Archive for March, 2008

MOO with Becky 3/26

By js, 27 March, 2008, No Comment

Janie Santoy: Hi
Janie Santoy: Do you have a minute?
Becky Rickly: Hey, Janie.  I do. 
Janie Santoy: I've just emailed you my proposal for the case study
Becky Rickly: I'm reading a creative nonfiction dissertation I'm the outside reader for tonight
Becky Rickly: :nods
Janie Santoy: ah, interesting I bet
Becky Rickly: I just checked mail, and i got it.
Becky Rickly: :nods re: interesting
Janie Santoy: Will you be sending comments to submitting to IRB
Janie Santoy: I put in prelim dates but may need to change them
Becky Rickly: I will.  I can try to get to this tonight, but for sure tomorrow afternoon after meetings
Janie Santoy: and I would also like to know if this will count as medium or large assignment
Janie Santoy: so that I can plan what to do do next
Janie Santoy: I'm afraid that i'm cutting it a bit short for deadlines
Becky Rickly: I think the IRB that others have done is a medium
Becky Rickly: We'll get it through.
Janie Santoy: I decided to include the students in representation
Janie Santoy: and I included 3 levels
Janie Santoy: 1. they comment on / approve the sections in which I mention them
Janie Santoy: 2. they comment on/approve the final draft
Becky Rickly: Ok–If I can think of wording that might help expedite things, I will
Janie Santoy: 3. they will decide if they want to be included as co-authors
Janie Santoy: I wonder how much time, realistically, I need to do all that
Becky Rickly: that works for me.  I hope it works for the IRB folks.  My guess is that the last section won't be of concern to them
Becky Rickly: More than you think. 
Becky Rickly: If I thnk it's good to go, I'll get sigs tomorrow
Becky Rickly: will that work for you?
Janie Santoy: I had planned to do a lit review for the medium assignment
Janie Santoy: sure that would be great
Janie Santoy: but if this will the medium then the report can be the large
Janie Santoy: ?
Becky Rickly: that would work for me if it works for you.
Becky Rickly: you can incorporate a bit of lit review in the final project.
Becky Rickly: I also love the idea of including the participants' voices. 
Janie Santoy: I'm looking forward to starting on it
Becky Rickly: And if you wanted to do it something like your presentation for class–where you actually included YOUR voice–that would be fine, too.  Maybe a metacomment? That might be too much.  And if you don't get it all done, that's fine, too, but I can see something like this being accepted in Computers and COmposition online
Becky Rickly: Rich is on the ed board, I believe, so he could give you more info
Janie Santoy: I'll wait for your feedback if you think I need it
Janie Santoy: Yes, I find that after doing all the research on digital spaces I had to rethink some of my original plans
Becky Rickly: I will let you know tonight or tomorrow after noon if we need to revise and/or if I'm going to get sigs and submit it
Janie Santoy: and I think refelcting on it is important especially for future work
Janie Santoy: Great. Thanks. I'll let you get to your reading…
Janie Santoy: Waves
Becky Rickly: I agree re: reflection.  Ok, back to my diss, but I'll be reading this tonight!
Becky Rickly: :waves

MOO with Becky about Class Discussion

By js, 25 March, 2008, No Comment

MOOtcan version 0.1.20
Copyright (C) 1999-2001 Sindre Sørensen and
Jan Rune Holmevik. All Rights Reserved.
This is free software, and you are welcome to redistribute it under certain conditions. (See the file COPYING in the source-code distribution, or the GNU GENERAL PUBLIC LICENSE Version 2, June 1991, at
Trying to connect to on port 8888
Welcome to the Texas Tech English MOO!

*** Connected ***
You view Main Entrance…
Obvious exits: [HelpDesk] to HelpDesk, [Facilities] to Research Facilities, [Organizations] to Organizations, [Offices] to Offices, [Classrooms-All] to Classrooms (all), [To_Current_Classes] to Current Classes, [To_Conference_Center] to Conference Center Lobby
Last connected Wed Mar 12 18:08:07 2008 CDT from
ATTENTION: There are new news items to read! Type 'news' for a summary.
#$#mcp version: 2.1 to: 2.1
Becky arrives.
Becky waves to Janie
Becky says, "Sorry I'm late; I was holding a horse for the farrier!"
You say, "hi, "
You say, "should we move to the classroom?"
You move to Classrooms (all)
You view Classrooms (all)…
Obvious exits: [Carter] to Carter's Classroom, [5375] to 5385 meeting room, [3365] to 3365 meeting room, [Baake] to Baake 5384 Rhetoric of Scientific Literature, [Lang] to Lang's classroom, [Rickly] to Rickly's Virtual Place, [Rice] to Rice's V-Room, [5366] to 5366Classroom, [Koerber] to Koerber's Classroom, [5374] to 5374 Classroom, [Kemp] to Dr. Kemp's Class, [St.Amant] to St. Amant's Classroom, [out] to Main Entrance, [5372] to 5369 Conference Room, [Kimball] to Kimball's Classroom, [miner] to Miner's Classroom, [barker] to Dr. Barker's Classroom, [engl5351] to Jan 30 2006, [To_Zdenek's_Classroom] to Zdenek's Classroom, [To_Eaton's_Classroom] to Eaton's Classroom, [linguistics] to Linguistics, [To_Patterson's_Classroom] to Patterson's Classroom
You move to Rickly's Virtual Place
Rickly's Virtual Place
You view Rickly's Virtual Place…
You see Teacher's Desk, Big Table, and Bulletin Board.
You see class recorder, Usability as Method, and Barthes.
Obvious exits: [virtual exit] to Becky's Office, [garden entrance] to Classic Garden, [square entrance] to Sophist Square, [space entrance] to Liminal Space, [out] to Classrooms (all)
Becky arrives.
You say, "i'm having some problems with my site"
Becky says, "like what?"
You say, "I got a new computer and my software is different from at the office and at home"
You say, "but I can show you the mockup"
Becky ughs
Becky nods and waits
You share a URL. (
You say, "I was afraid it was going to be too wide"
Becky notes it's not too bad. I'm able to get almost all of it on the screen
You say, "I can change that"
You say, "the problem is I want to code using php"
You say, "so that I don't have to code every single page"
You say, "but that is where I am having problems"
Becky says, "I just clicked on the John Cheever story. It's a bit hard to read in the moo screen."
You say, "but I will figure it out; I can always do it the old fashioned way"
Becky notes that you area WAY ahead using PhP
You say, "OK I can set that up using open in new page"
You say, "I hope that doesn't kick anyone out"
You say, "actually I have a sound file of the story"
You say, "that I was going to play"
You say, "so read and listen at the same time"
Becky just made the story bigger. No worries. How do we get back to your page?
Becky says, "very cool!"
You say, "I just hit the back button"
Becky says, "that worked."
You say, "I wanted to start with a group activity"
You say, "reading the cheever story and discussing race"
You say, "about 10 minutes or so"
Becky says, "that's great. I'm guessing we might not get to everything, but I really like applying what we've read in a dif. context."
You say, "so the issue of counterstorytelling will lead us into the discussion of CRT"
Becky nods….again, I like applying the theory to get to the theory
You say, "I want to concentrate on the question of narrative; if it is effective or not"
Becky nods. That will be a good discussion, methinks
You say, "I know we discussed that a bit already but I want to use the Ortiz reading to focus on that too"
You say, "then I want to move on to the issue of hybridity/mestiza and how effective that is"
Becky says, "Ortiz?"
You say, "I really like how Ortiz makes hybridity very personal"
You say, "yes, that was the third reading; the color me queer …"
Becky says, "Duh. I was looking as the editors, not the authors. "
Becky says, "I like how narrative is problematized by technology, by "other"ness, etc."
You say, "and all three authors use narrative in different ways"
You say, "so I really want to examine that as a methodology"
Becky nods.
You say, "the third topic of discussion would be the Nakamura article"
You say, "and how technology makes the hybrid difficult when discussing identity"
Becky says, "someone…whose name escapes me now, but I'll remember it…did a very very good talk at C's a few years ago–she spoke about how she had to squelch her voice to represent research so that it appeared ethical and "objective". But later, she did research in germany (and she was of Jewish descent, so she had real problems there), and she actually moved toward USING narrative as a part of research"
You say, "I can see how it is difficult but rewarding at the same time"
Becky says, "she read excerpts of her publications, showing how she was unconsciously moving toward a more narrative representation. And finally, she got to the point where she was almost totally narrative/reflective."
You say, "I also want to bring it how we can use it in Tech Comm and if it is a useful strategy for us"
You say, "or how it can become a useful strategy"
Becky says, "I think GOOD narrative is excellent methodology. The problem is when you represent someone else, you end up creating them, often speaking for them, and they may not feel they are represented well"
Becky nods
Becky says, "then we have to consider, ethically, how and in what contexts we CAN "speak" for someone else"
You say, "which is why I think the Ortiz reading is so interesting; they are the story"
You say, "I wonder what their son thought about it, though"
You say, "in a sense it was his story but is was more their voices"
Becky says, "I agree (though there are some that would say this work is "lesser" because of that)"
Becky says, "right, and they DID construct him"
You say, "yes"
Becky says, "(at least initially)"
You say, "and I hope we can discuss the issue of design online and how that constructs/limits identity"
Becky says, "yes. I think it's going to be a full discussion. You may have to rein us in/ redirect us so we can get to some of these key issues"
You say, "those are the major topics"
You say, "and I'll put some of the other points of the readings under some of the major ones"
Becky nods…they are really, really good topics.
Becky says, "I wish we had several weeks to spend on these readings, Janie. They're good."
You say, "I've really uncovered alot of good stuff"
You say, "I'm somewhat discouraged by all this current political rhetoric about "moving beyond race""
Becky nods…it will be hard to focus. I can see you looking at narrative in research as a diss topic, let alone all the other stuff.
You say, "I wanted to bring that in somehow but I think that is a whole conversation unto itself"
Becky says, "it's just that–political rhetoric. The pendulum will swing back, because we simply cannot. We have to understand, to embrace, to listen."
Becky nods sadly
You say, "so basically we will move from one web page to another"
You say, "using the links"
Becky nods
You say, "we can use the rooms for the discussion"
You say, "I'm thinking we can have three small groups to begin"
Becky says, "things are going very slowly for me today. I hope it's not this way tomorrow night"
Becky says, "yes–I don't have recorders there, but we can report back"
Becky says, "Are the links working now?"
You say, "how much time do you want me to take""
You say, "no one else is leading tomorrow right?"
Becky says, "You have the whole class period. I htink you'll need all of it. "
Becky says, "you're it!"
You say, "I was sort of working with that in mind but I wanted to make sure yo didnt have something else planned"
You say, "the assignment also asks us to highlight the main points of the readings for 10 minutes"
Becky says, "nope. I'm looking forward to spending the evening discussing these readings"
You say, "I'm not sure how to work that in, maybe at the end?"
Becky says, "I like ending that way–then the information is "fresh" in our mind."
You say, "Great. I didn't know if the activity would work if I started with the highlights"
You say, "what I was planning on doing is a highlight/reflection type of ending"
Becky nods…that makes sense. It ties things together.
You say, "OK. Aside from getting the code issue worked out…I think I'm ready for it"
You say, "Do you think there is anything else that I should include or make sure not to leave out?"
Becky says, "I don't think so. I like that you're making narrative the theme, and that you're relating all the texts to it. That helps us focus"
You say, "Ok. There is so much here that I know that there's alot I'm not including"
Becky says, "you can't include everything. But the wonderful thing about these readings is that everyone will resonate w/ them, and get something out of them."
You say, "right, that's important"
You say, "thanks for taking the time to discuss this with me, I truly appreciate it"
Becky notes that she's resonated with these.
Janie smiles
Becky says, "you have done all the work, Janie. It promises to be a really great class, and I'm looking forward to it"
You say, "thanks; see you tomorrow"

Shopper Discriminated for Speaking Spanish

By js, 25 March, 2008, No Comment

MOO with Becky 3/24

By js, 24 March, 2008, No Comment

Show Recent Messages (F3)
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Janie Santoy: Hi
Janie Santoy: Do you have a minute?
Becky Rickly: Hi, Janie
Becky Rickly: Sure do
Janie Santoy: what did you think of my readings?
Janie Santoy: I hope it wasn't too much
Becky Rickly: I'm still wading through–I'm afraid it's a lot to get through.  You might have to pick and choose what you talk about
Becky Rickly: But they're good background. 
Janie Santoy: Yes, it was difficult trying to find something that would provide the background
Becky Rickly: :Nods
Janie Santoy: CRT really has been built on many shorter pieces but too much to include
Janie Santoy: I am going to concentrate on the first three readings
Becky Rickly: I can understand that.
Becky Rickly: You might email the group to let them know.  \
Janie Santoy: OK. I will
Becky Rickly: I htink it'll be a really good discussion, though.
Janie Santoy: I'm going to concentrate my discussion on the idea of hybridity
Becky Rickly: :nods….that sounds good
Janie Santoy: and how it disrupts the binary
Becky Rickly: Great…I like it
Janie Santoy: Can we set a time to go over my presentation sometime tomorrow?
Becky Rickly: What time would be good for you?  I will be around in the afternoon, I believe
Janie Santoy: I'd like to show you the site I'll be using
Becky Rickly: :nods…that sounds good
Janie Santoy: How about 2 pm
Becky Rickly: That will work for me
Janie Santoy: Can we meet in the MOO so I can test the site
Becky Rickly: Sure–I've got it on my calendar, but if I don't show up, grab me in Yahoo.
Becky Rickly: I'll try to have everything read by then, too
Janie Santoy: OK. I will
Janie Santoy: I also wanted to talk to you about my project
Becky Rickly: Ok.
Janie Santoy: I'm working on a proposal for a study which is almost finished
Janie Santoy: the more I work on it the more mini-studies I come up with
Becky Rickly: :nods
Janie Santoy: My study can really go in a couple of directions
Janie Santoy: Right now I have set it up as a case study
Becky Rickly: :Nods….
Janie Santoy: interviewing two students
Janie Santoy: and reviewing artifacts
Becky Rickly: that sounds very doable
Becky Rickly: but I understand the "layers"
Becky Rickly: I like the very short, indepth idea (case study) though
Janie Santoy: I really also want to do a discourse analysis of  several blogs
Janie Santoy: but I figure that the case study may inform my research question for the discourse analysis
Janie Santoy: maybe doing a pilot study for the discourse analysis
Janie Santoy: then following up that later by interviewing some of the bloggers
Becky Rickly: I'd pick and choose, Janie.  Do the case study for this class, but–right–you can do a more informed discourse analysis after the case study.
Becky Rickly: :nods
Janie Santoy: right. I'm trying to set it up for work later
Becky Rickly: I can see this being almost dissertation length before you are done
Janie Santoy: which is why I thgouth the case study would be a better place to begin
Becky Rickly: :nods….I like that.  You can get some indepth information, recognizing that it's local to these folks
Becky Rickly: but it will give you better ideas in terms of future analysis
Becky Rickly: Right now, you're doing descriptive work.  But this descriptive work will inform subsequent analysis.
Janie Santoy: I'm having a hard time figuring out how to articulate the privacy issue in the case study
Janie Santoy: Cindy Selfe did a piece about digital narratives recently
Janie Santoy: and she wrote the names of the actual people
Janie Santoy: can we do that? just get permission from those who are participating
Janie Santoy: let them know it will not be anonymous?
Becky Rickly: If you do that, you'll need to get their permission.  Cindy's point, I think, was to make the people sort of co-authors.  If you want to persue that angle, you can, but you need to actively includen them in the representation.
Becky Rickly: It can be tricky
Janie Santoy: it would be very difficult to do a case study with only two people and use their artifacts and not identify them
Janie Santoy: Yes, the others were on the byline
Becky Rickly: I'm not 100% sure, but I think personal narratives (ala historiography, etc.) are exempt under IRB.
Becky Rickly: If that's what you want to do (and I think it's fine), you can–just be very up front w/ the folks you're working with, getting permission, and including them in the process.
Janie Santoy: I just want to make sure there isn't any special wording that I should make sure to add to the proposal before I send it out to IRB
Becky Rickly: hmmmm.  I'm honestly not sure about special wording, but I WOULD make it clear that you're getting permission and that you'll be involving the participants in the representation of the research.
Janie Santoy: I'll make my final decision and send you the proposal in the next couple of days
Becky Rickly: That sounds good.  I want to reinforce that I like small and deep for this class.  I think it will give you something you can build on.
Janie Santoy: Great. Thanks.
Janie Santoy: I'll see you tomorrow in the MOO at 2 pm.
Becky Rickly: See you then!  Have a good day after Easter!
Becky Rickly:
Becky Rickly has signed out. (3/24/2008 3:33 PM)

Discourse Analysis Notes

By js, 19 March, 2008, No Comment

Content Analysis–what elements it contains
Semantic Analysis–the meanings of those elements
1. define the construct (A concept, model, or schematic idea)

  • categories–how can construct be divided

WHAT would MY constructs be? examine questions

  • race
  • digital space
  • digital literacy

After defining the construct of interest

  • specify what features of the discourse you want to count or categorize
    • rhetorical strategies: ethos, pathos, logos
    • specific info: segments discussing violence or segments discussing physical damage

Case Study Mex-Am in Cyberspace 2

By js, 19 March, 2008, No Comment

IM Interview
Another digital use of language

  • do they use this tool in similiar ways to express themselves as they use in their digital content — (If I want to examine their own content then how do I know that they have any?)
    • Ask for Recommendation OR
    • survey the students
      • I am assuming that students studying digital technologies will have their own spaces? Do they? Just because they are taught how to use the technologies, are the empowered to use them for their own purposes?
      • How are the spaces they do have?
      • Are they controlled by the system? like Nakamura argues in drop-down choices or are they self-created?
      • As students of color take advantage of online education, how can programs help them to use tools which will help them build community

Examining the use of METAPHOR in digital spaces used by Mex-Am

Case Study Notes for Project Mex-Am in Cyberspace

By js, 19 March, 2008, No Comment

1. Define the problem that needs attention

  • What are students perception of their identity construction online?
  • How do students construct their identity online?
  • How is the concept of cultural wealth deployed/reflected in digital spaces such as blogs?
      • community building (MOO)
      • social networking (

Define the real world problem?
The problem is that race and how it is constructed online is understudied. Especially how racial self-identity is constructed in digital spaces. We especially have not studied the young Mex-Am who will become technical communicators, such as web page designers, after receiving associates degrees from technical programs.
(The technical program more than likely does not focus on ideological, philosophical, or political implications of design choices) DO tech programs focus on the user as white?
How does a technical/functional/skills approach to design affect student concepts/development of own identity online?
Some have studied how race is deployed online by looking at websites especially social networking sites such as and ….MOO. xxxx, yyyy, have examined how race is constructed in movies which deal with cyberspace, stories set in digital spaces.
The problem also is that digital narratives have not included how race has influenced the development of digital literacy skills. Much research has been done about problmes with technological access and how this affects the development of dig lit skills. Also, others have examined how technological access or digital divide is drawn along racial and economic lines. Research has ignored how for those students of color who have gained digital literacy skills, how those skills are actually developed, and what particular familial, educational, and community circumstances may have affected the development of their digital lilteracy skills. Especially studies which try to capture the students own perspective on how they gained those skills.

  • it is an exploratory study
  • small group
  • interview
  • questionnaire
  • discourse analysis of digital spaces/artifacts


  • Mex-Am
  • student
  • associates degree seeking in computer technology
  • female/male?

SELECT subject who is typical of some area of interest to begin to collect insights (combined with other studies) used to build a general theory.
SYSTEMATIC about DATA collection

  • multiple subjects
  • shape of question (be careful)
  • use same questions with all subjects
  • drawing up questions
  • setting up a specific time and place

COLLECT data that can be examined by others to allow verifcation of findings

  • use converging methods to gain separate views of an issue

VERIFY conclusions by asking OUTSIDE RATER to examine the collected materials

  • transcribe interviews
  • look for patterns
  • provide categoryy labels and descriptions
  • then use independent judge to use categories labels and descriptions to classify data

PRESENT conclusions as TENTATIVE

Case Study Research

By js, 19 March, 2008, No Comment

Used for empirical research projects

  • useful for areas which haven't yet received much attention
  • Advantages
    • holistic view
    • rich detail
    • info that connect otherwise; otherwise be collected
    • precise definition of research question
  • Subjects
    • they are typical of a certain group or unique in some way


  • systematically collect information
  • about
    • events
    • situation
    • small group of
      • persons
      • objects
  • purpose
    • explore
    • describe
    • explain
      • aspects not previously known or considered
  • purpose is
    • to develop new insights
    • new knowledge
  • strategies which can be used
    • interviews
    • questionnaire
    • examination of artifacts
  • narrow focus
    • investigate one event
    • or very small number of people
    • learn how readers read
    • learn practicular rhetorical strategies used

1. Define the problem that needs attention

  • identify read world problem
  • define it carefully
  • careful definition of a problem often points the way to the appropriate research methodology

relevance to tasks technical communicators face in daily work

2.  Select the subjects to be studied with care.

  • unique subject or situation
  • OR
  • typical of some area of interest to begin to collect insights

3. Plan and test procedures in advance of data collection.

  • key to success; advance planning and testing

4.  Be systematic about data collection

  • multiple interviews
  • prepare interview questions in advance

5. Collect data that can be examined by others to allow verification of findings.

  • reduce researcher bias

6.  Use triangulation so that more than one measure will converge on an issue

  • use of converging measures to gain separate veiws of an issue

7.  Verify concusions by asking an outside rater to examine the collected materials.

  • gather transcripts
  • look for patterns
  • provide categories and descriptions for classifying data
  • give to other rater to see if they match

8. Present conclusions as tentative

  • qualify the claims; the data indicate rather than "the data prove"

CHOICE of TOOLS depends on what questions the researcher is hoping to answer

Reunion John Cheever

By js, 14 March, 2008, No Comment

Chat with Becky 3/11

By js, 12 March, 2008, No Comment

Becky Rickly: Hi, Janie–Sorry I was out of contact.  I stepped outside to check on some things and got distracted.  Glad to hear you found some good stuff!
Janie Santoy: yes, I'm excited…
Janie Santoy: I'd like to ask some questions about methodology
Becky Rickly: sure
Janie Santoy: I want to research what is called cyberethnography
Janie Santoy: do you know of anyone good that I should start with?
Becky Rickly: look at the "Digital Writing Research" collection that just came out
Janie Santoy: I not only was glad to find stuff that I could use for my project but it is good for me personally
Becky Rickly: And I think there's a couple article along those lines in the Gurak and Lay book on research in TC
Becky Rickly: Excellent, Janie!
Janie Santoy: I'm wondering, though, about becoming part of this community myself
Janie Santoy: how would that affect the research etc.
Becky Rickly: Beverly Moss and ….another woman I can't recall spoke about that at the recent conf.  You might look at Feminist research methods, too–there's one by Jal (can't recall the article name) which insists ONLY insiders should study a community
Becky Rickly: Ethnographers bcome participant observers, so I don't see why you can't.  THe big question is do the participants know they're being studies
Becky Rickly: studied
Janie Santoy: in fact, I'm thinking that what I have seen (alot of blogs and alot of inactive web sites) is just an indication of the web 2.0 phenomenon; interaction is key as can be seen in these two types
Becky Rickly: absolutlely.  You might even be able to talk about web 2.0 research!
Janie Santoy: yes, was thinking about that (letting them know they are being studied) and I wonder how ethical it is if I don't
Janie Santoy: but their stuff is online and public so the assumption is that others are reading
Janie Santoy: I have to reread the stuff about ethnography too
Becky Rickly: True, but reading and studying are two dif. things, I think.  You might contact the authors
Becky Rickly: :nods.  Clifford Gertz is an oldie/goodie.  But Beverly Moss does really interesting ethnographies
Janie Santoy: I'll look up those names and order that book
Janie Santoy: thanks
Janie Santoy: See you in class…
Becky Rickly: See you!
Becky Rickly: before I forget, I THINK Bill Hart-Davidson did some online ethnography.  But I may have him confused with someone else…..