Images in Stories

In the New York Times, the article “Children in U.S. Are Eating Fewer Calories, Study Finds” discusses the recent federal analyses which show that children in the U.S. “consumed fewer calories in 2010 than they did a decade before.” From 1999, calorie consumption per day for boys decreased about 7 percent and for girls, decreased about 4 percent. The author reveals reasons why this may be true and how this might influence obesity rates. In recent years, obesity rates for children in the U.S. have been flat. However, some cities seem to show a decline in obesity rate. Experts say that “The new evidence of a lower calorie intake for children may also foreshadow a broader national shift.”

The article includes two different photographs that help enhance the ideas and key points. The images were placed shrunken down on the left side. The first photo is above the other. Both have the capacity to be enlarged. The placement and shrunken size show that the images are not a huge part of the article, but are there as a supplement to it. The images may have had more of an impact if they were made larger. They are very small in relation to the text and do not take up a large amount of space in the article. Having them larger might make them more effective although both can be enlarged.

	Ruth Fremson/The New York Times Balanced meals at the Blue School in Lower Manhattan. A drop in carbohydrate consumption drove the decline, research showed.

The first image has the caption “balanced meals at the Blue School in Lower Manhattan. A drop in carbohydrate consumption drove the decline, research showed.” The image shows a young girl in a cafeteria eating a school lunch. There is a tray placed in front of her and she is eating a banana. It refers to the chunk of the article that considers the potential correlation between carbohydrate consumption and obesity. Also, it presents the idea of children eating more “balanced meals” which in turn may have fewer carbohydrates than in the past.

	Jessica Kourkounis for The New York Times A salad for lunch at the William H. Ziegler Elementary School in North Philadelphia. The calorie drop surprised researchers.

The second image has the caption, “A salad for lunch at the William H. Ziegler Elementary School in North Philadelphia. The calorie drop surprised researchers.” The image is a photograph of a young boy mid-bite while eating a salad. This refers to the general idea of the article that children are consuming fewer calories as a whole.

            Both pictures contain simple, straightforward captions. Each of the captions has two sentences. The first part of the caption labels the picture and gives it context. It offers general background information on the location of the photograph. The first image was taken at a school in Lower Manhattan while the second image was taken at an elementary school in North Philadelphia. The second part of the caption describes how the picture is relevant to the article. With these two sentences for the caption, the author makes it easy to understand the photographs and why they are there in relation to the article.

            For the most part, the two images will stir emotion from people who like children. Those who have their own children or have adoration for children may find the images to be emotionally appealing. The first image contains a young girl and her friend during a regular meal at school. It appears that they have similar meals and are having lunch at this school. The second image is zoomed in on the single boy eating his salad with chocolate milk. The images are likely to draw a parental or child-loving audience because of the appeal. These audiences are more likely to be interested in the article and find the images to be “cute.”

A large portion of the article discusses fast food, but neither of the images references the idea that the amount of fast food consumption has a strong relationship with obesity rates. A photograph of this relationship would have been helpful. Additionally, a chart or graph with statistics on decline of calorie intake over the years may have been a more effective image for expressing the purpose of the article. However, the images work well in the article as a way to see what types of meals children are eating today that equates to a smaller calorie intake this decade. Although other images may have been more effective, both images help enhance the and relate to the main points of the article.

Link to article: http://www.nytimes.com/2013/02/21/us/children-in-us-are-eating-fewer-calories-study-finds.html?ref=health&_r=0

Out of Context

In the New York Times, Errol Morris discusses the relationship between images and statements in “Liar, Liar, Pants on Fire." He begins by explaining that each image is either "true" or "false." He declares, "the issue of the truth or falsity of a photograph is only meaningful with respect to statements about the photograph."  The statements that we make about a photograph is what indicates truth. In this way, he feels that a photography without captions is really... meaningless. "All alone — shorn of context, without captions — a photograph is neither true nor false." Morris says that practically, a  photograph should stand alone. "They are only true or false with respect to statements that we make about them or the questions that we might ask of them." 

I don't know if I fully agree with the way that Morris describes the meaning and significance of photographs. I never really thought about photographs that way. Sure, you can't tell if a photograph is "true or false" in his terms without context, but I see photographs in a much more artistic setting. Rather, I observe the beauty of photographs. The lighting, the quality, etc etc. Granted, I am no photographer, but I feel that photographs can hold truth when by themselves. At times, there is the necessity for a photograph to be labeled and explained, but many times, a picture alone is not just a picture, it tells a story. It can be left up to our interpretation, just as art is. Just as writing is. Artists, and in this case, photographers, have their own goal for creating a piece, but for the most part, beyond a simple title, the meaning of a work of art is often left to the viewer's discretion.  
However, I understand Morris's point on the significance of labels and context. There are times where a picture just doesn't make as much sense without a caption. The caption offers a meaning, a description, a clarification. 

Take these photographs for example. What do they mean to you? 
Most likely, they mean nothing. They just look like random pieces of art. 

However, when I see these photographs, it has a very strong significance. To me, this is a compilation of my own art pieces. These are my works that I created in my pottery classes throughout my latter three years of high school. 
The first is a fountain that we made (without water, but it can actually function as a fountain). The second on the middle top is... well it's sort of just a tube. It was an extruder project, it pushes out clay in shapes, in this case a cylinder. The third is a koala. Koalas are my favorite animal. The left bottom picture is of a lion. The bottom middle was for a sphere project. The designs are random, it's glazed. The last is from a project where we had to create a stick-man. These are only my pieces from Pottery 1 and Pottery 2, and they are not all my favorites. They mean a lot more now, don't they? I think you could have figured out most of it, you just saw them differently from me. Now you understand how I see them. 

Now look at this photograph. I think it can stand alone. Sure, it would be nice to know the location of the photograph, but it doesn't really change the beauty of it. It doesn't really change the way we see it. 

I guess it can go both ways. It depends on who is viewing the photograph, whether the photograph is personal or off the web, whether it is a portrait or a landscape... so many things go into a photograph. I think Morris has a very narrow, limited view when saying that an image without context is not true or false. 

Adapting A Perspective

In Joseph Harris’s Rewriting chapter “Taking An Approach,” he discusses yet another way of adaptation in writing to make it your own. Harris defines “Taking An Approach” differently than forwarding because it is not using a passage or idea from a previous text, but rather it is rewriting another writer’s mode or style of working. To Harris, rewriting in this manner “offers a sense of what mots drives the work of intellectuals and writers.” In this process, the comprehension and feedback is not in the text but is in the writer. You are supposed to observe and analyze the attitude of a writer, the influences that transform the writing, and the constraints that are acknowledge and responded to.

There are three main types of taking an approach: acknowledging influences, turning an approach on itself, and reflexivity. Acknowledging influences is using a writer’s work as a model. This includes recognizing deep influences, defining how these influences direct your work, and showing how your approach diverges from that of the author. Turning an approach on itself is asking the same questions that a writer asks of others. In order to do this, you must first come to terms with the text, counter it, and then take an approach of your own in order to forward your thinking. When thinking, you must alternate between thinking like the writer and seeing the problems of his or her thinking and then appreciating this use or holding a skeptical view. Reflexivity is noting and reflecting on choices in constructing text. The writer must reflect on the choices that he or she has made in taking a certain approach. It is important to recognize and acknowledge all of the other kinds of influences on your writing. This includes bias which is normally shaped by values and past experiences. 

1. Vulnerability - 2. Finding Strength
An example can of "taking an approach" can be seen in these above two articles. 
In the first article, the writer explains that "by showing people who you are (flaws, quirks and all), and ‘letting them in,’ you’re demonstrating vulnerability in a positive light. You’re asking to be seen." She then uses the the story of Sahil Dhingra, whose article she describes as having a similar theme. She is asking the same questions that he is asking. They both come to the same conclusion on the impact of opening up. They both answer the question of how vulnerability can strengthen you, although they answer it in different ways. 

Were YOU Spoiled?

The original article was found in the New York Times in the Family Health category titled: “How Spoiled Are Our Children? No Simple Answer.” The original audience includes parents and an older audience who want to know if their children are spoiled. It addresses the issue of whether or not bad parenting leads to “spoiled kids.”  I changed the audience to a younger, blog audience. It is intended for high school age to college age, or other people who are no longer considered “kids.” I chose a different approach to the article, and instead of writing from the first person point-of-view of a parent, I am writing from the first person point-of-view of someone who was a “child.”  I wrote the blog as a post for teenagers and recent adults to see if they were spoiled as a child. I changed the diction to be more casual and conversational, although the original article was not strictly formal.

The original article: http://well.blogs.nytimes.com/2012/08/13/how-spoiled-are-our-children-no-simple-answer/

In our current generation, more and more parents and children alike question how “spoiled” kids are. Parents are now seen to be much more “chill” in the amount of freedom they allow.

Were you a problematic child? Do you have any attitude or behavioral problems?  If yes, were you spoiled by your parents as a child?  You might wonder whether your attitude and behavior is a result of parenting, genetics, or other factors unknown.

First off, we must address how to define the attitude and lifestyle commonly referred to as “spoiled”. Many feel that a child is spoiled if their parents take too much time caring for them. Take a minute and think of your parents. You might not know the answer to these questions, so maybe ask them over a dinner conversation. Were they the type of parents who picked you up when you cried or were they the type who waited for you to “self-soothe”?

Recently, an official pediatric line declared that it is impossible to spoil babies by taking good care of them. Therefore, there is no “caring too much” in parenthood, at least in the lines of spoilage. However, it’s important to be able to recognize the distinction between caring and tending to the every whim of a child.

In the same way, how do you know if you or your friends were “spoiled” as a result of the way you were raised? This then brings the question of whether your parents are even the reason for the attitude known as spoiled.  If we are playing along and saying, yes, parenting is the cause for spoiled children, let’s look at a few important factors.  

1)      Limits

Many parents believe that limits play a large role in parenting and how a child behaves. The three main areas of limits include food, sleep, and media. Now, think back to your childhood and reminisce on all the rules and wonderful restrictions your parents placed on you. If you had a strict bedtime, were taught to eat whatever food you were given, and had limited TV time, you’re probably doing okay. On the other hand, if you threw tantrums every time your mom told you to eat cauliflower, slept whenever you wanted and watched TV as your primary source of entertainment, this might be a problem on the SPOILED: YES OR NO spectrum. You’re probably leaning a teensy bit towards the yes, but who am I to judge?

2)      Self-control

Now we take a look at your self-control. Think back to all those times you threw temper tantrums. Or the time you hit a classmate and got in trouble. Or even the time you completely disregarded your parents’ rules. Maybe your parents left you alone, or maybe they didn’t tolerate tantrums at all. Think about all the times you were angry or sad or tired. How did you deal with these negative emotions? How did your parents deal with them? Pediatricians say that an important thing to teach children is to have self-control and strong emotional resilience.

3)      Money

Contrary to popular belief, spoiling is not about attention and is not even about money. A child may have very attentive parents who teach him or her all the proper values. Additionally, a child may have extremely wealthy parents who choose not to hand their child everything on a silver platter. So, which child were you?

In my opinion, being spoiled is beyond parenting or attention or money, but is more focused on discipline, self-control, and strong moral values. An individual who will get far in life has and was taught values to live a happier, more productive life. Does this mean if you were spoiled you don’t have the chance to be successful? No, I don’t think so. I simply gave some criteria on what is sometimes considered spoiled. However, this in no way means that you cannot have the life you desire. It’s not about what you received and if you were babied or sheltered, it’s about how you responded to the environment around you. We’re always learning new things, and although you may have been a spoiled child, you could grow out of it. Or, at least, I hope you do. Your past does not define your future, but it doesn’t mean you can’t take some time to look back at your childhood and wonder if you were just like the bratty kid that you look down at today. 

Individuation (Countering)

“In forwarding a text, you extend its uses; in countering a text, you note its limits.”

"While forwarding aligns, countering individuates."

Countering is a response. It is an analysis of sorts that in turn leads to the development of a "new line of thinking." When countering, the writer pays much closer attention to the nitty gritty aspects of the text such as the structure and phrasing. The writer is not so much focused on connecting his or her view with that of the text, but rather to separate the views (Harris, 57). Writers use their critique to develop a position of their own. In Rewriting, Harris earlier discussed the topic of "coming to terms" with a text. Coming to terms with a text is "a necessary prelude to countering it" (Harris, 67). 

The three main methods of creating this “critical distance” or individuation include arguing the other side, uncovering values, and dissenting. A writer counters by arguing the other side or showing the effectiveness of a criticism or argument. A writer uncovers values by analyzing a word or concept that a text has left "undefined or unexamined." A writer dissents or identifies a "shared line of thought on an issue in order to note its limits" (Harris, 57). According to Harris, there are also three important points to remember when countering. His advice includes: focus on positions more than phrasing, be careful with modifiers, stress what you bring to the discussion. 

This can be seen in the article: Common Misconceptions About Anger.
In this blog, the author counters various stereotypes or "common misconceptions" on anger. The way in which the author approaches these misconceptions addresses the specific statement/misconception by using similar wording and changing around the parts to an accurate statement. The first misconception the author addressed is "Anger is not a “right” granted or “natural” for some to express but not others." She then responded and countered this statement by arguing the other side and writes, "Anger is an emotion that is critical to our personal health and happiness regardless of age, status or gender." 

Re-circulation (Forwarding)

Joseph Harris states that writing is “often described as a conversation.” Forwarding is recirculating writing or highlighting parts of a text for the consideration of others (Harris, 36). Forwarding is a “public exchange” in which comments are not intended as a direct response to the original author, but rather for an outside audience of other readers. Forwarding occurs when a writer takes parts of a text and “put[s] them to use in new contexts” (Harris, 37). You are essentially rewriting a text with the use of key concepts and phrasings. The focus of forwarding is on “where you are headed as a writer” and “what you’re doing with your materials” (Harris, 52).

The four types of forwarding include illustrating, authorizing, extending and borrowing. Illustrating is using a text to help make a point, authorizing is using the text to support a claim, borrowing is taking the ideas or terms from a text, and extending is putting your own spin to a text. It is likely that forwarding will occur in more than one way. Many people use various strategies to advance their own projects. For example, in research essays, writers often use all of these strategies as a way of taking research to support and create their own ideas. I am even forwarding at this moment in time. I am taking Harris's ideas, quoting them (borrowing), and expanding upon them (extending). 

An example of forwarding can be seen in these two articles below: 

2 Important Strategies for Effective Studying - What Study Strategies make the grade? 

The article that I first came across was "2 Important Strategies for Effective Studying." This article took ideas from the first: "What Study Strategies make the grade?" In the first article, the author, John M. Grohol uses block quotes from the original article to support his ideas. He is "borrowing" ideas and text to therefore "authorize" his claims. Grohol is addressing the same issues as Janice Wood does, but expands on certain areas of the text and excludes others. 

We "forward" things everyday in this age of technology and social media. It is so easy for us to read something and forward or share it to the public with our own feedback and additional comments on the original idea. 

The Internet: The Creation of a More Diverse Literacy

Julia Chun

Professor Leake

WRIT 1122

04 February 2013

The Internet: The Creation of a More Diverse Literacy

Many may argue that the web and modern technologies are making us illiterate and incapable of performing tasks that we were previously able to do.  Although the internet has reshaped and molded our way of thinking into one that is much more open, I do not see the web as a hindrance to our reading and writing skills. Though it may take away from our attention spans and our handwriting skills, we are “writing more than ever before” (Lunsford). The technologies that are present today have given us a more refined and interactive type of literacy. Our civilization has diversified and updated the way we read and write along with the way we live. 

In our day and age, literacy comes in so many shapes and sizes. Sylvia Scribner, an American psychologist and educational researcher, states that literacy is “a kind of reality that educators should be able to grasp and explain... literacy has an ‘essence.’” The “essence” of it is hard to capture and define because technology, reading, and writing are changing and developing every day.  Scribner took on the challenge of attempting to define literacy. There can be so many aspects of literacy so how do you define it? Scribner defines literacy in three metaphors: “literacy as adaptation, literacy as power,” and “literacy as a state of grace” Literacy as adaptation is “functional literacy” or the idea that people are literate because it is a necessary skill in our daily lives. Literacy as power confronts the idea that there is a “relationship between literacy and group or community advancement.” Literacy as a state of grace or “literacy as salvation” covers the concept that there are special powers and virtues given to those who are literate. Scribner declares that literacy as a whole is “critical for individual and social enhancement.” Scribner addresses the various facets of literacy, but there are several other ways to define literacy in our world of ever-adapting technologies.

Technology has transformed literacy into a form of expression. When we write, we create something of our own. We make art. On the web, there are many places where users can use writing as a creative outlet. One example is seen in the blogosphere. Blogs allow internet users to write in the spur-of-the-moment and create their own work of art. It does not need to be edited and revised before it is exposed to the world. It can be simply displayed the moment you click ‘POST’ or ‘PUBLISH’ on your blog. Blogs are personal writing. “The atmosphere,” blogger Andrew Sullivan writes in The Atlantic, “will inevitably be formed by the blogger’s personality.” Writing, in all forms, is the same way. Each person has their own style and mannerisms when writing. Many people use blogs as journals, a free write of what is on their mind.

Personally, this is the format in which I enjoy blogging. I experienced this writing format in several of my English classes throughout high school. During my senior year, my English professor had us sit down for the first ten minutes of class and write. It did not matter what we wrote about or what the format it was, but rather, it mattered that we wrote for ten minutes nonstop at the beginning of every class. This concept is similar to the journal or diary concept in Freedom Writers, in which an English teacher assigns her high school students to take time to journal each day about anything they wish. The majority of the students come from backgrounds full of pain and danger. With writing, the students are given a way to talk about the horrific events of their daily lives. They log the hurt and the scars that they have gotten in their short lifetimes. As the knowledge in their English class grows, the students then reach the level and ability to read The Diary of Anne Frank. Many of the students relate to this book, and one student mentions how the significance of the book. Anne Frank, by simply writing in a diary, was able to share her story and spread it to so many other people, even beyond her lifetime. Blogging allows people the freedom to write and reveal personal thoughts where it can make an impact. Blogging can even log events and moments in time. Through his blog, Andrew Sullivan was able to recall his experiences and emotions from September 11, 2001 by looking back at previous posts. Whatever you post on a blog, it is instantly published for readers to see. It is immediately shared, and your writing may affect people beyond yourself. Today, being able to make a difference is a common goal.

The web has given readers and writers a voice. In a study where students were asked for the purpose of their writing, many “wanted their writing to count for something.” To these students, and, I think, to many others today, good writing or effective writing is “writing that ‘made something happen in the world.’” (Lunsford)  Through the internet, each individual has the opportunity to have their own voice and speak out. Writing online can speak many volumes. Students are able to share opinions that they value and have a strong conviction for. People want to have the chance to trigger a change in the world, to be the start of a movement. People are given a voice in several different aspects. Individuals can defend a political party or their independent political opinions. Many activists utilize the web to gather a larger following base. The internet offers the opportunity of things going “viral.” Because of all the social media websites, it only takes a single click to share a blog post, online journal, or article. After speaking out, there is the opportunity for feedback and interaction.

The internet allows for collaborative literacy. It offers up the chance to discuss and debate. In addition, the web gives more chances to rewrite, polish our skills. Joseph Harris explains, “The real excitement of intellectual writing is the chance to engage with and rewrite the work of other thinkers.” We do not always need completely original ideas and concepts in our writing. We can take bits and pieces of things we read to make a collage of works that we cut, edit, shape, and mold to make our own. We are able to add our own feedback while connecting to other writers. Stanford University’s Andrea Lunsford refers to the writing we do today as “life writing” because it is “collaborative, social, [and] participatory.” In the article, “Why I Blog”, Andrew Sullivan reveals his purpose for blogging. He revels in the fact that he can get instant feedback from others on his writing. Sullivan can create or trigger an instant discussion. He can have people agree with him and have people argue with him. Either way, he is able to immediately post something and soon after receive positive or negative comments or feedback on his posts. In this way, much like Harris, in Rewriting, suggests, readers can examine the text, “rethink” it, and “reinterpret” it. Harris describes texts as artifacts because they have been “made and designed.” In this way, they can “be shelved, filed, or stored and then retrieved and reexamined” (Harris, 11). Our writing may spur and elicit thoughts that influence other writers around us. Although the web has been a positive influence in many ways, there have also been a few negative effects. Beyond collaboration, the web can hurt our literacy.  

The web has transformed the way we think. In the article, Is Google Making Us Stupid? 2011 Pulitzer Prize finalist Nicholas Carr addresses the issue of the influence of the internet on our brains and activities. He reveals that the internet “seems to be ...chipping away [his] capacity for concentration and contemplation.” He explains how his concentration drifts “after two or three pages.” Carr describes how he gets “fidgety... look[s] for something else to do.” Studies show that the more people use the Web, the more difficult it becomes to stay focused on long pieces of writing. The way we read becomes a “form of skimming activity” because we are “just seeking convenience.” According to Carr, it is not just “a different kind of reading,” but it is also a “different kind of thinking.”  In his essay, America the Illiterate, journalist Chris Hedges contends that in our world, there is “a need for constant stimulus.” All of the aspects of our society- the "news, political debate, theater, art and books are judged not on the power of their ideas but on their ability to entertain." We are no longer able to sit and stay still for longer periods of time if we are not interested. We have to be doing something interesting, watching something interesting, listening to something interesting, etc. “The change from a print-based to an image-based society has transformed our nation” (Hedges). I was able to relate to both Carr and Hedges. I was surprised at the accuracy of the statements and how they applied to my own life. I often skim while I read and search to find something… anything that will catch my interest enough to continue reading. Despite my concentration and way in which I read, I believe that the internet has been very beneficial to our reading and writing.

The way we read and write is similar to that in Freedom Writers, reading to know that we are not alone, and writing to have a voice. I write for these purposes. I write to examine what I have read.  I write to share my opinion. I write to give feedback. I write for a catharsis. I write to reveal my emotions. I write to release. I write to receive advice. I write for interaction. I can do all of these things through the utilization of the web in my reading and writing. The internet and other technologies that exist have influenced the manner in which we read and write into a more expressive and collaborative style.

WORKS CITED

Carr, Nicholas. "Is Google Making Us Stupid?" The Atlantic Aug. 2008. Web. 18 Jan. 2013.

<http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-

stupid/306868/>.

Harris, Joseph. Rewriting: How To Do Things With Texts. Logan: Utah State University Press,

2006. Print.

Hedges, Chris. "America the Illiterate." Truthdig 10 Nov. 2008. Web. 18 Jan. 2013.

<http://www.truthdig.com/report/item/20081110_america_the_illiterate/>.

Lunsford, Andrea A. "Our Semi-literate Youth? Not So Fast." Stanford University. Web.

24 Jan. 2013. <http://www.stanford.edu/group/ssw/cgi-bin/materials/OPED_Our_Semi-

Literate_Youth.pdf>.

Scribner, Sylvia. "Literacy in Three Metaphors." American Journal of Education 93 (1985): 6-21.

Web. 24 Jan. 2013.

Sullivan, Andrew. "Why I Blog." The Atlantic Nov. 2008. Web. 10 Jan. 2013.

<http://www.theatlantic.com/magazine/archive/2008/11/why-i-blog/307060/>.

Breaking News & Entertaining Topics

A part of this writing class has been reading the New York Times regularly. It has been an interesting experience, taking some time each day to read articles from the New York Times and see what is going on beyond the boundaries of my life. I have to say, it has been a bit of a challenge, because it’s not something I’m used to doing. I have never been an avid news reader or listener. I don’t see myself as an ignorant, misinformed person, but I don’t know as much as those who go through multiple news sites each day just to keep up with current events.

Over the course of his quarter so far, I have more commonly just read stories that caught my attention rather than following one specific topic. I’m very sporadic in the articles that I choose to read. I usually read the big “breaking news” topics such as the presidential inauguration and gun laws. Beyond that, I browse through the different categories and open up the articles I see that have interesting topics. I keep up with all the big stories, but yeah, aside from that, I read about technology, health, style, whatever titles grab my attention first. Sometimes I only read parts of articles. If I don’t particularly like where the article is going, or if I am bored with the author’s writing style or tone, I go out in search of a better article. That’s probably not the best thing to do, and I’m reinforcing all those articles we read about living in an age of entertainment and constant stimulus.  I've probably missed so many other captivating news stories in the process.

Reading the New York Times has increased my desire to be aware of all of the things happening around me. Reading the New York Times gives me the opportunity to read works of authors who have many kinds of writing styles. Although it’s a hard thing to keep doing, I would like to continue consistently reading the news each day. I think it’s a great habit to get into, and I do sort of feel it is part of my civic duty to update myself with the news. I always felt so uninformed before, but to be honest, I lacked the motivation to actually go on websites and inform myself. I figured that news would just come to me. Which, on most occasions, it does, but like I mentioned in one of my other posts, I want to look beyond only the “bigger picture” and be aware of all the different types of news in the world and right in my city.  

Here are some articles I came across recently that I thought were interesting:

(1. one) (2. two) (3. three) (4. four) (5. five)

The Product is a Process? The Process is a Product?

I believe that Jarvis explains the “press sphere” as one that today… isn’t really a press sphere. Our news no longer is fully dependent on the press. Sure, the press is still a part of the news, but it has lost a large chunk of its significance as the way that news is created and shaped has changed. Jarvis discusses how news is interactive and is an “accumulation of data” rather than something that comes from a single source. He also writes about news from the central viewpoint of the individual. . The “me-sphere” has more of a direction, so I found it easier to understand.  

He continues and reveals that “a story never begins and it never ends.” This is because the story is constantly in a process. It does not end after it is published. The “new news process” is a timeline of the various components in a story. The diagram that Jarvis created has processes both before and after the actual publication of the story. This concept that the “process is a product” is the idea that online, works are incomplete because there is still comments and follow-up after the publication. In addition, Jarvis contends that it is not always the author, but can be the reader who brings the elements of a story together.  Basically, Jarvis explains what he sees as all the “fundamental shifts in how news and the world around it is constructed.” In his opinion, there are no more limits to sources or discussion in news today. The environment is so different than the one we previously knew.

In my experience, I found Jarvis’s article to be very agreeable and easy to relate to. I don’t think reading or writing blogs is a restricted or definite process. When I write blogs, I love receiving comments and feedback, good or bad. I revel in the fact that people even take the time to read my blog posts. When I read, I like to leave comments with my opinions. Additionally, reading the New York Times, we were told to follow a topic we are drawn to. The news today on the web gives us that freedom to read about all different topics, but also to follow along with a specific topic and see how the story develops with time. Usually, a story is not just one story. One might write a story and trigger another story disagreeing, giving feedback, extending off a single idea addressed in the article, etc. There are so many opportunities for a story to develop and grow into new stories. 

The Common Student: Facebook & Word-of-Mouth?

It was surprising to go through and read all of my classmates' posts about where they get their news. For the most part, the majority of my peers happen to come across most of their news digitally. This was the most common way of getting news, though it was not the only way. A few people mentioned having news applications on their mobile phones. Others mentioned listening to the radio while driving, but not all of us have cars here on campus, so the prevalence of hearing news through the radio sort of dwindled because of that. More than one classmate mentioned receiving news through the "word-of-mouth" method or hearing it from someone else (who probably heard it from someone else who heard it from someone else). Reading these posts, it became increasingly obvious to me how much we live in an "entertainment age. One classmate mentioned how a lot of us use informal sources and how the news itself is presented in a way that is considered a "tabloid style." It's meant to catch your eye, capture a sliver of your attention. 

It was almost comforting to me to read that I'm not the only one who really only started reading the New York Times regularly because it was a class requirement. I don't have anything against the news, I'm just not the type to seek it out on a regular basis. I just happen to stumble across it, which several other classmates mentioned as well. It was also cool to read how others do spend their time going to news websites and actually read the print paper before coming to college here. 

Does this mean that we are lacking in civic literacy? I don’t think we are. I do think that the definition of civic literacy has changed because of the influence of the internet on news. We often only see the big picture such as breaking news over the little picture or local news. Some people agree with Hedges and may feel that literacy is falling and disappearing. We do not read print-based news as often, but rather we find most or all of our news via the web.  Nicholas Carr may have a few things to say on this topic as well. We are in an age of “skimming activity.” We often just skim through news articles until we find something that is interesting enough to continue reading. I think that many students do not make enough of an effort to keep up with the news, whether it is international or local. The majority of us wait for the news to come to us rather than seeking out the news ourselves. Does that make is illiterate? I guess that depends on how you see it.

Staying Updated.

Where do you usually get your news? How do you know what is going on? 

It's strange to think about where I get my news, because I'm not someone who normally makes much of a conscious effort to read the newspaper or listen to the radio. But, somehow, I end up knowing and staying up to date with what's going on around in the massive world around me. 

One of my biggest sources of news would probably be people. Whether it's simple gossip between a friend group or whether it's discussing breaking news, people like to talk. They just do. There are always those individuals who come up to you and ask, "hey, did you hear what happened? So and so did this in this place and this other cool thing happened!"... etc etc.  I would say that's how I get all of the bigger news stories that everyone hears. We are living in an age where news travels at a crazy fast pace. 

I remember the morning of the Aurora shooting. I was asleep when it actually happened, so I didn't know anything until that morning when I woke up. So many people had heard the news before me. My aunt, who lives in NJ and therefore is two hours ahead of Colorado, called in the morning asking if we were safe. Naturally, I was like, "wait, what happened in Aurora?" I simply Google'd "Aurora Shooting" and opened up Facebook and BAM!, news and comments were everywhere. From Google, various news articles popped up, and on Facebook, half of my 'friends' posted statuses such as "Is everyone okay?" and "Pray for Aurora." I had received multiple messages from my friends out of state asking me if I was okay because they knew I lived in the area. I got texts from my friends checking to see if I was safe and was not in that theater at that time. Within the span of the next few weeks, I heard about friends of friends or family friends of friends who were injured at the shooting, who had almost gone to the theater but had decided against it. 

Even in blogging, I see the news. I often go on Tumblr and come across posts discussing topics and news that I have not yet heard about, whether it is national or international. Don't underestimate the power and presence of social media. I found out from Facebook when South Korea elected its first female president in December. This is probably a bit sad, but it's usually where I first come across news stories. People post articles, statuses, or comments on the latest news, and if someone mentions news I haven't heard about, I look it up. On many website homepages, news is displayed. Sometimes, I go on news websites and see what's going on, but for the most part, I get my news from other people who saw it or from people who got it from other people. Unless I am following a specific story, I don't regularly go to news sites or newspapers to browse current events and such, but that's just me. Maybe after reading the New York Times regularly, I'll turn into a news junkie. Probably not, but there is a heck of a lot of crazy news in our world.