CARS intro

Growing up in the age of technology, text messaging has such an impact on our generation. Having such a great impact on individuals themselves leads to having an impact on their personal literacy. Does the knowledge of text abbreviations affect the way individuals create issues within their scholarly duties? Many people would automatically assume that text messaging would hinder students’ learning abilities and affect their progress in the classroom. Others might believe that text messaging and being in the classroom are two different things and students are able to distinguish the difference between the two. People tend to think that texting is just a form of technology, but little do they know that even texting can be considered a type of literacy. To further understand the relationship between texting and literacy many tests have been conducted on students to see how the text abbreviations, or “textisms”, have made an impact on their reading and writing skills. The purpose of my research is to explain to readers if texting has created an impact on literacy and if it is a good or bad affect. I will explain my research findings and the results of the tests done on students. With all of the research I have found hopefully by the end of my paper readers will be able to understand how texting has made an impact on literacy and also be able to agree with my standpoint.

Does the knowledge of text abbreviations affect the way individuals create issues within their scholarly duties? There are many different opinions, facts, and research that have gone into this question and in order to find out an answer, different type of research has to be done. In researching this topic I have found many different views on this topic. Most of the research and articles that I have found can fall under the category of an argument of fact. The articles that I have found have conducted surveys and studies on people to get numbers and statistics to prove that texting has some sort of affect on students and their literacy, whether it is positive or negative. According to Lunsford in order to develop a factual argument you must first identify an issue, then research your hypothesis, refine your claim, decide which evidence to use, and finally present your evidence. In the article I found “Children’s use of mobile phone text messaging and its impact on literacy development in primary school,” it is clear that this is in fact a factual argument. In the beginning they introduce the issue, what they believe the outcome will be, conduct research, and then provide evidence. On the other hand, another article I found by Steve Vosloo falls under the category of an argument of definition. In order for Vosloo to prove that texting has some sort of affect on literacy, he must first define what literacy is. Rather than giving a dictionary definition of literacy, Vosloo in his own way expands the definition and explains how other means of reading and writing can fall under the broad topic of literacy. “Literacy today refers to more than reading and writing printed language,” (Vosloo 2), and continues to talk about how it is the ability to transform text into English. Once Vosloo provided the definition of literacy he is able to develop his argument of definition and present facts on how texting can affect personal literacy. Since the research topic I am inquiring is looking for a yes or no answer the bulk of my research can be considered an argument of fact. In a factual argument you must “offer substantial and authoritative evidence to support your claims,” (Lunsford 194). Going along with what is discussed in the readings of Lunsford, my research articles that have conducted some type of study or survey have clearly proven to be factual arguments by doing as Lunsford says and offering enough evidence to support the claim. In the article by Clare Wood, Emma Jackson, Beverly Plester & Lucy Wilde from Coventry University, they provided evidence by showing graphs and statistics which is “evidence that can be measured, counted, computed, or illustrated” (Lunsford 193). Even throughout this source, there are times where they turn their factual argument into a definition argument by stating the definition of literacy. For this specific paper I feel that the research that I have found that is more factual than definition will be more useful, although, the articles that do have a definition argument will also assist in the clarification of the definition and perception of literacy and its relationship with text messaging.

Reflection Of Research

The research progress so far for my question has been rather easy. There are many different studies that have been conducted to see whether or not texting has an impact on students reading and writing. Using the questions provided in class, the article that I found that would serve most effective was from the Coventry University. This article did the studies that were the most related to my topic. This article was very detailed and specific. The research I have found has greatly help answer the question of the affects on students writing skills due to texting. Most of the views that I have found agree with my stance on the issue which is that texting does in fact create an impact on literacy, but it is not necessarily a bad impact. I would not say that I am having trouble finding research I think the only issue is that all of the research done is conducted on younger students when they should be focusing on older generations. Besides that, I feel that my research progress is going well and will continue on!

Core I paper

The twenty first century consists of more technological advances than ever before. As soon as one new tech toy comes out and consumers purchase it, the newer version is already being manufactured and perfected. As time goes on, technology is getting smarter, more advanced, and also more compact. Some people might consider this to be an issue with our country and our time period, being revolved around technology that is, where as other people are thankful for this century being this way. Technology today is the core of almost all people and is increasingly growing throughout time.

Being born in the generation right before the Millennium, has forced me as an individual to understand and teach myself technology. Even though my parents encouraged reading, I personally cannot recall a time in all of my school where there was not a computer in the classroom. Basically, I was raised with technology. As technology became more advanced, my understanding of how it functioned did as well. I can recall in third grade using a program to teach the students how to type. The layout of the keyboard, how to place our hands, and how to enter punctuations were all covered in an online program. All throughout years at school as a student I had to practice using Microsoft office and typing. Even back then, teachers knew that technology was an important curriculum. Not only did being in school help me with my relationship with technology, but so did my family. My older brother was more advanced with computer games and being online than I was so I was able to watch and understand just by keeping an eye on him. Just like the case study of Danielle DeVoss, she “eventually learned how to use it by looking over his shoulder” (184).

Thanks to growing up in a “techy” generation, I see myself as a very technologically advanced person. There are many different ways to be tech savvy. For example, some people can excel at things with multimedia like editing music, making videos, and creating music as well. Personally I understand mostly the simpler aspects of technology. I can teach myself in a heartbeat how to use a new program on a computer, how to use a new cell phone, and even how to maneuver my way around a brand new laptop. Currently I consider myself to be good at things like Microsoft office, Photoshop, any kind of cell phone, Limewire, ITunes, the Internet, and typing. One thing that I am not so good at is using an Apple Mac. As much as I try and teach myself how to use a Mac, I cannot get used to it since I was trained on a PC. The computer has helped me in the aspect of being able to teach myself how to do tasks on my own. Since I practically taught myself a computer, teaching myself other things is not difficult. The computer has played a big part in who I am today, but I see it as only a good thing. It has increased my knowledge in many areas that I’m not sure if text ever could do the same.

Compared to other generations, in which for example my parents grew up in, my generation has a very close relationship with technology. Even generations that are younger than I am are more advanced than before. Kids are now getting cell phones at the age of eight years young compared to when I got my first cell phone when I was twelve years old. When I get on a computer and browse around my parents are always amazed by how fast I can weave in and out of programs. My parents are always asking for computer help even when I am 300 some miles away. Just this past month my parents learned how to Skype and even then it is hard for them to figure it out whereas my friends and I can learn our way around it rather quickly. As an eighteen year old college student, my phone never leaves my side. I am able to admit that I am 100% dependent on my cell phone, but I am not ashamed because, so is the rest of my generation. Our generation has grown up with technology by our side. It was taught in school, out of school, and an actual requirement to pass some courses in middle school. All of this was a precautionary for the future advancement in technology.

As time passes, technology is only going to overtake our society more and more. Already, books have been turned into online books, and text books come equipped with a CD-rom. In the chapter by Selber “Computers are indeed a fact of life in educational settings, yet too few teachers today are prepared to organize learning environments that integrate technology meaningfully and appropriately,” indicates that technology is overtaking classrooms and school even though some people are not prepared for such change, or advancement. Some people still believe that text is the way to go, but as time goes on these people who are stuck in the library cracking open a book need to become accustomed to the internet and how to browse the web. Since some people believe that the internet can help students better understand readings due to graphics, I believe the internet will soon be the main source of reading instead of text books. Internet literacy is becoming the new library, and with time the digital literacy world will over power the library as a whole. Motoko Rich, author of an article I found in the New York Times stated that, “some literacy experts say that reading itself should be redefined. Interpreting videos or pictures, they say, may be as important a skill as analyzing a novel or poem.”

Throughout my future, hoping to become a Forensic Scientist, my knowledge of technology must increase to even more than what it is now. In the field of forensic science you must know how to increase the clarity of and analyze audio recordings. That requires learning a whole new program and how to navigate throughout the program. Also I must be able to interpret laboratory findings to identify substances and other evidence collected from the crime scene.

Technology has its ups and downs, and it has its bads and goods, but overall technology has become a way of life. People who have not quite become accustomed to this way of life will have to do so sooner or later because it is only going to continue to advance and evolve. Technology will maintain its reputation for keeping the people on their toes with new products and newer ways to accomplish tasks. As time goes on, the time period from when innovative merchandise is released to when an even newer version comes out will become shorter and shorter. Technology will continue to amaze people and also advance in the digital literacy world.

Audience Awareness

What is audience awareness? I feel that audience awareness is how well someone is able to project themselves and their knowledge onto different audiences with them being able to understand what is being talked about. When looking for information on audience awareness I came across a portion of a book called "Writing to Be Read: Young Writers' Ability to Demonstrate Audience Awareness When Evaluated by Their Readers" by Laura A. Frank. This study researches how well 30 fifth grade students' audience awareness actually is. They have to "compose and revise an original text for two audiences--a good third-grade reader and an experienced adult reader." After this study was conducted the results showed that the students were able to connect better with the third grade audience. Although they were able to express their work to both audiences the results were more directed to the third grade students. This is interesting to me because I am able to see how students process information and then reiterate the same content. Studies like these are important because they are able to asses how well students are aware of their audience, hence audience awareness.

Part II of core 1

My major is Forensic Science. I have wanted to pursue a career in this field for the past couple of years. This field requires a lot of knowledge in technologies as well as skill. After researching what technological knowledge is necessary for this field I found that some examples consist of knowing how to increase the clarity of and analyze audio recordings. This is a necessity in this field when it comes down to having to solve crimes and hear things that are not typically audible. Another skill that involves technology that is required for this field is being able to interpret laboratory findings to identify substances and other evidence collected from the crime scene. In order to prepare for this I plan on taking courses in forensic sciences and hopefully getting an internship. Most of this technological knowledge is based on first hand experience. Until I am able to take classes or practice this first hand I will just increase my knowledge and skill in basic technology so I am able to pick up on the new advances quickly.

Exploring Digital Literacy Part II

Growing up in this generation forces not only myself, but all of those around me to be technologically inclined. Looking back to even second grade I cannot recall a time in which a classroom did not have computers and classwork online. When put to the test of knowing technology I would classify myself to know a significant amount of technologies. I can find my way through nearly everything on a PC. Microsoft office, Adobe Photoshop, and music programs like Itunes and Limewire are all easy to me and I am able to figure them out quickly. It is also easy to learn how to use different cell phones. New cell phones come out throughout the year all the time, and knowing how to use technologies makes it easy to adapt to the changes.

Although I am good at most technologies, there is one technological device that I just cannot grasp, and that is the MAC. I was taught to use a computer on a PC so there are just many functions that I cannot figure out on a MAC but I would like to learn. Even though I don't know how to use a MAC I would still place myself highly on the technological scale. When rating my technological advances I tend to compare myself to my parents. They seem to not know much about computers, cell phones, or anything of the sorts. So compared to them I feel like I know a lot about technology. Also compared to some of my friends we are on the same level of knowledge of computers and gadgets.