4.14 Set up for IRB work, workshop on thesis proposals, and reflecting on language use

We started class by checking out the links to the right which direct you to Kean University's IRB materials. In particular, I suggested that you read through the handbook (linked from the IRB page), with particular attention to the different levels of approval.  Also read through the sample application form.  This was created before the online portal was instituted, but requirements remain to turn in hard copies.  You will use the forms/templates in the handbook and on the site to create your application.  A complete IRB application includes: the Submission form (beginning with the first page in the sample); an informed consent form; an A/V consent form (if you will be recording any interactions); a debriefing from; and  protocols/data collection materials associated with the project.  For now, don't worry about the protocols.

In class you will work on creating your IRB account and drafting your materials for submission.

Workshop:
During the next part of class you workshopped your proposals so far, with particular attention to your focus, the place of your project in writing studies, whether you have made constructive connections to the research literature - and anything else you wanted to talk about.  You were grouped with colleagues who had similar projects, and it looked to me like you gave eachother some good feedback, and all of you were good to go in terms of creating a draft for next week.  I'm looking forward to reading these!

Wysoki and Selfe and Selfe
In some ways, the discussion of both of these articles had similar themes:  literacy and literacy education are not neutral.  Our language (and the way we use it) and our teaching are intricately associated with power structures in ways that put forward the interests of the 'more powerful'.

Our discussion of the term literacies and Wysoki's description of the "bundles of stories" (unconscious associations, belief systems, values, and narrative lines) associated with it characterized it as a term associated with colonization, homogenization, authorization of one set of discursive practices and identities as "correct", capitalism (buy in with a particular model of economic growth as "good" and natural) and a version of democracy the envisions "everyone as equal" through literate participation. Wysoki pointed out that these beliefs and values persist despite compelling and pervasive experiences where that is not the way the world works.  And she asked why we would want to apply such a burdened term to what we do with computers and on the internet.  She asked - why not name it something else?  This was in 1999.

We then reflected on what it means that we persisted in naming many things "literacies" - and asked ourselves what it meant that we did - in terms of who garnered power from that move, and what it authorized?  We noted that it authorized educational ownership of the internet, empowering "schools" to name the "right" and "wrong" way to use the internet; that this move was in collusion with economic interests who sell technologies to schools, and so on.  Though we didn't make this move in class - there is also a need to step back and ask about who benefited and how in more detail before jumping on the anti-capitalist/business bandwagon.  Even when it is difficult to actually step outside of the effects of ideological systems - it is important to strive to see them - so we can write messages to the future.

We then segued to Selfe & Selfe's analysis of the interface. Rather than repeat their analysis of Microsoft, we used their axes for analysis, and mapped the capitalist & class privilege, discursive privilege, and rational/logocentric privilege in the interface provided by blogger, the software I use to create public documentation of our classes.  We only scratched the surface, but we noted that the kind of information about "use" (in the stats) was more useful to marketers (who opened the page, how often, when) than to educators, who might be interested in who read what page, when, and what they interacted with.  We also noted all the opportunities for self promotion and for developing ways to make $$$ (surprise).  Lots to think about here.  We could have spent much longer ont his.

I have pasted in the calendar for the rest of the term.  You are almost there!

April  21  Due: Draft research proposals; schedule conferences

Presentation on IRB application  process
In-class work on IRB applications + conferences on research proposals

More work on research proposals

Write: IRB application

April 28 Due:  IRB application  Returned: Research Proposals with comments

Presentations on research proposals

May 5

Returned:  IRB application with comments
Presentations on research proposals
Review readings + connect to research essays for Exam 2

May 12
Due: Final Exam, Final Research Proposals + IRB application