CHAT TRANSCRIPT BLOG #10

Excerpt 1

S so how do you think you felt about computers (when you were young- in grade school/middle school).

A I loved it - I loved it because, when I discovered what AOL was - that I could email my friends, put in little pictures, photoshop - all those things - and like chat with people my age -which can be dangerous. She is explain here how fun the internet was for her back when she was younger but mentions the fact she knows/knew that the internet was dangerous.

A We didn't have a computer, but we had web tv. Must have been in fifth grade. And it was a slow connection and you could have a little keyboard, and you could, check your email, and you could also chat strangers - which was dangerous cause I think I talked to a pedophile I'm not sure, I I was in fifth grade I gave him my phone number when he called me I hung up I was so scared realizes that by her talking with a pedophile could have become a very dangerous situation for herself, was naive to has dangerous it was to give someone your phone number over the internet

S what did that experience do

A That was scary. because

S did you tell your mom

A no I never told my mom or my dad

S we'll be careful if we publish this (laughing) knew the danger and that was she did was wrong because she mentioned that she was more scared of her mother finding out that the actual pedophile.

A I mean, I think I told them later on when I was in college, but it's dangerous,

A cause my parents weren't familiar with computers or web tv and I was a child exploring it -like - there was no restrictions, my parents didn't know how to put restrictions, they weren't too familiar with it. Shows how much freedom she had with the internet because her parents didn’t know much about it. It's only maybe three of four years ago that my mom learned how to use a computer so being a child, discovering it on your own could be really dangerous when there's chat rooms, and talking to people telling you that they're your age, but they're not now knows that everyone isn’t who they say they are on the internet.

S Exactly

A That was scary experience

S But you figured that out, you knew to hang up when you got the call

A Yeah, well as soon as I heard a deep voice I was like, that is not a kid, and like I think he asked me what I was wearing, and so I I was like, I'm wearing pajamas - bye, and I was like Oh my gosh, he's going to find where I live, my mom's going to kill me, so I didn't go on WebTv for a long time.

Now realizing the danger that she put herself in because the person who she had been talking to the whole time over the computer was in fact a grown adult.

S Oh my. So that was frightening. but it was also - how did that change the way you used it then?

A I was careful, and then I was strict on my younger sister and my brothers using the computer. I also hogged the computer because I liked talking to my friends. But when my sister started going online I would check up on who she's talking to, I would look over, I would check the history, see what websites she went on gender stereotyping because she was more strict on her sister than brother most likely because of what she went through

S and how old were you when you were doing that.

A High school. I was in high school. I was more familiar with it. And we started learning more about computers from the in middle school in high school by that time I was able to email who ever I wanted, and research, very familiar with the internet

What makes one feel that “A” was scared of the people she spoke with on the internet? How does this make us realize how dangerous the internet can be?

“which was dangerous cause I think I talked to a pedophile I'm not sure, I was in fifth grade I gave him my phone number when he called me I hung up I was so scared…… Yeah, well as soon as I heard a deep voice I was like, that is not a kid, and like I think he asked me what I was wearing, and so I I was like, I'm wearing pajamas - bye, and I was like Oh my gosh, he's going to find where I live, my mom's going to kill me, so I didn't go on WebTv for a long time.

What does this except say about stereotypes and genders?

When “A” was explain how she now monitors what her sister is doing on the computer. She is always looking over her shoulder and she put restrictions on the computer so her sister won’t end up in the same situation that she did with the man on the phone .it’s different for brother because she mentions she never really watches him on the computer. I think this has something to do with her feeling more safe because he is a guy and in her mind there aren’t as many pedophiles there are for little boy as there are for girls

Choice of language

“A” uses a lot of “I” in her interview. It gives you the feeling that she thought she was alone in what she was going through,

a.     She says, “ I think I talked to a pedophile”

b.     “ I was a child that was just exploring”

c.      “ I heard a deep voice”

What was scary in the excerpt like dangerous situations occurred (the tone)?

“A” says “I picked up the phone and heard a deep voice” she then realized that this was not a boy her age who she thought she had been talking to.

Excerpt 2

S so what did you and your friends do on the computer in a typical session - if you went over to your friend down the street

A check our emails, check our home pages, see if people left us messages, go in chat rooms and chat with our friends, exchange pictures with people that lived in our area that was our age, which could be dangerous, cause they could be imposters, we really didn't care ( more of a lighter situation, she states that she really doesn’t care about the possible danger from talking to others)

A I think paint came with our computers, I remember eight grade we were playing with like drawing our own little pictures, um changing the backgrounds and printing out whatever we did on paint, and then it evolved into photoshop, and making my eyes green, and fixing my cousin's nose to make it a little pointier, and then sending it to people will all the photoshop, so we had a lot of fun (learned to have fun with the computer as oppose to getting herself into trouble)

S oh you did (laughing) you did

A we would make ourselves a little thinner, and that's what we did though, I think half of our albums were photoshopped, so um (innocent fun)

S so how often did you use technology with your friends?

A every time we hung out

S every time, every time

A every time, that was just our way of life afterwards

S do you have a particular story about one one adventure with technology (laughing)

A um, one time we were in a chat room, chatting, well my friend and I were like, oh lets go with that guy's sceen name, and then, he was like do you have a picture, we sent a picture, we found out it was our pastor's son who was like 20, and we're like eeuew he's like an older brother, and then when he saw our picture he's like why are you doing that, why were you sending pictures to strangers, and kind of got mad at us ( wasn’t really too thrilled about who she was talking to because she thought it was someone else)

S oh that's really funny it backfired on both of you

A it was kind of embarrassing, we were like eeuuew, we go to church with him, he's old,

S that's really funny, how old were you then

A we were freshman in high school

S ok so you were about 14

A yeah, and he was bout 20, and he was like our older brother, too, and we were like, so now we know how you pick us girls, all these girls you met were from the chat room

S that's really funny

A that was a weird story

S that's a funny story, and it's funny, it's like a reprise of the story when you were little, and you gave, but it's um

A well this time it's someone I know and I think we lied about our age, too, so we said, every time we were 14 we'd at 3 or 4 extra years, we wanted to sound older (small laugh) and we would change our screen name so many times, cause we're like 'ahh, we want to have a new personality today'

S laughing

A we're like "pinkgirlloves whatever" or there, like our new boyfriends name, like Angelalovewhateverhisnameis - we changed it every week. What can you do?

Choice of language

This time she uses terms such as “we” and “our”. The situation is more light. This funnier because she is engaging in these activities with her friends she isn’t alone. Even her since of talking about the situation more lightly in the phrases she uses shows a whole change in the story.

a.       What can you do?

b.      Pinkgirlloves., whatever

Mood change:

The words fun and laugh were used a lot more frequently in the second excerpt. This expresses a change of mood.

Change in maturity levels between the two excerpts

During excerpt 1 “A” was more so nervous about her getting in trouble if her mother found out she had given her number to a person she met on the internet.  She was so afraid of what her mother would say that she stayed off the WebTV for a long while. She was nervous that the man who called her would find out where she lived. In the second excerpt when she realized she was talking to her pastors son she really didn’t care as much as she did the first time she found out she was talking to someone. This time there was an I don’t care attitude. Although she was embarrassed about talking to her pastors son this time it didn’t stop her from continuing to talk to other people on the internet.

blog 9 part 2 Goldmans Cognitive approach

The surface of the conversation

The base of the conversation

Situation Model

Ch        I wanted to talk a little, you  talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?

B          you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things

Ch        so it's interesting, games aren't really considered software are they?

B          they are -

Ch        so you know lots of software

B          yeah, but it's just games (laughing)

Ch        so what kind of crossover did you find between learning the games and learning the software everyone needs to know?  Obviously it wasn't real hard for you to learn, frontpage

B          I think it's because I had ah, background exposure

Ch        what background?

B          Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.

Ch        that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program.  And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications

B          well like a lot of games, in the beginning, there's menus.  You don't just start playing.  There's menus, you get to customize your decal your spray, clothes,

laughing

It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.

Ch        OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?

B          I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch

Ch        how about file systems and gaming spaces?

B          you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files

Ch  - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?

B          like I was navigating through menus

Ch        you got used to trial and error

B          I wasn't being graded - there's no - all right man, let's pass this class you've got to

Ch        so you're completely comfortable with messing it up and starting over.

B          Oh yeah

Ch        I think the print generation has a lot of hangups with that - what's something else

B          there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way

Discussion Patterns:

Goldmans three part approach does not relate mainly to the text but its applies to the transcript analysis and follows the three layers of comprehension.

a.       In the first pattern, the surface of the conversation is the first layer of Goldman’s form of analysis. In this section it shows Brains thought about his gaming knowledge. This was introduced in a literal representation way. During this part of the conversation Brian does not make the connection between his knowledge that he has for games and learning software.

b.       The base of the conversation is the second pattern. In the second pattern of the conversation Chandler tries to convince Brain that his knowledge about games that was previously discussed can apply to general computer knowledge as well as the software knowledge.

c.       The third section is the situation model. This is the last aspect of research in the model. In this section Brain is now aware that his knowledge of gaming can be applied to the other things besides games. He can now apply his knowledge to other things besides gaming but to software task.

Questions this analysis my answer:

a.       This analysis proves and demonstrates how someone learns. If one has a lot of knowledge in one subject they can apply it and use it to other subjects.

b.       The way Brain learns things, for example the song on the radio can be studied on ones thought process.

Smith and Goldman's Approach using Gaming literacy Blog 9

Main focus is that if you are an expert in software doesn’t mean you are an expert in games

Ch        I wanted to talk a little, you  talk about your self as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?

B          you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet things

Ch        so it's interesting, games aren't really considered software are they? Emphasizing that games aren’t not his strong point

B          they are -

Ch        so you know lots of software but software is

B          yeah, but it's just games (laughing)

Questions the difference between games and software, in attempts to get a better understanding

Ch        so what kind of crossover did you find between learning the games and learning the software everyone needs to know?  Obviously it wasn't real hard for you to learn, frontpage a little sarcastic

B          I think it's because I had ah, background exposure

Ch        what background? Tries to find out more detail

B          Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.

Gaming as literacy

Ch        that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program.  And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications

B          well like a lot of games, in the beginning, there's menus.  You don't just start playing.  There's menus, you get to customize your decal your spray, clothes,

Laughing( lightening the mood by laughing) proving a point that because he knows a lot about software doesn’t mean he will know everything on the computer

It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around.

Ch        OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?

Emphasizes that other knowledge of computer skills cannot really be used in a game

B          I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch

Ch        how about file systems and gaming spaces?

B          you know, you're right, because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files

Reasons why games can prepare children for certain things

Ch  - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?

B          like I was navigating through menus

Ch        you got used to trial and error still had to learn the in’s and out’s of the game

B          I wasn't being graded - there's no - all right man, let's pass this class you've got to

Ch        so you're completely comfortable with messing it up and starting over.

B          Oh yeah

Ch        I think the print generation has a lot of hangups with that - what's something else

B          there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes; we really can't live that way

Discussion patterns:

Chandler is the one who leads the conversation. She directs it because she is the one asking all the questions. Brain could have and had the chance to direct the conversation in other ways but he kept his answers direct and answered the exact questions that chandler has asked him. Chandler tries to find out how his knowledge became so strong about software. Chandler learns through this interview that learning how to navigate through games becomes a learning tool to other programs.

Who takes charge?

During this interview Chandler takes charge of the conversation. She is asking all the questions. Chandler directs where the conversation goes as oppose to Brain who just answers what he is asked.

Questions this analysis may answer?

a.       How to break down questions to get exactly the answer that you are looking for

b.       If you interviewer seems unsure about what he is saying, you learn how to pull out what he is trying to say by asking a certain series of questions.

c.       Reader can fully understand what is going on in the interview

Notes and Analysis on the Sample Transcript

In this transcript the tone and mood changes a lot during this interview. When "L" was being asked about her school and neighborhood when she was little I feel like she wished she could have lived in a different setting. When she was saying how her neighborhood was filled with kids in gangs and how you really needed to know who your friends were it was almost as if she felt resentment that she has to be in the neighborhood that she lived in. When L spoke about school when she was younger it was though she wasn't being completely honest because she was talking to a teacher. She speaks about a test that she had to take. She was so excited that she finally passed the test because she was so nervous to take it but it came back to bite her because she had to leave all her friends behind because they did not pass the test. She felt as though her friends were resentful towards her for  moving on because they could not pass. In the end L ended up with no friends for a long time. When saying this I feel like again she wasn't being completely honest because she was talking to an English teacher and she did not what to say her true feelings.

Discourse and Discourse Analysis #2

When going over what discourse and discourse analysis was in class it helped me further understand the meaning of what they are. to my understanding discourse is taking apart a writing and language that is used in  a piece and analyze what the writer is really saying. You break the writing down to your interpretation of what you believe is being said. Discourse Analysis gives the reader a chance to look back on what the writer is saying. This can be used in any setting or piece of writing, for example most reading that we have done the setting was in a classroom or an interview was being held. Discourse can vary on a number of things. Discourse can be what was said, how exactly it was said meaning the tone of it and even sometimes body language. There are two forms for discourse and they are micro and macro. Macro is a broad view of what is being said, for example cultures and ethnicity.Micro is when you are in person speaking to someone. Everyday we use discourse and discourse analysis without even noticing it. I still need help on discourse and discourse analysis but I'm pretty sure that continuing class sessions will further help me.

Discourse and Discourse Analysis

Discourse analysis can be a way you approach or think about a problem. Its about how you question and go about researching assumptions. It is the meaning behind specific words.Discourse and discourse analysis can reveal the motive and what the text is really saying by using a particular method. It will not provide answers to your problem but it will interpret what the problem is. Discourse analysis is to help you understand difficult text that have hidden problems because of the type of language that is used its most times not easy to understand.
 Discourse is more so written or spoken communication. it can be how they people interact with one another as well, and the use of their body language.Discourse is followed by a specific pattern of how work is done, always done in the same order. Its not what you say but how you say it. It can be the tone of how a message is given and how it is received to whom you are saying it to. Discourse is used to analyse written or spoken language.
Discourse would be helpful to because as an English major written and spoken language is very important. you have to know how to communicate with your receive and make sure that they are receiving the information that they are giving you correctly.

creative writing and research -blog#5

In class I started to think about the topic of my dad's job and how it effected me while I was growing up. As I started to think in a sense his job really circled around my whole life and me growing up as a child. As I began to jot down thoughts I then began to brainstorm all my feelings and emotions that came up. I realized that in order to make this into a story and/or paper it would be more so of a free write. I came to this realization because all of what would be put into it were my thoughts. I didn't have a story line with a beginning middle and end, it was just how I felt. To go about writing this I would have to think as far back as I could remember to where I realized that my dad was not around as often as I would of liked him to be and how it effected me. When I write I always have to think of my feelings towards whatever my topic is because it is going to come out in my writing. While growing up I didn't really get to see my dad often because he was always on business trips. I vaguely remember things from my childhood so to get the best results of how things really were I would have to talk with my mother and my older sisters and brothers. I can ask my dad a few questions as well because I know he is not happy that he missed out on childhood memories because even as an adult he talks about it. Overall this piece would be more of a free write because it is all my thought and how I feel.