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  5.  <title>Media Studies Online</title>
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  13.    <url>https://v2.dreamwidth.org/16804297/4146313</url>
  14.    <title>Media Studies Online</title>
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  22.  <pubDate>Thu, 02 Nov 2023 12:01:53 GMT</pubDate>
  23.  <title>Professional Inquiry Intro (About Me)</title>
  24.  <link>https://mediastudies.dreamwidth.org/1080.html</link>
  25.  <description>&lt;p&gt;I am an instructional librarian by training and profession, in my current role I am an administrator coordinating and overseeing library services and instructional technology in a suburban school district in southern Maine. While I work directly with other professionals, including district leadership and building administrators, instructional coaches, librarians and classroom teachers, I also participate in discussions and decision-making regarding instructional technology implementation for students K through 12.&lt;/p&gt;&lt;p&gt;In order to frame my own strengths and areas for growth for both myself and my learners, I am referring to the &lt;a href=&quot;https://iste.org/standards/education-leaders&quot;&gt;ISTE Standards&lt;/a&gt;. I see my strengths in visionary planning, including evaluation and communication, and in connected learning, especially in staying current, reflective practice, and continuous improvement. I am looking at empowering leadership as a focus area, particularly building educator competency and ensuring the use of technology to meet student learning needs. I often worry about the tendency in educational technology to continually embrace the new and novel, rather than identifying student needs and learning goals and evaluating tools based on those needs.&lt;/p&gt;&lt;p&gt;A few topics I am interested in exploring further include:&lt;/p&gt;&lt;ul&gt;&lt;li&gt;Models and strategies for evaluating instructional technology tools.&lt;/li&gt;&lt;li&gt;Making the shift from technology integration to instructional coaching with technology.&lt;/li&gt;&lt;li&gt;Delving into deceptive marketing strategies, exaggerated promises, fearmongering and anthropomorphizing of text-based generative AI.&lt;/li&gt;&lt;li&gt;Video games, virtual environments, and ecoplay.&lt;/li&gt;&lt;li&gt;Dark patterns and behaviorism in (educational) games and apps.&lt;/li&gt;&lt;li&gt;Deconstructing &amp;ldquo;gamification&amp;rdquo; mechanics versus game design.&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;I really want to focus on some of the gaming elements I have highlighted here. I&amp;rsquo;m actually drafting this while I&amp;rsquo;m attending the &lt;a href=&quot;https://litsciarts.org/&quot; target=&quot;_blank&quot;&gt;Society for Literature, Science, and the Arts&lt;/a&gt; conference in Tempe where I am participating and presenting in the Games Stream. I just want to start by highlighting that I like and am interested in games and video games. This interest has actually informed my critical approach to &amp;ldquo;gamification&amp;rdquo; in education.&lt;/p&gt;&lt;p&gt;While educational video games have existed for decades (many people of my generation may have fond memories of playing &lt;a href=&quot;https://archive.org/details/msdos_Where_in_the_World_is_Carmen_Sandiego_Enhanced_1989&quot;&gt;Where in the World is Carmen Sandiego&lt;/a&gt; [1985] or &lt;a href=&quot;https://archive.org/details/oregon-trail-the-1990_202208&quot; target=&quot;_blank&quot;&gt;Oregon Trail&lt;/a&gt; [1990]), &amp;ldquo;gamification&amp;rdquo; as a concept has arisen just in the past ten years. Although &amp;ldquo;gamified&amp;rdquo; educational applications have been widely embraced in many school settings, in the gaming world and within the fields of games studies and user interface (UX) design, gamification has been quite controversial and subject to harsh criticism. For this project, I plan to explore some of the controversy and criticism of gamification, and in particular I want to delve further into examining how &amp;ldquo;Dark Patterns,&amp;rdquo; or manipulative design practices (see: &lt;a href=&quot;https://www.darkpattern.games/&quot; target=&quot;_blank&quot;&gt;Dark Patterns Games&lt;/a&gt;; &lt;a href=&quot;https://www.deceptive.design/&quot; target=&quot;_blank&quot;&gt;Deceptive Design&lt;/a&gt;; &lt;a href=&quot;https://darkpatterns.uxp2.com/&quot;&gt;UXP2: Dark Patterns&lt;/a&gt;) emerge in gamification practices and educational games and apps.&lt;/p&gt;&lt;br /&gt;&lt;br /&gt;&lt;img src=&quot;https://www.dreamwidth.org/tools/commentcount?user=mediastudies&amp;ditemid=1080&quot; width=&quot;30&quot; height=&quot;12&quot; alt=&quot;comment count unavailable&quot; style=&quot;vertical-align: middle;&quot;/&gt; comments</description>
  26.  <comments>https://mediastudies.dreamwidth.org/1080.html</comments>
  27.  <category>dark patterns</category>
  28.  <category>video games</category>
  29.  <category>slsa</category>
  30.  <category>deceptive design</category>
  31.  <category>edt520</category>
  32.  <category>gamification</category>
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  37.  <guid isPermaLink='true'>https://mediastudies.dreamwidth.org/924.html</guid>
  38.  <pubDate>Tue, 03 Oct 2023 16:15:18 GMT</pubDate>
  39.  <title>Asking questions?</title>
  40.  <link>https://mediastudies.dreamwidth.org/924.html</link>
  41.  <description>I really like Berger&amp;rsquo;s approach to question formation and structure: the Why? What if? How? progression and combining the Why? with action. When I&amp;rsquo;m working with students on developing research questions, we go through a process of identifying what they know and what they want to know. We also move from surface level questions to deeper research questions that can&amp;rsquo;t be easily answered with a single Google search. I hadn&amp;rsquo;t read Berger&amp;rsquo;s book before, but I do have colleagues that have applied his approach and engaged with the Right Question Institute, and I do find this process very impactful when working with other colleagues to brainstorm and address problems.&lt;br /&gt;&lt;br /&gt;I also chuckled at Berger&amp;rsquo;s Frank Lloyd Wright quote in describing an expert as someone who has &amp;ldquo;stopping thinking because he &amp;lsquo;knows&amp;rsquo;&amp;rdquo; (p. 13). I thought of one of my first inquiry projects with high school students, and a student asked &amp;ldquo;What if we already know everything about our topic?&amp;rdquo; Working with professionals, inviting people to expand their thinking can be challenging, even sensitive, because it can be interpreted as a slight against one&amp;rsquo;s expertise. On the other hand, some of Berger&amp;rsquo;s writing on question experts seems a bit dated ten years later. That is, we live in a time when disinformation and conspiracy theories have exploded. Conspiracy theorists often repeat the refrain, &amp;ldquo;I&amp;rsquo;m just asking questions.&amp;rdquo; Others insist that their &amp;ldquo;research&amp;rdquo; on blogs, YouTube, and Facebook memes is just as valid as the years of dedicated, controlled inquiry undertaken by leaders in their field. &lt;br /&gt;&lt;br /&gt;I was really struck that Berger was so dismissive and critical of Times columnist Thomas Friedman&amp;rsquo;s criticism of &amp;ldquo;a new global economy that is ruthlessly demanding more skills and more inventiveness from the workforce&amp;rdquo; (p. 21). Earlier in the chapter Berger writes that Why and What If questions aren&amp;rsquo;t particularly welcome in &amp;ldquo;the realm of What Is,&amp;rdquo; and here is Berger himself stuck in the realm of What Is. Perhaps Friedman did not frame his questions elegantly, but I do think there are valid questions to be asked along this line of inquiry: Why does increased automation lead to increased workload and strain on workers? Why does technological advancement and automation lead to exponential profits for a select few while workers must compete harder for less? How might technology instead allow for increased prosperity and leisure for working people? How might we structure an economy in which increased productivity benefits workers, not just the owning class? Of course, these sorts of questions may lead us down the very dangerous path of questioning the validity of neoliberal capitalism.&lt;br /&gt;&lt;br /&gt;&lt;strong&gt;References&lt;/strong&gt;&lt;ul&gt;&lt;li&gt;Berger, W. (2014). A More Beautiful Question. Bloomsbury.&lt;/li&gt;&lt;/ul&gt;&lt;br /&gt;&lt;br /&gt;&lt;img src=&quot;https://www.dreamwidth.org/tools/commentcount?user=mediastudies&amp;ditemid=924&quot; width=&quot;30&quot; height=&quot;12&quot; alt=&quot;comment count unavailable&quot; style=&quot;vertical-align: middle;&quot;/&gt; comments</description>
  42.  <comments>https://mediastudies.dreamwidth.org/924.html</comments>
  43.  <category>automation</category>
  44.  <category>disinformation</category>
  45.  <category>inquiry</category>
  46.  <category>technology</category>
  47.  <category>misinformation</category>
  48.  <category>edt520</category>
  49.  <category>questions</category>
  50.  <lj:security>public</lj:security>
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  55.  <pubDate>Wed, 27 Sep 2023 17:04:14 GMT</pubDate>
  56.  <title>Privacy &amp; Digital Citizenship</title>
  57.  <link>https://mediastudies.dreamwidth.org/392.html</link>
  58.  <description>&lt;p&gt;Educator and author Mike Ribble defined nine elements of digital citizenship as:&lt;/p&gt;&lt;ol&gt;    &lt;li&gt;Digital access&lt;/li&gt;    &lt;li&gt;Digital commerce&lt;/li&gt;    &lt;li&gt;Digital communication&lt;/li&gt;    &lt;li&gt;Digital literacy&lt;/li&gt;    &lt;li&gt;Digital etiquette&lt;/li&gt;    &lt;li&gt;Digital law&lt;/li&gt;    &lt;li&gt;Digital rights and responsibilities&lt;/li&gt;    &lt;li&gt;Digital health and wellness&lt;/li&gt;    &lt;li&gt;Digital security&lt;/li&gt;&lt;/ol&gt;&lt;p&gt;Which covers pretty much every aspect of our (digital) lives. So how can we provide adequate learning opportunities for our students in the traditional K-12 classroom environment? In my district, we have Common Sense Media lessons integrated into the curriculum K to 5, and all 6th grade students take two half-year classes in Digital Literacy and Digital Citizenship. Beyond that, instruction becomes more challenging as students begin to assume they know more than their teachers, which is not necessarily an unfair assumption.&lt;/p&gt;&lt;p&gt;A few years ago, at ALA Midwinter, I had the opportunity to hear Denise E. Agosto share details of her research into teens&apos; social media attitudes and behaviors. One of the interesting findings of this research was that making wise choices online (especially regarding privacy) had a much stronger correlation to experience, rather than age. I often worry about the depth and nuance of our digital citizenship education when our teachers and staff often have very limited first-hand experience and comfort in digital environments and online communities.&lt;/p&gt;&lt;p&gt;All too frequently, I see digital citizenship education positioned as warning our young people of the dangers of cyberbullying, child predators, and other cyber boogeymen. And while I am not suggesting that we should not teach students how to stay safe online, but if this is our primary lens and frame of reference, we&amp;rsquo;re betraying a very limited viewpoint.&lt;/p&gt;&lt;p&gt;Similarly, I worry about common approaches to student privacy. We teach our students what to share (or not) online, we attend to our &lt;a href=&quot;https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html&quot; target=&quot;_blank&quot;&gt;FERPA&lt;/a&gt; mandates, and then submit our students to constant surveillance. How can we meaningfully teach our students about protecting their privacy, when they are subject to the digital panopticon? Students are under constant scrutiny by tools like GoGuardian and teachers and staff feel completely authorized to review students&amp;rsquo; web search and browsing history.&lt;/p&gt;&lt;p&gt;I am also concerned about the all-too-common fallacy of conflating legality with ethics. Yeah, OK, schools are arguably within their legal rights to spy on students, that doesn&amp;rsquo;t make it a wise or ethical decision (see: &lt;a href=&quot;https://studentprivacycompass.org/resource/student-privacy-primer/&quot; target=&quot;_blank&quot;&gt;&amp;ldquo;Student Privacy Primer&amp;rdquo;&lt;/a&gt; from Future of Privacy Forum, 2021). Certainly, in the United States (and many other regions of the world), legislation pertaining to our digital lives very rarely serves to protect privacy, access, freedom of speech (see: &lt;a href=&quot;https://www.eff.org/&quot; target=&quot;_blank&quot;&gt;Electronic Freedom Foundation&lt;/a&gt;). Even well intended laws, such as &lt;a href=&quot;https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa&quot; target=&quot;_blank&quot;&gt;COPPA&lt;/a&gt;, have their unintended consequences (see: &lt;a href=&quot;https://www.law.berkeley.edu/files/COPPA.pdf&quot; target=&quot;_blank&quot;&gt;Schultz, 2012&lt;/a&gt;). (I also theorize that COPPA had the unintended consequence of kid friendly websites such as Neopets, Club Penguin, and others disappearing from the web, leading to an internet that is high on advertising, but not particularly friendly to either children or adults. But that&amp;rsquo;s a discussion for another day.)&lt;/p&gt;&lt;h4&gt;References&lt;/h4&gt;&lt;ul&gt;    &lt;li&gt;Agosto, D. E. (2016). Teens&apos; Social Media Attitudes and Behaviors: What the Research Means for Library Services [Conference presentation]. ALA Midwinter Meeting, Boston, MA.&lt;/li&gt;    &lt;li&gt;Davis, M. (2016). What is digital citizenship? EdTech Digest. Retrieved from &lt;a href=&quot;https://edtechdigest.blog/2016/06/15/what-is-digital-citizenship/&quot; target=&quot;_blank&quot;&gt;https://edtechdigest.blog/2016/06/15/what-is-digital-citizenship/&lt;/a&gt;&lt;/li&gt;    &lt;li&gt;Foucault, M. (1977). Discipline and Punish, Panopticonism. In A. Sheriden (ed.) Discipline &amp;amp; Punish: The Birth of the Prison (pp. 195-228). Vintage Books.&lt;/li&gt;    &lt;li&gt;Future of Privacy Forum. (2021). Student Privacy Primer. Student Privacy Compass. Retrieved from &lt;a href=&quot;https://studentprivacycompass.org/resource/student-privacy-primer/&quot; target=&quot;_blank&quot;&gt;https://studentprivacycompass.org/resource/student-privacy-primer/&lt;/a&gt;&lt;/li&gt;    &lt;li&gt;Ribble, M. (2020). Digital citizenship is more important than ever. ISTE. Retrieved from &lt;a href=&quot;https://www.iste.org/explore/digital-citizenship-more-important-ever?articleid=535&quot; target=&quot;_blank&quot;&gt;https://www.iste.org/explore/digital-citizenship-more-important-ever?articleid=535&lt;/a&gt;&lt;/li&gt;    &lt;li&gt;Schultz, J. (2012). Why parents help their children lie to Facebook about their age: COPPA and the Unintended Consequences of Age‐Based Regulations. Berkeley Law Privacy Forum. Retrieved from &lt;a href=&quot;https://www.law.berkeley.edu/files/COPPA.pdf&quot; target=&quot;_blank&quot;&gt;https://www.law.berkeley.edu/files/COPPA.pdf&lt;/a&gt;&lt;/li&gt;    &lt;br /&gt;&lt;/ul&gt;&lt;br /&gt;&lt;br /&gt;&lt;img src=&quot;https://www.dreamwidth.org/tools/commentcount?user=mediastudies&amp;ditemid=392&quot; width=&quot;30&quot; height=&quot;12&quot; alt=&quot;comment count unavailable&quot; style=&quot;vertical-align: middle;&quot;/&gt; comments</description>
  59.  <category>education</category>
  60.  <category>digital citizenship</category>
  61.  <category>privacy</category>
  62.  <category>edt520</category>
  63.  <lj:security>public</lj:security>
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