Announcing Spring 2014 Speaker Series: Literacies of Contemporary Civic Life

Any Colorado-local (or Colorado-Adjacent folks): please join us!

The Colorado State University Department of English is pleased to announce the upcoming speaker series: “The Literacies of Contemporary Civic Life.” Throughout the spring semester the department will host nationally recognized literacies-based researchers and educators to discuss how literacy and youth civic participation intersect from varying, interdisciplinary perspectives. I’m thrilled to be able to put this event together with some of the most powerful scholars doing necessary literacies research.

The speakers will be presenting their work and engaging in dialogue from 5:30-6:30, followed by a brief reception. These events are free and open to the public. All of the speakers will be presenting at the CSU campus in Clark A 205.

The speakers and dates for this series are as follows:

  • 2/11: Buffy Hamilton – School Librarian, Norcross High School, Atlanta, GA; 2011 Library Journal Mover and Shaker.
  • 2/18: Mark Gomez, Patricia Hanson, & Katie Rainge-Briggs – School designers and educators from the Schools for Community Action, Los Angeles, CA.
  • 3/4: Marcelle Haddix – Assistant Professor, Syracuse University School of Education, NY.
  • 3/11: Patrick Camangian – Assistant Professor, University of San Francisco and teacher at Mandela High School, Oakland, CA.
  • 4/22: Linda Christensen – Instructor and Director of the Oregon Writing Project, Lewis & Clark Graduate School of Education and Counseling & Rethinking Schools Editorial Board member, Portland, OR.

Buffy’s talk next Tuesday is going to be awesome! Here’s the title and description:

Buffy Hamilton – 2/11 – Metanarratives of Literacy Practices:  Libraries as Sponsors of Literacies
How might libraries deconstruct the ideas and power relations that influence the ways they reinforce and distribute specific literacies and literacy practices to better understand their role as sponsors of literacy in their communities in a more nuanced and robust way?  By using Deborah Brandt’s concept of sponsors of literacy, libraries can situate and contextualize their work to frame their work as co-learners in a participatory community of learning who can collaboratively construct the possibilities of print, digital, information, and new literacies – rather than being a paternalistic sponsor that deliberately and/or unintentionally marginalizes the experiences and literacy histories of the people libraries serve.
Buffy’s an awesome speaker and I hope you will be able to join us for the first of five great events this semester. If you have any additional questions please email me. Thank you, I look forward to welcoming you at CSU!

 

Oh Hey, What’s Up Dude?

A quick note: my good friend Other Chris and I have started a podcast. It’s called Oh Hey, What’s Up Dude? You can find it here (or non-iTunes users here).

We’re putting out episodes every other week, generally. And it’s basically like this: Other Chris and I talk about science-y stuff (eventually), things we’re reading and listening to, and just generally ‘shoot-the-shit.’ As that sentence suggests, there’s some mild profanity.

I would start with the most recent episode, #4. We interview our other friend Chris (not “Other Chris” just “Chris”) about healthcare costs. In next week’s episode we will be learning about the science behind quitting smoking. If you have any ideas for topics you’d like us to focus on, get in touch!

“These things are your becoming”: Books read in 2013

This was a year of shoddy record keeping. Between buying a house, moving, getting married, and finishing a book, I had long periods of time where I lapsed in jotting down what I read from one week to the next. As such, the numbers below represent the books I was able to record and I suspect a few titles aren’t accounted for. To be fair, if I can’t even remember a book I read (which is kinda the purpose of me writing them down in the first place!) it probably isn’t a book I’m going to highly recommend. And so, that being said…

Books read in 2013: 107
Comics and graphic novels included in reading total: 14
Books of poetry included in reading total: 5
Books reread included in reading total: 7
Academic & Education related books included in reading total: 12
YA and Junior Fiction books included in reading total: 14

A few thoughts (As usual, here are my posts on books read in 201220112010, and 2009):

One of the first books I read in 2013 was Tiny Beautiful Things: Advice on Love and Life from Dear Sugar. It is the book I most regularly come back to. And I admit that I’m thrown by the fact that the book I’m most fond of this year–the book that lingers in my mind–is essentially a collection of advice columns from formerly anonymous “Dear Sugar,” Cheryl Strayed. The columns are raw and honest and tender. I suspect those are adjectives thrown at this book regularly. It was from this column that I took the plunge. Maybe that’s a good place for you to decide if it’s a book for you too.

Likewise, I lingered slowly through The Conversations and found Walter Murch’s approach to editing and filmmaking to resonate with my own pedagogy of inquiry-driven teaching and learning.

Big Day Coming was a fun read because well… Yo La Tengo:

I want to tell you to read White Girls by Hilton Als but I’m not entirely sure how to describe it. A series of essays. Fragments. An explanation about why Michael Jackson is a white girl. And Truman Capote. And Malcom X’s mother.Hilton’s relationship with his friend that falls apart. Richard Pryor and the N Word. Gone With the Wind. Each sentence precise and lacking imperfections. Like the Winogrand photo that adorns the cover, it works as a fleeting snapshot of one person’s outtake on race, class, gender and sexuality now, here, in America.

As many of my posts have suggested, I spent a lot of the second half of 2013 reading Role Playing Game books or books about RPGs. Peterson’s Playing at the World is by far the most comprehensive of these texts. Not for the faint of heart (or at least not for those who don’t want to carry a brick of a tome with them – it’s a BIG book), Peterson’s history on the beginnings of Dungeons and Dragons is a well researched work that was a helpful foundation for my current research.

I suspect my reading to pace to dwindle a bit in 2014 as the year is looking to be writing-intensive and checking in with journal articles beckons. That being said, I’m currently reading this biography-ish book about the KLF and have this book about the life of Charlie Parker on deck. See you all in 2014!

Snorkeling in virtual worlds

 

My current research on tabletop roleplaying games can be understood as part of a larger movement by researchers. In particular I have been considering the ways individuals interact, learn, and communicate in virtual worlds. Because the virtual world interactions I’ve been observing in tabletop roleplaying games seem to differ from those in online environments, I wanted to sketch out my general understanding of immersion within these spaces.

 

Defining Virtual Worlds

In their book Ethnography and Virtual Worlds, Boellstorff, Nardi, Pearce, & Taylor identify four characteristics that help define “virtual worlds” (page 9):

  1. They are “object-rich” environments with “a sense of worldness.”
  2. They are “shared social environments.” Participants can interact with others within these worlds in real time.
  3. These worlds persist over time. Though a participant may disconnect from a virtual world, the world may change or grow over time. [I’d note here that while time proceeds within virtual worlds it does not necessarily do so at the same rate as that of the ticking clocks of the “real” world. During a major showdown in Eve Online, for example, the game moved at one-tenth the speed of normal time to help ensure players’ actions were processed correctly. Likewise, in future posts I will discuss the ways time unfolds in tabletop roleplaying games.]
  4. Virtual worlds provide participants with the opportunity to “embody themselves.” Using avatars, participants can move about and explore the world.

Examples of virtual worlds within this definition include the World of Warcraft and Second Life (both of which have been explored in foundational virtual worlds ethnographies by two of the authors mentioned above). The authors specify that online social networks like Facebook and digital discussion forums are not examples of virtual worlds. They claim that, for instance, these spaces do not include the “worldness” or “embodiment” that is integral to virtual worlds. This is an argument I’m not entirely convinced I agree with. As I watch my wife’s fingers help her meander her way across the updates and statuses of “friends” on her phone’s Facebook app, I see an immersion and embodied, representative sense of self that is patently different and representative of her own identity. My own ethnographic travelings within and around tabletop roleplaying games and virtual worlds has sometimes focused on blogs, discussion groups, podcasts, and uses of online social networks. I will be discussing how these may or may not extend our understanding of social networks as virtual worlds later on.

 

On Immersion in Virtual Worlds

Let’s start with the literal to talk about the virtual.

Immersion can be defined literally (according to my dictionary) as placing something fully within a body of liquid or as delving deeply into an intellectual subject.

As if subsuming one’s body within a pool, we immerse in virtual worlds fully. At least that’s what is suggested by the metaphor of immersion in virtual worlds. The standard narratives are of people who get lost in the virtual worlds of The Sims or WoW. There are the stories of some poor schlubs who die from being overly immersed in the virtual.

However, in tabletop games that’s not really the case.

 

On Snorkeling 

During my honeymoon in Belize recently, I was talked into (possibly coerced into) going snorkeling on the lip of the Belize Barrier Reef. This would not have been a problem if I knew how to swim but alas that is not the case. I am something akin to a lead pipe in water and the process of jumping into a large body of water (even with two life preservers) was one of the most terrifying experiences I’ve had. And yet, after finally calming down and beginning to explore the wondrous world beneath me, I was thrown by the beauty of the ocean. I would take small visual sips of the world, placing my head down and allowing the oceanic world to enter my vision before assessing my general position to the boat by coming back up into the real world. Gradually these sips became longer and longer as I allowed myself to trust the plastic snorkel’s function and remain in the underwater world of the reef and coral and fish. However, I would, eventually, have to return to the world above water from time to time.

And this is a lot like what virtual worlds are like in tabletop roleplaying games. The idea of being trapped for hours in the time-sucking world of a game like World of Warcraft doesn’t function the same in tabletop roleplaying games. Interactions with other players dips participants in and out of the virtual world. Part of the process of playing a roleplaying game is the table talk with other participants: catching up, joking, talking about movies or other games; camaraderie is developed through the more-than-just-roleplaying aspects of time at the table.

Further, game mechanics require us to step away from immersion. We take sips in dialogue and engagement within the virtual worlds we explore but return to the physical world to check rules in books, roll dice, and refill beverages. We can imagine our interactions in the fantastical worlds of Numenera or Golarion as the equivalent of snorkeling. As we look down into the hand drawn maps and scattered dice below and in front of us at the gaming table, we cannot fear getting too lost here: we come up for air regularly and return to the physical world.

Oh: YA and the Male Gaze

Earlier in the year my first book, Critical Foundations in Young Adult Literature was released. As I mentioned earlier, I will be occasionally posting excerpts from the book on this blog and elsewhere. Below is a two-page section from my chapter focused on gender and sexuality in YA. Take a look and consider requesting the book from your local library or bookstore (I should probably mention that this book is a perfect stocking stuffer for the future educator in your family…)

In Divergent the female protagonist, Tris faces her fears in a simulation as part of the final test to join the Dauntless faction. After facing fears of crows, drowning, and being burned alive, one of Tris’s final fears is best described as a fear of intimacy. More bluntly, Tris is shown as fearful of having sex with her character’s love interest, Tobias. In the drug-induced simulation, Tris must face her fear in order to find acceptance within the sect she is a part of:

He presses his mouth to mine, and my lips part. I thought it would be impossible to forget I was in a simulation. I was wrong; he makes everything else disintegrate.
His fingers find my jacket zipper and pull it down in one slow swipe until the zipper detaches. He tugs the jacket from my shoulders.
Oh, is all I can think as he kisses me again. Oh.
My fear is being with him. I have been wary of affection all my life, but I didn’t
know how deep that wariness went.
But this obstacle doesn’t feel the same as the others. It is a different kind of fear–nervous panic rather than blind terror.
He slides his hands down my arms and then squeezes my hips, his fingers sliding over the skin just above my belt, and I shiver.
I gently push him back and press my hands to my forehead. I have been attacked by crows and men with grotesque faces; I have been set on fire by the boy who almost threw me off a ledge; I have almost drowned–twice–and this is what I can’t cope with? This is the fear I have no solutions for–a boy I like, who wants to … have sex with me? (Roth, 2011, p. 393)

The passage challenges notions of what it means to be in control of one’s feelings and actions. The author tells readers that Tris “wants” to have sex with Tobias but the description is anything but enticing. The male character “presses his mouth,” and “tugs” clothing off, and “slides his hands” across the narrator’s body. For someone who is fearful she must give in to the invasive actions of her love interest. Where is the narrator’s agency here? More importantly, what does this passage suggest about femininity for readers? Is it to not be fearful when a boy one likes engages in similar activity? If this is her fear that she must overcome, should readers too find the willpower to endure such actions?

In similarly problematic depictions of female behavior, Taylor’s Daughter of Smoke and Bone takes an otherwise independent and strong-willed protagonist and renders her all but helpless when encountering an attractive, male foe. Early in Daughter of Smoke and Bone, Karou encounters an angel named, Akiva. For Karou, his beauty is exuded to the point of distraction. While Karou is fighting Akiva, her internal monologue depicts a woman flawed by her own sexuality; the fact that she finds this angel beautiful drives her actions in ways that are potentially life- threatening:

He stood a mere body’s length away, the point of his sword resting on the ground.
Oh, thought Karou, staring at him. Oh.
Angel indeed.
He stood revealed. The blade of his long sword gleamed white from the incandescence of his wings–vast shimmering wings, their reach so great they swept the walls on either side of the alley, each feather like the wind-tugged lick of a candle flame.
Those eyes.
His gaze was like a lit fuse, scorching the air between them. He was the most beautiful thing Karou had ever seen. Her first thought, incongruous but overpowering, was to memorize him so she could draw him later. (Taylor, 2011, p. 95)

Notice, across both Taylor and Roth’s depictions of sexual attraction as a weakness and fear in female protagonists the use of the italicized “Oh.” As if these women are stupefied and subsequently educated about sexuality through their encounters with men, both texts rely on this word as a means of suggesting the mental circuitry that wires women’s sexual awakenings. To her credit, Taylor crafts her description such that it does not focus on specific physical attributes. Instead, such depictions of beauty are largely left to the imagination of readers. What is problematic here is the constant loop of physical attraction that runs through Karou’s mind.

In addition to Karou’s overwhelming sexuality, Taylor’s text interweaves beauty and emotion for other characters in the text. For example, describing one of the ancillary characters, Taylor makes it clear that part of Liraz’s beauty is specifically related to her being female and “sharklike”. Taylor writes: “Though Hazael was more powerful, Liraz was more frightening, she always had been; perhaps she’d had to be, being female” (Taylor, 2011, p. 253). The construction of this sentence is striking: Taylor appears to deliberately draw connections that are powerful and problematic for young adult readers. It’s not simply that Liraz is frightening and female–this in itself would be worth considering in how it implicates beauty for readers. Instead, Liraz is frightening because “she’d had to be, being female.” Her frightening nature is due to how she is gendered by society. I want to make this use of “gender” as a verb clear: in the society of Daughter of Smoke and Bone Liraz is frightening and society casts her looks and frightfulness as particularly female attributes; they are cast, discursively, as what helps comprise her as a woman. For readers of this text the subtle construction of sentences like this one interweave feminine beauty – something that can be aspired to–as frightening. However, perhaps more importantly, this beauty and fearfulness can be seen as powerful: beautiful women have power and can enact changes in the world around them.

Immediately following the above sentence connecting femininity to frightfulness, Taylor writes, “Her [Liraz’s] pale hair was scraped back in severe plaits, and there was something coolly sharklike about her beauty: a flat, killer apathy” (Taylor, 2011, p. 253). This beauty is expanded to a less beautiful understanding of her appearance: her hair does not flow softly, it is “scraped” and “severe” and her appearance is “sharklike.” The harsh alliteration within this sentence cuts into the reading of the text and makes the description of this female angel something wholly inhuman, frightful and dangerous. Whereas Pudge’s view of Alaska [in Green’s Looking for Alaska] as an unknowable and vastly sexual woman placed control of female identity in the hands and gaze of the male character, Liraz here is a strong and beautiful woman. However, the description here makes her cold, calculating, and dangerous.

These are small microaggressions that female readers endure from one book to another. Instead of claiming that these readings of passages from Roth and Taylor critique too heavily minor, well-intentioned passages, I believe these are damning attributes of the literature we encourage young people to read non-critically. The messages of how females must look and behave that are read again and again in these texts typify identities that sexualize and pacify a female readership.

 

Thanks for reading! Consider checking out the rest of the book over your winter break!

Kanye and Old Glory: A Confrontational Soul

I was sitting on the deck of a pirate ship in a non-descript office building in San Francisco celebrating the nuptials of my close friends from earlier in the day when a voice next to me said, “I heard you like Kanye West.”

I knew it was bait. And I took it.

An hour later and my voice is straining above the usual din of pirate ship-themed bars in non-descript buildings and I’m on my second tropical drink and haven’t even really gotten past the most recent album and the whole “leather jogging pants” thing.

A week later my friend Cliff posts this article about Kanye West, Frantz Fanon & Double Consciousness by Jessica Ann Mitchell. I shared the article on my own Facebook page with the amendment, “I am preparing a Kanye-like rant on why Kanye is the most important cultural figure…. ever (Kanye was not above hyperbole).”

And so, agreeing with one of my good friend’s brother, I want to tell you why “Everyone should want to be like Kanye.”

 

On Not Burying the Lede

There are two things I learned back when I was doing a lot more music journalism that are appropriate for this post:

  1. Don’t bury the lede. As rant-heavy as this post will be, here’s what you need to know: the very things that make Kanye reviled today are exactly what we need more of. In particular, I want to focus here on why we need more men of color being indignant and not settling for labels like “brash,” “petulant,” or “pompous.” I am not being ironic when I say that Kanye’s  actions  are revolutionary in intent and execution. And while I agree with the thesis of Jessica Ann Mitchell’s article, I also believe that Kanye’s confrontational behavior is not simply Dubois-like “double consciousness” but as distanced a move as Kanye can make within the capitalist mechanisms his profession has entrenched him in.
  2. The second thing I learned as a writer was to not pull the hipser-y card and describe music by just name dropping other artists. For example, for Yeezus I wouldn’t want to say, “Imagine Metal Machine Music for the millennial hip-hop generation.” You’ll see this move from music journalists a lot and it’s a lazy one. Name dropping and using the “it sounds like” are a big no-no: “yeah man, imagine if Rick Rubin produced Johnny Cash’s Folsom Prison live album and told him to only cover Hall and Oates songs but in the style of Philip Glass.” [Aside: but seriously, imagine how awesome that album would be.] While it would be convenient to throw in a litany of other artists and activists that help define Kanye’s actions I want to follow in the footsteps of his ego and focus on Kanye. As an individual in America. Today.
  3. (Okay I said only two things but …) I’ve written at length on this blog about how we can extend critical pedagogy vis-à-vis Kanye’s work. I would encourage educators to look here for less rant-y thoughts with clearer theoretical and pedagogical ramifications.

Since this post spilled beyond the 2k word count, the rest is below the jump. Continue reading

Reflecting on #AcWriMo and what a month of writing yields

Last month I wrote 51,603 words as part of Academic Writing Month (#AcWriMo). This places me alongside more than 40,000 other people that completed 50,000+ word manuscripts as part of National Novel Writing.  Here’s my daily breakdown of the writing I did last month:

As I mentioned when first discussing this, I split my time between several writing projects (you can see the third project got introduced later in the month once I had a chance to meet with two of my collaborators while in Boston).

So what do I have to show for my month of writing? I’ve got a lot of fragments. All three of these projects are likely books in the making and all are in varying degrees of progress (I’m working toward 2015 publication dates for the first two of these, so you shouldn’t exactly hold your breath in anticipation). I’m excited to have covered a lot of the initial ground on these academic projects and know that my RPG work needs to incubate over the next few months as several writing deadlines will pull me more toward the other two projects, manuscripts being revised, and final papers to grade. In that sense, #AcWriMo was a useful reminder of how writing is only one piece of the process of publishing and distributing knowledge with others.

And so, I’m less interested in breaking down what these days of writing yielded in terms of tenure-able writing stuff and more interested in discussing how these changed my writing habits and thoughts on pedagogy.

Kicking the Non-Writing Habit

I would like to first highlight that this was a habit-forming month. Though the past week has not been one filled with me writing as much as in November, I have felt comfortable jotting down words that may not be perfect and that will add up to something larger over time. Because I entered #AcWriMo with the acnknowledgment that my writing wouldn’t be pristine, it helped free me from the tension of that evil blinking cursor: instead of needing to get gems of knowledge captured on the digital page, this process reminded me of the habit of writing down lots of words and knowing that some will stick and that the rest are getting me to the genesis of the ideas and words that are yet to come.

I should add something here about how inconvenient #AcWriMo felt at times: once I’d gone a week of writing everyday, I felt compelled not to break the chain. On days were I may have been tired or have been busy with meetings at NCTE or teaching all day, it was not exactly fun to then sit down and generate words. The weary tapping of keys on a sofa as I only half-watched a movie with my in-laws, for instance, reminded me of how I felt anchored and chained to the work I’d set for myself.  I guess the month highlighted for me the work involved in writing and generating text (and the next phase of work of editing, expanding, and clarifying this bulk of text).

And just as November was a race to get to an arbitrary writing deadline, the commitment to writing allowed me to see how I use my time. Sneaking in a couple hundred words in between lunch and teaching sometimes made all the difference in terms of getting the number of words I wanted.

As expected, the second half of the month was a challenge: with travel for NCTE and NWPAM and visiting friends and family back in California, there were days were even eeking out 500 words was a challenge. In fact, at the beginning of the month I’d pinpointed these as days where writing was unlikely and had set my own writing goals to adjust for these likely dates of less productive writing.

 

Public Accountability

Perhaps as important as the habit of writing everyday was that this habit was backed by public accountability. Though there were days where I lapsed, I generally posted everyday on Twitter my word count. These tweets were usually met with silence, but it was helpful for me to know that I was a part of a larger community of #NaNoWriMo and #AcWriMo. In this sense, I am reminded of my work with my Teaching Reading class at CSU. From the first week, I made efforts for (at least part of ) the students’ reflections to be public. I wanted my students to know that their comments on Digital Is and their comments on this blog (including the comments to this post) were a part of a public conversation. How do students’ reflections change when they are public? A part of their irreversible digital footprint?

And so, as I wrap up this post, I am encouraging my students  to look back on their semester of reading inquiry. What thoughts and ideas have you seeded in the digital world? In what ways can you continue your own online dialogue beyond the required weekly musings here and in other spaces?

NCTE & NWP in Boston this week!

Next week I head to Boston for the annual meetings for the National Writing Project and the National Council of Teachers of English. Between the two meetings I can be found doing the following:

If you are headed to Boston, say hello!

Teaching Reading and Civic Responsibility

This week I listened to the audiobook of Allegiant, the third in Veronica Roth’s Divergent trilogy. I also read a bunch of Twisty Little Passages a book about interactive fiction. I caught up on the last two issues of Brian K. Vaughn’s Saga. I finished reading the business book The Year Without Pants (despite the goofy title, I think there’s some awesome “stuff” here for educators to consider and it makes me want to consider how to use P2s in classrooms). I am planning on starting A True Novel and The New Jim Crow as I travel to the NCTE Annual Conference next week.

The above paragraph may come as a mean-spirited humblebrag about my use of time and my incredibly-amazing reading habits. However, I offer it to begin a reflection on a discussion we had in my “Teaching Reading” class on Thursday.

Preluding the prompt with a quote from Linda Christensen, I asked my class to respond to the following questions:

How will you decide what texts you should teach in your class? What books are you excited about teaching? What are you dreading? How will you know what your students need?

The discussion that followed turned primarily toward an up-and-coming writer you may have heard about: William Shakespeare. We English educators regularly get into a tizzy around the question: To teach or not to teach? As I told my class, Shakespeare’s words are personally meaningful for me and I know many of my students reinforced a passion for literature as a result of how we interacted with his texts in my classroom. However, the key word in that previous sentence is passion. We can just as easily quelch enthusiasm when we are not very excited about the books we teach in our classrooms.

And so, on my brain today is the question that extends beyond our conversation on Thursday. As was mentioned in the class, most schools are going to require students to read Shakespeare’s works in their English classes. For better or worse, English teachers have to be able to teach texts they may not be passionate about. Whether it be Shakespeare or Cisneros or Hemingway or whatever canonical-ish author you are expected to utilize in classrooms, how do you teach effectively, enthusiastically, passionately to texts you may not personally identify with? On the other hand, you could also refuse to teach that text. Even better, do it… in the name of “social justice, man.” (My friend Other Chris and I joke that every everything can sound sarcastic by adding “man” to the end of it.) By either teaching without passion or by refusing to teach a text you feel negatively toward, do our students miss out? What kinds of lessons about the value of students’ time laboring in classes do we demonstrate when we fumble?

These are the questions I’m left with on this sunny Saturday morning.