mention:
CLAN (supports Jeffersonian notation)...the most general tool available for transcription, coding, and analysis.
Phon ...phonological and phonetic data analysis ...transcribed in CHAT. Fully compatible and interoperable with CLAN.
ELAN ...analysis of gesture (from video) and conversational overlap. Complete interoperability between ELAN and CLAN.
EXMARaLDA ... "Extensible Markup Language for Discourse Annotation"....XML for DA? Think of this linked up with A/V. Very powerful concept...but how's the praxis?
TalkBank and the SIDGRid Project seem like good places to learn how to do/approach all of this.
Also looking at retail options as well...any advice / personal experiences welcome:
Friday, August 21, 2009
RTB Likes Validity — Hates the Hegemony of Print Culture
I finally have some time to respond to the second issue that in my mind arose from Week 1, the idea of multi-modal data and its "published" representation.
To understand my position(s), it might be helpful to look at a post I made last year about an article by Marc Prensky concerning a shift in media culture and the rise of a new concept of literacy. Just as the affordances of an emerging print culture (permitting people to generate, store and retrieve ideas as needed across time efficiently and accurately, affording the development of complex ideas) displaced the dominant oral culture of the ancients (Remember, Socrates was a vehement opponent of the emerging print culture, calling it "inhuman"), so new media, with their ability to fuse orality, performance and text to convey meaning in ways a print culture simply cannot, are poised to supplant that print culture, naysayers notwithstanding. Which brings me to two thoughts:
- Given where we stand, it puzzles me that discourse analysis (at least what we've seen and discussed so far) concentrates on such a small sliver of the meaning we convey as to render it hollow. Communication ("speech" or "illocutionary" acts in the broadest sense), has always been multi-modal, as communication is not exclusively linguistic...in fact, go out and find an article that discusses the various components of communication, and most will spring from or reflect Mehrabian's (1971) "7%-38%-55% Rule"...only 7% of the meaning we convey is linguistic...38% comes from paralanguage, and 55% comes from non-verbal communication. Yet, DA/CA privileges linguistic speech acts as data, with some token aspects of paralanguage. Does it occur to anyone that this might cause one to unwittingly produce an analysis akin to Horace Miner's Nacirema? My mind goes back to one of the earliest cases of "deconstruction experts" in the courtroom (of course, I can't remember the name of the case now, does it ring a bell to anyone?). Someone was accused of an intentional criminal act, and the prosecution hung their case on the dialog transcript from a video, and had the defense let that go, it likely would have been an open-and-shut case. The defense, however, hung their case on a frame-by-frame deconstruction of the paralanguage and non-verbal communication, which was in their representation diametrically opposed to the sense the prosecution was trying to establish via the dialogue. The defendant was acquitted. I can think of a million "faux pas" that could occur in intercultural analyses if non-verbal communication was not taken into account. I don't know whether to blame the hubris of a logocentric Western society, the slow-grinding wheels of "les vieux dinosaurs" of academia, or my own impatience for not letting Trena "get to that" later on in the semester. I guess I'll know before long, won't I?
- But (perhaps) more to the point: for a discipline that places high value on the analysis of 'naturally occurring' language use, you would think that there would be an equally high value placed on conveying that information in a 'natural' or 'contextualized' way, especially given the affordances of new media. That having been said...have you looked at the Jeffersonian notation system? Could anything be more de-contextualized than rendering the intricacies of speech acts via text and an arbitrary set of signifiers for which one must acquire a taste? Now, in her defense, if I were operating in an academy that was the paragon of print culture, and the technologies of another/emergent literacy were not available to me, I would have done the same thing...what else could I do? I cannot blame Gail Jefferson. But we know better. We have known for some time that this kind of reduction strips communication of the system of references and repetitions between the three modes, as well as intermodal discourse indicators that we rely on when "reading" a conversation. We have the means to fix it...we can display video, play audio, and mount text simultaneously, with any one of the modes serving as gloss for the other (although it makes the most sense for the marginalia to be textual). We have infinite storage and a society (and, mirabile dictu, administrators) willing to embrace a switch to digital scholarship. We as scholars are the ones standing in our own way, and I find that lamentable.
Mehrabian, A. (1971). Silent messages. Wadsworth, Belmont, California.
Thursday, August 20, 2009
RTB Likes Transparency
Ah, the joy of the blog! If some ridiculous idea gets floated out in class and you don't really have the opportunity to refute it, you can tell Blogger all about it...Blogger will kindly inform those who care (and a few who don't if you're beaming to FB) that their stances are informed (or should I say misinformed) by conventionalized Procrustean research and scholarship paradigms that center on such outmoded dissemination notions such as the sufficinecy of print culture, the essentiality of intellectual property and single authorship, and the primacy of the signifier. (Man, those Foucault Flakes are really making mileage this year!)
If you haven't figured it out yet, writing for me is a process of irritation: I usually have to be provoked to write, and I like to write to provoke. Call it catharsis, call it "paying it forward"...whatever.
In my mind, there were two issues that arose out of the digital scholarship (DS) provocation: one was the idea of the motives behind the dissemination of DS, the other was the promise/fear of multimodality in DS. This entry deals with the former...the latter will come...don't you worry.
I think the arguments that I was trying to make in class in the way of dissemination of scholarship largely parallel those in Sally Magnan's (2007) commentaries on digital scholarship, among those being: electronic access facilitates the discovery of previous studies, and the archiving function of databases provides durability for published research.
This is needed to avoid what Nina Garrett (2008) calls "the unwitting reinvention of...research that is carried out in ignorance of earlier studies"(p. 386). We should not be doing the same research / testing the same pedagogies over and over on new media and technologies...we should actually be REFLEXIVE and TRANSPARENT about our pedagogical frameworks and research tools, seeing them as culturally-charged, and modifying them to reflect changes in the affordances of the new tools and media.
I think that my point may have been poorly communicated, because what the NMAP had to say in response seemed in my mind to be entirely disconnected from the narrative I was following:
"What I have a problem with when people start to want to videotape is because what they're really saying is 'I'm afraid I'm going to miss something, and I need to videotape everything, because I need to accurately capture exactly what happened', when you're never going to be able to do that. And the researcher is always making these decisions as to what's important and what's not."
I agree. The researcher is always going to make decisions, have an organizing agenda...as a reader, I would like to see not only what choice was made, but what the choices were. I'm all for seeing things through another's lenses...I would like to then take them off and see them through my own, or another's and another's and another's. I don't see this as damaging to scholarship, but encouraging it...In fact, in some disciplines, a nascent form is already happening, both with audio and video. I envision lively discussions and debate and scholarship around available and multimodal phenomena, seeing them through various lenses, understanding that even that is not authentic, but it is a lot closer than a Jeffersonian transcript.
In an era of digital scholarship, using multi-modal data collection is not an issue of chasing the vain dream of having the perfect "thick description", it is a matter of academic transparency. To take something the NMAP said completely out of her contect and put it into mine: "Everything that everybody sees is there for researchers to analyze...and you can analyze it in a much more thorough way."
But this movement challenges elitist notions like single authorship, intellectual property, and the primacy of the print culture, so fear leads to skepticism. Academe looks upon digital scholarship like newspapers looked upon blogs back in the day.
Academe will soon find out what newspapers did:
Resistance is futile.
Garrett, N. (2008). "The Reinvention of Different Kinds of Wheels..." The CALICO Journal Vol.25, No.3, pp. 385-386.
Magnan, S. (2007). "Commentary: The Promise of Digital Scholarhip in SLA Research and Language Pedagogy." Language Learning & Technology Vol.11, No.3, pp. 152-155.
If you haven't figured it out yet, writing for me is a process of irritation: I usually have to be provoked to write, and I like to write to provoke. Call it catharsis, call it "paying it forward"...whatever.
In my mind, there were two issues that arose out of the digital scholarship (DS) provocation: one was the idea of the motives behind the dissemination of DS, the other was the promise/fear of multimodality in DS. This entry deals with the former...the latter will come...don't you worry.
I think the arguments that I was trying to make in class in the way of dissemination of scholarship largely parallel those in Sally Magnan's (2007) commentaries on digital scholarship, among those being: electronic access facilitates the discovery of previous studies, and the archiving function of databases provides durability for published research.
This is needed to avoid what Nina Garrett (2008) calls "the unwitting reinvention of...research that is carried out in ignorance of earlier studies"(p. 386). We should not be doing the same research / testing the same pedagogies over and over on new media and technologies...we should actually be REFLEXIVE and TRANSPARENT about our pedagogical frameworks and research tools, seeing them as culturally-charged, and modifying them to reflect changes in the affordances of the new tools and media.
I think that my point may have been poorly communicated, because what the NMAP had to say in response seemed in my mind to be entirely disconnected from the narrative I was following:
"What I have a problem with when people start to want to videotape is because what they're really saying is 'I'm afraid I'm going to miss something, and I need to videotape everything, because I need to accurately capture exactly what happened', when you're never going to be able to do that. And the researcher is always making these decisions as to what's important and what's not."
I agree. The researcher is always going to make decisions, have an organizing agenda...as a reader, I would like to see not only what choice was made, but what the choices were. I'm all for seeing things through another's lenses...I would like to then take them off and see them through my own, or another's and another's and another's. I don't see this as damaging to scholarship, but encouraging it...In fact, in some disciplines, a nascent form is already happening, both with audio and video. I envision lively discussions and debate and scholarship around available and multimodal phenomena, seeing them through various lenses, understanding that even that is not authentic, but it is a lot closer than a Jeffersonian transcript.
In an era of digital scholarship, using multi-modal data collection is not an issue of chasing the vain dream of having the perfect "thick description", it is a matter of academic transparency. To take something the NMAP said completely out of her contect and put it into mine: "Everything that everybody sees is there for researchers to analyze...and you can analyze it in a much more thorough way."
But this movement challenges elitist notions like single authorship, intellectual property, and the primacy of the print culture, so fear leads to skepticism. Academe looks upon digital scholarship like newspapers looked upon blogs back in the day.
Academe will soon find out what newspapers did:
Resistance is futile.
Garrett, N. (2008). "The Reinvention of Different Kinds of Wheels..." The CALICO Journal Vol.25, No.3, pp. 385-386.
Magnan, S. (2007). "Commentary: The Promise of Digital Scholarhip in SLA Research and Language Pedagogy." Language Learning & Technology Vol.11, No.3, pp. 152-155.
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