Emma K.’s writing award:
Best Undergraduate Project in Professional, Technical, or Digital Writing
“The University and Student Relationship: An Analysis of DePaul and its Students Through Digital Everyday Texts” by Emma Kolander
DePaul University, Chicago
Acceleration occurs in two related ways. First, in the smaller sense, literacy technologies and practices tend toward speed. That is, they aim to achieve some end faster. Second, in the large sense, literacies can accelerate: appearing, changing, merging with other literacies, or fading at a faster rate. For instances of literacies appearing, one must only think of the fact that MySpace, Facebook, and Twitter all arrived within a three-year span, 2003–2006, and quickly became popular literacy practices. A form of literacy can rise to importance and fall out of practice in a short amount of time.
For instance, knowing how to use hypertext markup language (HTML code) was an important aspect of electronic literacy in the 1990s, but is now fading. Some teachers may recall developing pedagogies around multiuser domains (MUDs), Second Life, and MySpace; these, too, have largely faded. An established form of literacy may remain but in an altered form. E-mail was a dominant form of electronic communication in various life domains, but has lost most of its social use to Facebook and texting, leaving it to fulfill the more formal communication needs of business and education. As literacies remain, they change: web browsers have moved from multiple windows to multiple tabs for multitasking purposes and continuously offer extensions to control more of the online experience; Facebook continues to update its functions and appearance; and cell phones have added keyboards for faster texting, application software (apps) for specific tasks, and speech recognition and activation software (e.g., Siri for the iPhone).
A significant effect of accumulation and acceleration is that what counts as effective reading and writing becomes a moving target—over time and from context to context. People in various situations must keep up with the latest changes, whether they involve using Facebook for social purposes, employing social media for workplace goals, or learning the latest course management software. Literacies are increasingly tied to contexts that value and reinforce speed and brevity. Much has been written to disparage “fast literacies” such as text messaging and multitasking, with the implied or openly stated conclusion that education should provide a bulwark against these anti-intellectual practices (Carr 2010; Edmundson 2004; Faigley 2006). I respond to some of these criticisms throughout the book and articulate a nuanced, productive relationship between “slower” and “faster” forms of literacy. If we take accumulation and acceleration as defining features of contemporary literacy, then a goal for educators should include helping students gain versatile, dexterous approaches to both reading and writing so they are prepared to navigate a wide range of ever-changing literacy contexts.
“Practice kindness all day to everybody and you will realize you’re already in heaven now.” — Jack Kerouac
It is an unusual school in an unusual location and is run by an unusual teacher.
Rajesh Kumar is a shopkeeper by profession but spends hours every morning teaching around 80 children from the poorest of the poor in India’s capital.
The 43-year-old visited the construction of the Delhi transit station a few years ago and was disturbed by the sight of many children playing at the site instead of attending school.
When he questioned the parents working at the sites they all said there were no schools in the vicinity and no one cared.
Consequently, his open-air class room was born – between pillars and beneath the tracks of the Delhi transit system, known as the Metro.
Every few minutes a train passes above, the children unperturbed by its sounds.
There are no chairs or tables and the children sit on rolls of polystyrene foam placed on the rubble.
Three rectangular patches of wall are painted black and used as a blackboard.
Anonymous donors have contributed cardigans, books, shoes and stationery for the children, as their parents cannot afford them.
One unnamed individual sends a bag full of biscuits and fruit juice for the pupils every day – another incentive for the children to turn up for their studies.
“I tell college students that by the time they sit down at the keyboard to write their essays, they should be at least 80 percent done. That’s because ‘writing’ is mostly gathering and structuring ideas.” David Brooks, December 30, NYT.
“This year, many of these essays probed the intersection between science and the humanities. Links to all can be found on the online edition of this column.”
some “proper spring”
snow at the gate
To what purpose, April, do you return again?
Beauty is not enough.
You can no longer quiet me with the redness
Of little leaves opening stickily.
I know what I know.
The sun is hot on my neck as I observe
The spikes of the crocus.
The smell of the earth is good.
It is apparent that there is no death.
But what does that signify?
Not only under ground are the brains of men
Eaten by maggots.
Life in itself
An empty cup, a flight of uncarpeted stairs.
It is not enough that yearly, down this hill,
Comes like an idiot, babbling and strewing flowers.
“What is a university for?”
“Are universities mostly sorting devices to separate smart and hard-working high school students from their less-able fellows so that employers can more easily identify them? Are universities factories for the dissemination of job skills? Are universities mostly boot camps for adulthood, where young people learn how to drink moderately, fornicate meaningfully and hand things in on time?”
“Technical knowledge is like the recipes in a cookbook. It is formulas telling you roughly what is to be done. It is reducible to rules and directions. It’s the sort of knowledge that can be captured in lectures and bullet points and memorized by rote.”
“Practical knowledge is not about what you do, but how you do it. It is the wisdom a great chef possesses that cannot be found in recipe books. Practical knowledge is not the sort of knowledge that can be taught and memorized; it can only be imparted and absorbed. It is not reducible to rules; it only exists in practice.”
The Practical University April 4, 2013
T’ao Ch’ien (365-427 CE)
This calligraphic version of “Substance, Shadow, and Spirit” — with black ink on rice paper — is by Rong Shang of Bejing, China, and San Francisco, 2006.
“Every one, noble or base, brilliant or dumb, clings tenaciously to life, which is nothing but a delusion. Therefore, I have given voice to Substance and Shadow to express their grief, and let the Soul or Spirit resolve their problems by following the course of Nature. Those who are concerned with this matter understand my intention.”
Substance to Shadow
Earth and heaven endure forever,
Streams and mountains never change.
Plants observe a constant rhythm,
Withered by frost, by dew restored.
But man, most sentient being of all,
In this is not their equal.
He is present here in the world today,
Then leaves abruptly, to return no more.
No one marks that there is one man less —
Not even friends and family think of him;
The things that he once used are all that’s left
To catch their eye and move them to grief.
I have no way to transcend change,
That it must be, I no longer doubt.
I hope you will take my advice:
When wine is offered, don’t refuse.
Shadow to Substance
No use discussing immortality
When just to keep alive is hard enough.
Of course I want to roam in paradise,
But it’s a long way there and the road is lost.
In all the time since I met up with you
We never differed in our grief and joy.
In shade we may have parted for a time,
But sunshine always brings us close again.
Still this union cannot last forever —
Together we will vanish into darkness.
The body goes; that fame should also end
Is a thought that makes me burn inside.
Do good, and your love will outlive you;
Surely this is worth your every effort.
While it is time, wine may dissolve care
That is not so good a way as this.
The Great Potter cannot intervene —
All creation thrives of itself.
That Man ranks with Earth and Heaven,
Is it not because of me?
Though we belong to different orders,
Being alive, I am joined to you.
Bound together for good or ill
I cannot refuse to tell you what I know:
The Three August Ones were great saints
But where are they living today?
Though P’eng-tsu lasted a long time.
He still had to go before he was ready.
Die old or die young, death is the same,
Wise or stupid, there is no difference.
Drunk every day you may forget,
But won’t it shorten your life span?
Doing good is always a joyous thing
But no one has to praise you for it.
Too much thinking harms my life;
Just surrender to the cycle of things,
Give yourself to the waves of the Great Change
Neither happy nor yet afraid.
And when it is time to go, then simply go
Without any unnecessary fuss.
Translation by Angela Jung Palandri, “The Taoist Vision: A Study of T’ao Yuan-ming’s Nature Poetry.” Journal of Chinese Philosophy. 15 (1988): 97-121.
“Travel books or guidebooks are about as ‘natural’ a kind of text, as logical in their composition and in their use, as any book one can think of, precisely because of this human tendency to fall back on a text when the uncertainties of travel in strange parts seem to threaten one’s equanimity.”
“Many travelers find themselves saying of an experience in a new country that it wasn’t what they expected, meaning that it wasn’t what a book said it would be. And of course many writers of travel books or guidebooks compose them in order to say that a country is like this, or better, that it is more colorful, expensive, interesting, and so forth. The idea in either case is that people, places, and experiences can always be described by a book, so much so that the book (or text) acquires a greater authority, and use, even than the actuality it describes.”
– Orientalism (1978)
There’s no way out.
You were born to waste your life.
You were born to this middleclass life
As others before you
Were born to walk in procession
To the temple, singing.