Archive for ‘Uncategorized’

Technology vs POC

By js, 8 September, 2008, No Comment

Another article by Anthony Walton, Technology Against African Americans, discusses some of the same issues that I have been seeing. People of color are represented as consumers and users rather than designers or those who control the technology.

What is intriguing, and deeply disturbing, is that blacks have participated as equals in the technological world only as consumers, otherwise existing on the margins of the ethos that defines the nation, underrepresented as designers, innovators, and implementers of our systems and machines. As a group, they have suffered from something that can loosely be called technological illiteracy. Though this has not been the point of technological innovation, it has undeniably been its fallout. It is important that we understand and come to terms with this now; there are technological developments in the making that could permanently affect the destiny of black Americans, as Americans and as global citizens. The dark possibility presented by the end of highly paid low-skilled labor, ever more powerful information machines, and global capitalism renders current policy disagreements over welfare, affirmative action, integration versus separatism, and the like trivial by comparison.


Not channeled to follow the largely technological possibilities for success in this society, black folkways have instead embraced the sort of magical thinking that is encouraged by the media and corporations whose sole interest in blacks is as consumers.

Looking at POC and Technology Through CRT Lens

By js, 6 September, 2008, No Comment

Tenets of critical race theory

  • Racism is endemic and ordinary (Matsuda et. al., 1993 cited in Dixson &
    Rousseau, 2005; Delgado, 1995; Delgado & Stefancic, 2001). Not only do
    people of color experience acts of racism, committed consciously and
    unconsciously, they also live within a system in which white is privileged
    over color. Therefore, formal equal opportunity in the form of laws and
    rules can only help to remedy the most extreme racial injustices which
    cannot be denied but do not help the everyday “microagressions” (Yosso,
    2000; Villalpando, 2003) which people of color face daily nor help to
    dismantle the frameworks which create inequality (Massey, 2008).

    • demonstrated via research of digital divide
  • Dominant claims of neutrality, objectivity, colorblindness and meritocracy
    are an example of “interest convergence” which generally seek to advance
    white privilege (Delgado, 1995; Delgado & Stefancic, 2001). The most
    cited example is Derrick Bell’s argument that the Brown vs. Board of
    Education ruling which desegregated the public school system was
    established because of international critique that the United States’ claim
    of fighting for equality abroad was hypocritical considering domestic racial
    problems (Delgado &. Stefancic, 2001).

    • an effect of the digital divide discourse is that how POC use technology is understudied
  • Because racism has “contributed to all contemporary manifestations of
    group advantage and disadvantage,” all analysis should be contextual and
    historical (Matsuda et al., 1993 cited in Dixson, & Rousseau, 2005) and
    should align with the perspectives and experiences of people of color
    (Delgado & Stefancic, 2001).

    • Because we are operating from an assumption of deficiency, then POC are not being studied. We are operating from the majority view of cultural wealth which includes economics, education, and use of networks to get ahead. This is what is leading our studies of technology and POC, which helps to maintain the rhetoric of deficiency.
  • People of color have a unique perspective which arises from their
    experiences, and storytelling provides a specific methodology which can
    be used to give voice to and communicate this unique experience
    (Matsuda et. al., 1993 cited in Dixson & Rousseau, 2005; Delgado, 1995;
    Delgado & Stefancic, 2001).

    • Instead we should turn to a different definition of cultural wealth and use that to design our studies. Other paradigms such as Yosso’s alternative paradigm of cultural wealth.
  • The goal of the theoretical work is to understand the social situation in
    order to eliminate racial oppression. Scholars have worked to accomplish
    this goal in two ways: by analyzing the discourse in order to change the
    way in which people and races are constructed and by working to change
    the material circumstances of racial minorities (Delgado & Stefancic,

    • by doing the above we will fulfill the CRT goal of changing the way people and races are constructed; we will help to give voice to the representations which are already being created
    • by doing so we may be able to discern different strategies which will help us with pedagogies which will help those POC who are not yet using digital technologies, help to create policy to help bring these technologies to communities,…and what else?


By js, 6 September, 2008, No Comment

I am meeting with a group of Phders who have the same chair. We are meeting weekly and then sharing notes on a wiki from wetpaing.

I created the blog and then invited everyone. I really liked that wetpaint is willing to take off the ads if the wiki will be used for educational purposes.

These were some of the most important comments from the meeting…

Reflecting On Sept. 5

Lennie [to Rich]: I’m not entirely happy with the research question, but all the grounded theory I’ve been reading talks about the research question being discovered in the process of the research. Is this one good enough to begin the study with?

I wonder how much research actually follows this process. We discover what we are truly asking in the process.

Lennie [to Rich]: Fred wanted me to define grounded theory more and put in a rationale about why I wanted to use it
Rich agrees with Janie. “Fred always likes EVERYTHING defined copiously.

Defining our terms, defining our constructs, defining our assumptions….alot of defining; if not in the proposal, at least in our own head. This, though, requires alot of thinking and alot of reading. Seems like the reading list is getting constructed as one works on the pre-proposal.

Rich says, “What’s important in a preproposal…”
Rich says, “is not that it solves the diss question”
Rich says, “but that it narrows it, defines every term clearly, points out the relevant literature review, and provides a basic outline.”

This is helpful in that it gives you criteria in which you can come back, review and revise. Although getting to that stage first requires getting it down on paper.

Lennie says, “As far as questions I think it all has to fit within the larger rationale of what you want to study and why you want to study it and how you want to study it”
Rich [to Time]: so, from these 5, choose 3
Rich says, “one will be on TCR, one on your diss area, one specifically on methods/methodology”
Lennie says, “I imagine the questions are ones that you could write and write about, so the challenge is to give quality rather than quantity”

The challenge will be to give quality. I think that once one has written the preproposal one is about to talk about the topics related to the questions. In fact, it seems to me that the preproposal can provide much fodder for the responses. The responses, then, will provide fodder for the first chapter(s).

Rich [to Lennie]: would it be useful for people here for you to tell us how you got to this point?
Lennie [to Rich]: Thanks. I have revised this probably twelve times…
Lennie says, “I think the main thing that has helped me is asking for feedback and trying to be responsive to that feedback”
Lennie says, “Once I found problems or gaps then working on filling them”
Lennie says, “Like I decided to rework the entire lit review between v1 and v2″
Janie [to lennie:]: how so?
Lennie [to Janie]: OK. I was too general in my original version. It was more “what is reflection?” and I needed “what is reflection in composition and what is the problem?
Lennie says, “between v3 and v4 I redid the problem statement ”
Lennie says, “So the revision process was piece meal working and tweaking parts”
Alec [to Lennie]: So how long ago did you start writing it before it got to this point?
Lennie [to Alec]: I finished v1 by the end of the May workshop
Alec [to Lennie]: That’s helpful to know actually

This is an arduous process. It took Lennie, who works diligently, over three months to get the preproposal ready. I have also seen Pete and Kendall as they have gone through the process and they took much longer, about a year to get their preproposals approved.

Although I have read that the preproposal is the hardest to write because that is the place/time in which you do alot of the thinking and the “getting it straight.” The most difficult thing to overcome for me is that this is a “sustained” effort. Almost all other work that I have done has not been sustained. It is done in moments, taking spurts of energy to get it completed. I can see why so many people go ABD for so long.

It is a scary process to begin.

Funding for CCCCs in San Francisco

By js, 5 August, 2008, No Comment

I have received the following two invitations:

I have been informed by our CCCC Convention Manager that you will be invited to be a presenter at the 2009 CCCC Annual Convention in San Francisco (an invitation from CCCC will be forthcoming in a few weeks). Congratulations on your accomplishment! I have also learned that you have expressed an interest in being a candidate for a CCCC Scholars for the Dream Award, and I am writing to provide you with further information about the award with hopes that you will take advantage of this opportunity.


Congratulations on your accomplishment! I’m writing to provide you with some information about the CCCC Chairs’ Memorial Scholarship, which is available to graduate students, with hopes that you will take advantage of this opportunity.

Applications for both are due Oct. 10th.


July 1

By js, 2 July, 2008, No Comment

I guess it's time to get back on track.

I talked with Amanda again today. I feel very strange asking for this type of information from former students. It is even harder to be demanding with them. I am at a loss.

I think that what I needed to have done was tried to work with students who are not and were not my students. That way they dont feel imposed upon and I don't feel so strange about demanding from them.

Perhaps there is a persona that both the student and I am unwilling to let go of.

ONe of the things that I thought was so interesting was that Amanda had alot of different pages. When I spoke to her today, she said that her MySpace page was private. She didn't offer to share it. This, of course, means that she was it to be private. I can mention that of course in my study but I cannot comment on the type of content that she has available.

I am going to try to get other names tomorrow to see if I can interview them. Perhaps I can even talk to students who are in Waco.

I wonder, also, about the topic that I have chosen. I am thinking that the digital literacy stories of these students would be different, but then I'm not sure about different from what…?

And these stories may not be so consistent in 5 or ten years. Digital technology is becoming so much more ubiquitous even for lower income students. At least that is one of the arguments of an article that I read recently. Although I'm not sure I believe the stats. It just doesn't align with what I am seeing.

Perhaps, though, I need to go into the schools to be able to actually see what is going on. THat may be something worth exploring for the future.

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"

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)

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…..

Chat with Becky 3/11

By js, 11 March, 2008, No Comment

Janie Santoy: Hi
Janie Santoy: Have a few minutes?
Becky Rickly: Hey, Janie.  Sure.
Janie Santoy: I have a question about the readings for our discussion day
Becky Rickly: ok….what's the question?
Janie Santoy: do we choose our own focus
Janie Santoy: I'm doing Critical Race theory
Becky Rickly: :nods…you should be giving us something that you have been reading/researching re: alt rhets.
Janie Santoy: so I was thinking of using one essay which defines it
Janie Santoy: especially the alternative methods of analysis/critique which it supports
Becky Rickly: So if I were looking at gender and technology, I'd try to select a few key readings which either define, or problematize, or give us a range of things so we get an idea of the  topic
Becky Rickly: :ndos
Becky Rickly: er, nods
Becky Rickly: You can choose the focus.  But you might situate the readings for us during the class.
Janie Santoy: do you want us to try to do a TC or technology focus too
Becky Rickly: For instance, You might choose to focus on the aanalysis.  You can tell us that.  Or you can give us one analysis article, and one that defines the terrain.
Janie Santoy: alot of CRT is either in legal or education disciplines
Becky Rickly: No–I think critical race theory can be seen as alt. rhet.  I'd situate it, and help us see how it is, then talk abotu your focus.
Becky Rickly: Right.
Becky Rickly: So it's tangential to what we do (discipline), but it's a form of analysis, or a lense through which to look at things
Janie Santoy: right
Becky Rickly: makes perfect sense to me
Janie Santoy: ok, I have compiled alot of different ones now I just have to choose
Janie Santoy: let me ask a technical question
Becky Rickly: You might, in your discussion, show us where it's normally situated, or how big it is.  But then justify your focus, your choices. 
Becky Rickly: Fire
Janie Santoy: when you make copies of books and present them as PDF
Janie Santoy: how do you do that?
Becky Rickly: well, we're only allowed to use a small portion–not the whole book.  But we use a scanner to make PDFs of the files
Becky Rickly: So we can scan in the book and/or a copy of the book
Becky Rickly: Do you have access to a scanner?
Janie Santoy: I have to see if I have one of those scanners
Janie Santoy: or one in the building
Becky Rickly: Do–and if you don't (I bet you will), usually Kinko's can do it
Becky Rickly: our printer at home is also a scanner
Becky Rickly: and a copier
Becky Rickly: it's very cool
Janie Santoy: I was thinking of using one of the Adam Banks chapters in his book Race, RHet and Tech
Becky Rickly: :nods….sounds like a good choice
Janie Santoy: one chapter from Critical Race THeory: An Intro by R. Delgado
Becky Rickly: :nods
Janie Santoy: and then I'll do one more
Janie Santoy: I wanted to choose one which uses narrative as method
Janie Santoy: which is something alternative
Becky Rickly: Ok…that sounds really good, actually
Becky Rickly: :nods.  And vital
Janie Santoy: but they are all books so I have to scan
Becky Rickly: right.  I found it's easier to scan from a copy, rather from the book itself.
Janie Santoy: I'd like to discuss my discussion questions before I lead the discussion
Janie Santoy: just to make sure…
Janie Santoy: is that ok
Becky Rickly: :nods.  that would be a good idea.
Becky Rickly: Bobbie sent me her lesson plan/questions
Becky Rickly: So I think it's a good idea
Janie Santoy: ok, great
Becky Rickly: are you able to keep afloat this semester?
Janie Santoy: ah, I'm trying
Janie Santoy: I just submitted a proposal for dig rhet
Janie Santoy: I had a hard time doing it
Janie Santoy: I am more of a read and simmer and then write type of person
Becky Rickly: Great!  Ahh, sometiems proposals are tough
Becky Rickly: :grins
Janie Santoy: and hard for me to set down on paper what my argument will be
Becky Rickly: I hear you.
Janie Santoy: especially since I wanted to try and concentrate on same topic in both classes
Becky Rickly: Locke takes a lot of simmer time
Becky Rickly: :Nods
Janie Santoy: so I'm concentrating on how race is represented in dig rhet
Janie Santoy: for my paper
Becky Rickly: :nods
Janie Santoy: and doing a lit review on the topic of space in dig rhet
Janie Santoy: so I'm getting there, I think
Becky Rickly: :nods…it sounds like it
Janie Santoy: I've found that taking two classes is good
Janie Santoy: because the readings topics inform each other
Becky Rickly: esp. if they overlap
Janie Santoy: but it is hard to look/read at things and be looking for several arguments at the same time
Janie Santoy: rather than focusing on one
Becky Rickly: :nods.  I can see that
Janie Santoy: and because these two classes are theory classes it has been tough
Janie Santoy: I think if I had one theory one practical class it might be easier
Becky Rickly: I can see that, too.  Theory courses are hard to keep up with by themselves.  If you don't find an overlap, I bet it's nigh to impossible
Becky Rickly: :nods
Janie Santoy: oh, yes…
Janie Santoy: I'm loooking forward to reading for quals though
Janie Santoy: where I can focus
Becky Rickly: My guess is that you'll find you have less reading to do because of classes like these.
Janie Santoy: yes, I'm building my reading list and it is very long already…
Becky Rickly: :grins.
Janie Santoy: I was thinking of doing a discourse analysis of websites for dig rhet
Janie Santoy: but I wanted to find some latino/chicano sites to focus on
Janie Santoy: and I couldn't
Becky Rickly: Really??
Janie Santoy: do you know of any person whom I could contact…
Janie Santoy: i was surprised too
Janie Santoy: I expected to find alot
Becky Rickly: You might contact Priscilla Ybarra, a faculty member here focusing on Chicano/a lit
Janie Santoy: I found some that use hispanic or latino
Janie Santoy: but they are commercial sites
Janie Santoy: or news sites
Becky Rickly: I wonder about bloggers?
Becky Rickly: you can search various blog sites
Janie Santoy: the problem with blogs is that they are hard to find
Janie Santoy: unless you know where to look
Janie Santoy: and now what tags they are using
Becky Rickly: :nods…you almost have to do searches inside various sites
Janie Santoy: there are several discussed in lit but they are dead links
Janie Santoy: not a good sign
Becky Rickly: ouch
Becky Rickly: You might post something to techrhet.  I got to various lists to find info sometimes
Janie Santoy: I'm hoping I can do some networking at  Cs
Janie Santoy: that is a good idea
Becky Rickly: :nods, but I bet we could get started before C's.
Janie Santoy: yes
Becky Rickly: Somehow, I see Rich as an internet Guru, too.  hhave you asked him?
Janie Santoy: will you be at Cs the whole time?
Becky Rickly: i will
Janie Santoy: no, not about that, not yet
Becky Rickly: I'll be there from Wed. to Sun.
Janie Santoy: I would like to set a time for us to chat; maybe meet for dinner or lunch
Becky Rickly: That sounds great.  I've got a bunch of things scheduled so far….can I get back to you on the timing?
Janie Santoy: I don't know if I signed up for that breakfast you recommended
Janie Santoy: what was the name again?
Janie Santoy: I just got some reg. materials yesterday and I need to check them
Becky Rickly: WPA breakfast.  It's on Thursday, and the information is on the WPA list and website…I don't get WPA anymore, though, so I'm not sure when the invite went out
Becky Rickly: :nods..just got her name badge and her certificat thingy to get her hard copy program
Janie Santoy: do you know how hard it is to change workshops after you've signed up
Becky Rickly: ugh, no, but I can only imagine.
Janie Santoy: I signed up for one that sounded really cool but I got prelim details and I'm not so sure anymore and I found one that is a latina networking workshop
Janie Santoy: didn't see that one the first time around
Becky Rickly: ooooh, that would be a great one
Janie Santoy: but I'm not sure who to talk to about changing
Janie Santoy: if to do it now or wait?
Becky Rickly: I'd do it now.  Email Eileen Maley at CCCC
Becky Rickly:
Janie Santoy: thanks
Becky Rickly: If she can't help, she can point you to someone who can.
Janie Santoy: anyway I'll make the best of it either way
Becky Rickly: :nods, and hopes you are able to switch
Janie Santoy: but I do hope someone can help and that its not full already
Becky Rickly: I hope so, too
Janie Santoy: I'll send you the articles as soon as I've pdf'd them
Janie Santoy: thanks for the chat
Janie Santoy: have a good day
Becky Rickly: Any time.  I am really looking forward to reading the info for your day
Becky Rickly: Have a good one!
kairoshorses's status is now "Idle". (3/11/2008 3:48 PM)