Aesthetics of the Everyday Through Tatiyana's Eyes

Tatiyana is a freshman in high school with a unique eye for capturing the experiences of youth. From schooling, to friendship, to love, to simply hanging out, Tatiyana brings these special moments into focus through precision and depth. Here is her story of the everyday.

My Gangsters

Anna Marie and Joey were playfully flashing their jackets when I saw that my camera naturally lit up the hallways so that everything in it stood out. I told them to go down the hall a little more and flash the people up ahead ! Anna Marie suggested that I take the picture with Joey too (: This reminds me of teenagers for sure -- always doing crazy, random things.

My Journalism Class

This is my most favorite picture. It really shows the personalities of my friends and how different they are. Savannah (second girl pictured from the right) has a really cool look on her face that gives away so much emotion! And Joey (right next to her) looks sly and charming. And of course Anna Marie, who always has a smile on her face.(:

Lemons

I took this during jounaslism. The yellow in this picture is just for Anna Marie because it's her favorite color; I decided to just get on the ground and take a random picture and she got right on the ground with me! When I see this picture, I think of happiness lemons! Haha (:

Together

Anna Marie and Elijah, two people who are an absolute mess ! This is the very first day they were going out. I took this picture only because I wanted to capture the very first moments of a blossoming relationship.(:

Fort Bliss Comic Book

If Fort Bliss were a comic book, I know that this is what it would look like. I took this while my sister Zoe was playing soccer on the parade field. Originally, there was a golden sunset, but when I played with the tones and hues, I found that this picture looks even more magical than a normal sunset picture ! (:

Ethnography of the Online/Offline Continuum: An Introductory Review (MSTU 4020 - Final)

Abstract Ethnographers researching social practices and interactive communication within computer and non-computer mediated environments face various challenges in the field. That is to say, ethnographic research methods have been further complicated by the online/offline continuum. For this analysis, the online/offline continuum is defined as an interactive and communication phenomenon characterized by the distribution of identities and social practices that shift between computer and non-computer mediated environments. The following literature review is an introductory exploration into various theories and constructs that guide discussion about meaningful approaches to conducting ethnography of the online/offline continuum. Specifically, the following questions are addressed:

1) How can conceptions of space, place, and time help us to understand and approach researching the online/offline continuum?

2) How have scholars been reworking ethnographic research methods of the online/offline continuum?

3) What new constructs and forms of ethnography are emerging because of online/offline continuum?

4) What new formulations have emerged as a result of the literature reviewed?

Discussion

Based on literature presented, several new insights and formulations have emerged about ethnographies of the online/offline continuum.

First, emerging ethnographies of the online/offline phenomenon are characterized by connective methods, reflective approaches, experiential epistemologies, relational theories, and experimental practices.

Second, researchers must continually revisit interpretations of space, place, and time to further guide research of the online/offline continuum.

Third, ethnographers must formulate and rework definitions of the online/offline continuum and of alternative forms of ethnography to expand upon those mentioned here.

Fourth, ethnographers must continue to investigate social practices in relation to computer and non-computer-mediated environments.

Finally, researchers must be incline to consider the “cyberspace knowledge question” (Hakken p. 182) to better understand pedagogical approaches and assessment practices in relation to the online/offline continuum. The last formulation is also important to how we understand the influence of technologies on doing research (Wolf, 1992, p. 127) doing community, and seeing ourselves throughout the online/offline continuum.

Outline

Space, Place, & Time

• Manuel Castells' Space of Flows (1996)

Virtual Ethnography

• Christine Hine (2000)

Reworking Ethnographic Research Methods

• Christine Hine's "connective ethnography" (2007)
• danah boyd (2008)

Ethnography as Epistemology

• David Hakken's "knowledge question of cyberspace" (1999)

Emerging Constructs & Ethnographies

• Johan Fornas, et. al "digital borderlands" (2002)
• Robert Kozinet's Netnography (2010)
• Michael Wesch's digital ethnography (2010)

Story Melodies Vol. 1: Coming of Age in the City

Story Melodies Vol. 1: Coming of Age in the City from Media Make Change on Vimeo.

Story Melodies Vol. 1 is the first of a series of upcoming digital shorts. Coming of Age in the City highlights the stories of three individuals living in New York City. Their stories are weaved together by the sounds of some of the world's most talented street and subway musicians.

I came up with the idea to begin a series of stories that read like the music we hear. I set out to explore and capture the paradox of sound and image, both of which asks us to consider, what does the image sound like and what does sound look like? Through the paradox we can find meaning.

Because of this project, I've been able to explore nearly every facet of my imagination. I've engaged with my favorite art forms, video and photography, and Ive discovered brilliant sounds of music along the way. After months of collecting sounds and images, I hope to have created a visual and audio work in concert.

I am sincerely thankful to all of the street and subway musicians I listened to along the way. A few listed below:

The Crowd (http://wearethecrowd.com)

Alex Lo Dico Ensemble (http://alexlodico.com)

Charlie Guitar (http://nyccharlie.com/)

Made Over (Youtube: bryken89)

The Meetles (http://meetles.com/)

If anything, through this project I learned that stories are the melody in the key of life. (Hat tip to Stevie Wonder ;-)

Enjoy.

Social Implications of Technology in Education

Source

Despite being a bit outdated, I found Castells' article The social implications of Information and Communication Technologies relevant to what's currently happening with technology and education. Castells breaks down the implications of information and communication technology on society based on several categories:

• Education
• Economy
• Society (inequalities)
• Space/Time (history and urbanization)

I'll limit my discussion to Castells points on education since it's necessary to think about technology in terms of how it impacts current trends in education, particularly urban education. Castells point of view is that ICT tools should be knowledge production tools that supplement, not necessarily replace, other learning tools in education. I appreciate Castells consistent points about generating relevant knowledge through ICT tools. Castells writes,

Our economy is informational because the capacity to generate relevant knowledge, and process information efficiently, is the main source of productivity and competitiveness for firms, regions and countries (237).

Interestingly enough, Castells' point about a productive economy reminds me of Mayor Bloomberg's recent comments about his choice for Chancellor of NYC public schools, Cathie Black. He says of Black,

"There is no one who knows more about the skills our children will need to succeed in the 21st century economy,"

On one hand, I can understand why it's necessary to consider how technology, for instance, can prepare learners for a productive and competitive economy, even if it does come across as Orwellian. Though I wonder what a complete focus on technology's role within education as tool to increase productively and competitiveness in our economy, says about our view of technology and education in general. I come back to Castells main point that technology should be seen as a supplementary tool in schools, and that "increasing computer equipment is not the answer" (236). Technological determinism aside, I think the quantity argument is an important point for us to consider because it speaks to how we use ICT tools as opposed to how many or what type of "latest" tech tools we use.

On another note, I wonder if Black, being a former high profile publishing executive, has any plans for implementing more technology into public schools seeing as how she and Bloomberg seemingly want to prepare our children for a competitive economy - like the little worker bees.

*cough cough*

Final Project (MSTU 4020; Week 11)

Source

Over the past few weeks, I've mulled over ideas for the final project. I think I have a solid idea of what I'd like to focus on. I'm thinking about a literature review that discusses emerging methods of researching identity and communities within digitally connective spaces. I'm particularly interested in Christine Hine's idea of 'connective ethnography'. I think perhaps it's useful to think about how we, as researchers and educators, go about researching and understanding identity and community engagement within this space. I've felt as though some of the methods that have been presented in class, for example, the research studies on Facebook, are missing something - not sure what though. However, I do believe that ethnography can be a great entry point to begin exploring new ways of researching the Internet.

My interest in this topic is grounded by the following quotes (though not limited to these):

"We do not have the empirical ground on which to assess how (if any) online community affects offline community (Bayum, pg. 1998). Bayum asks us to develop an 'emergent model of online community (pg. 1998).

"[When] enacting space, a way of being as you interact with space, a new kind of imaginative space emerges" (Vasudaven, in class, 10/21/10).

"A really good ethnography is one in which you can present it to the community and they're not surprised [by the research]" (Vasudaven, in class, 10/21/10).

Likewise, I may look at how ideas/theories of time and space can lead us toward a new understanding of research models.

A few references I intend to use:

• Gloria Anzaldua's writings on nepantla theory: I will refer to my MA thesis on nepantla theory to see if I can apply this idea, in terms of borderland/liminal space, to understanding what the Internet looks like as "a kind of imaginative space" that emerges.
• Leander & Mckim's Tracing the Everyday 'Sitings' of Adolescents on the Internet: a strategic adaptation of ethnography across online and offline spaces: This article takes a look at ethonography within online and offline social spaces.
• Jankowski's Creating Community with Media: History, Theories, and Scientific Investigations: I'm hoping to use some of the questions that Jankowski and Bayum propose in the article to ground my research paper.
• Christine Hine's Virtual Ethnography & Connective Ethnography and the Exploration of e-Science: Hine's provides useful ideas about connective ethnography that I'd like to explore further.

I'll be looking over more readings from the beginning of the semester this week to see if there's some more useful ideas to work with.