Journal 8: Course Reflection

After observing my classmates over the course of this semester, I see that this course can go one of two ways: the student can complete the work but not learn much, or the student can think critically about the course material and the projects assigned and learn a great deal. I believe I chose the latter route. Here is why:

The first text of the semester, Dennis Baron’s “From Pencils to Pixels,” caught my interest right away. I not only enjoyed his dry humor, but I was inspired to research literacy technologies further. In fact, I am interested in creating an Honors Project for English Departmental Honors on the way literacy interacts with technology. I think Baron’s article played a role in the direction my Honors Project is going. I chose to read the text critically rather than just to get it over with because it was assigned reading. I scribbled notes all over the version I printed out, freewrote in my journal about the article, and allowed myself time to mentally digest the sumptuous feast of Baron’s insightful content. Already, I had made an effort to learn everything possible from the class material and experiences.

Now as a general rule, I am a very dedicated student. The fact that I wrote in my journal about assigned reading without being assigned to testifies to my scholarly dedication. However, it was not just my dedication that carried me through this semester. During the second half of the semester, my enthusiasm was fueled by a great group of team members. We worked well together; we bounced ideas off of each other, provided constructive criticism, and gave each other verbal praise. Yet, more than having good team members, I think my position as team leader inspired me to get as much as possible out of the course. I learn best when teaching others, so even though I wasn’t the “teacher” of our group, my position as leader allowed me to explain things to the members of my group without seeming controlling.

One of the things I consciously tried to avoid while working with our group was being a control freak. As a Type A personality (and anyone who has ever met me will agree that I am, indeed, a Type A), I have a tendency to try to take everything into my own hands. Delegating tasks can be difficult for me. I think I did a decent job of sharing the workload with my group members, but since I’m still Renee the Type A (yes, I know that rhymes), I’m sure I could have stepped back and let the other members of my group shine more.

Finally, as I reflect back on the semester I realize that no matter how engaging or prepared a teacher is, what a student learns is up to the student. I believe ENG 314 is an important class that can open new avenues of thought to students, but that belief is tempered by the sobering knowledge that so many of my contemporaries will let opportunities to expand their understanding pass them by. For me, I gained a better understand of how writing and technology affects our world, practiced the art of task delegation, learned to design a website, and so much more. I hope that every future ENG 314 student will learn as much, and enjoy this educational journey as much as I did.

Renee Boettner

Journal 7: Jing Onscreen Video Project

For my Jing onscreen video project, I have chosen to create an instructional video for Scrapblog (http://www.scrapblog.com/). I found the website on www.go2web20.net in the fall of 2010, when I was taking ENG 204 with Ms. Cosgrove.

Scrapblog is a Web 2.0 site that allows users to create online, digital scrapbooks for free. The tagline for the website is: “Create a world for your pictures.” As an avid real-world scrapbooker, I was hooked the moment I created my first Scrapblog digital scrapbook. Using Scrapblog, a scrapbook addict like me can save hundreds of dollars every year by using free digital scrapbook supplies provided by the site.

As to why such a video would be useful, it would help many enthusiastic but less-than-technologically-savvy Scrapblog users to enjoy an exciting feature of the site. Since the site targets a demographic similar to traditional print scrapbookers, a significant portion of the site’s users do not know how to utilize all of Scrapblog’s many features.  That doesn’t mean they don’t appreciate the tools that the site provides, just that they may need some help utilizing those features to their full potential.

What attracted me to Scrapblog, even more than its convenience and money-saving potential, was its ties with Facebook and other social networking sites. This is where my onscreen video project comes in: I would like to create a video tutorial explaining how a Scrapblog album can be shared on Facebook. I feel confident that I am familiar enough with both Scrapblog and Facebook that I will be able to successfully create an easy-to-follow onscreen instructional video.

There are also methods for sharing Scrapblog albums on a blog as well as with a specific e-mail correspondent, but I think that all three options would require a longer video than the assignment requires. Thus, I will go through the process of sharing one of my Scrapblog digital scrapbooks with my Facebook page in my video. Of course, I will try to make the process as entertaining as possible with my signature witticisms and lighthearted banter (yes, one can banter with a computer).

Oh, and I won’t complain about having an excuse to create a new Scrapblog digital scrapbook, either.

Renee Boettner

Journal 6: 13 Best Practices for Restaurants on Facebook

The Mashable article, “13 Best Practices for Restaurants on Facebook” was a very interesting read. Since I have a Facebook account for my jewelry business, Tutterfly Designs, I found the article very applicable. Though it is about restaurant pages on Facebook, the concepts addressed are concerns with any business Facebook page.

One of the Facebook pages that I frequent most often and model my business’s page after is Fire Mountain Gems & Beads. They are an online jewelry supply wholesaler. One of my favorite things about Fire Mountain Gems & Beads is their commitment to customer service. Before they had a Facebook page, they were known in the jewelry community for their excellent telephone customer service. Now that they have moved into the social networking era, I am impressed at their ability to be just as personal online as they are by phone.

For my own business Facebook page, I already employ several of the practices listed in the article. I think the second practice listed, “you must respond,”  is the most important. Every time someone “likes” the Tutterfly Designs page, I write a personal message on his or her Wall, thanking them for their interest. This kind of personal attention has helped Tutterfly Designs gain a reputation as a customer-oriented enterprise. Also, adding a link to the Tutterfly Designs page in every thank-you post exposes the link to an ever-broadening audience. This method is the online equivalent word-of-mouth advertising.

I also employ practices three, “educate your fans,” and five, “don’t just sell — be interesting,” occasionally. However, the article’s arguments for these two inter-related practices are so strong that I have decided to implement them on my page. Posting informational items that are not directly self-serving is a great way to share what I love with my fans, and to earn the trust of my customers. It also reinforces my credibility as a knowledgeable member of the jewelry community. Not to mention, it’s a fun way to start conversation among fans, which makes the page feel personal and interactive. And interactivity is valued highly by a modern audience.

The article provided helpful suggestions, presented in an engaging format. The inclusion of photos in the text was a stylistic choice that added to the overall effectiveness of the article, rather than distracting from the main point. If I was grading this Mashable article as a teacher, it would definitely get an A!

Renee Boettner

Journal 5: Ideas for Team 1

As the team leader for Team 1 (really, why would we change our name? We’re literally #1! Beth suggested “Team Awesome” as a possibility, but we decided to let our “random” ranking speak for itself), I am very pleased with our members’ willingness to commit to the project.

We held our first meeting outside of class time on Tuesday, October 11, allowing us to brainstorm some ideas before Holly came to class, and also to establish a sense of community. The atmosphere was very open and productive; one member (not me, in case you were wondering) brought two logos to the meeting as a springboard for sharing ideas. I was pleasantly surprised at everyone’s good attitude and prompt arrivals – I can honestly it was one of the most efficient and enjoyable meetings I’ve ever attended.

After sharing the ideas we had written down to present at the meeting, we decided to create a collection of Google docs for the project. I uploaded all of the files created to date, but as I’m new to Google docs, I’m still wading through the process of adding editors and getting used to the user interface. However, it looks like a promising tool, especially when augmented by our scheduled face-to-face meetings on Tuesday evenings.

As a group, one of our biggest concerns is the logo. The logo, or some part of it, will be featured on every piece of our package. We originally toyed with the idea of changing the font used for “Sydney’s,” but after class on Wednesday, Holly specifically mentioned how much she likes that particular font. Instead, I think we should focus on creating contrast in the logo using a striking accent color (Redskins red, primarily).

Another idea I had for the logo is to change the font and format of “the local’s bar.” The current logo has three capitalization patters: “Sydney’s” uses a capital and lowercase, “the local’s bar” is all lowercase, and “TAVERN” is all in capitals. I would like to leave “Sydney’s” and “TAVERN” as they are, but change “the local’s bar” to “The Local’s Bar” to give the logo a sense of unity.

One final idea I have for the postcard and/or flyer is to use the beer graphic (on one of the business card designs) as a large watermark in Redskin red. I liked the use of watermarks in NDDB as a unifying and fun design element. I think incorporating them into our package will add visual interest to our documents while still looking professional.

Journal 4: Mini Research Essay

My original concept for the Mini Research Essay was to make my foray into futurology by predicting whether e-Readers are here to stay. I began my research with comparisons between e-Readers available on the current market – mainly the Barnes & Noble Nook and the Amazon Kindle. This opened up the issue of whether the e-Reader will survive despite the increasing popularity of tablet computers. For example: will anyone want to purchase an e-Reader when an application is available on the iPad or another tablet computer that performs exactly the same task as an e-Reader?

While this was a fascinating topic of study, there was very little scholarly research on the issue. I found a plethora of magazine articles both comparing e-Readers to one another, as well as comparing e-Readers to tablet computers. Yet, there were not enough credible sources for my argument to extend beyond the realm of surface research.

To really delve into the world of e-Readers, I needed to shift my focus to that of e-Readers in academics. I’ve found several credible studies which address both the negative and positive aspects of incorporating e-Readers and/or e-Reader applications on tablet computers in an academic environment.

At first, I was unconvinced that this issue is widespread – but according to an article by the Association of American Publishers, “For February 2011, e-Books ranked as the #1 format among all categories of Trade Publishing (Adult Hardcover, Adult Paperback, Adult Mass Market, Children’s/Young Adult Hardcover, Children’s/Young Adult Paperback).” The article, entitled “Popularity of Books in Digital Platforms Continues to Grow, According to the AAP Publishers February 2011 Sales Report,” goes on to say that the e-Book format is “generating fresh consumer interest in – and new revenue streams for – ‘backlist’ titles, books that have been in print for more than a year.”

Such an active public interest in e-Books confirms the importance of e-Readers as a new means receiving information. And though schools are not always know for remaining on the leading edge of technology, they cannot simply ignore the public’s widespread acceptance of a new technology with the potential to enhance the learning environment. Thus, I have found several studies and articles published by prestigious universities on the issue which address both negative and positive aspects of e-Readers in academia.

Renee Boettner

Journal 3: Writing, Teens and Web 2.0

Tim O'Reilly's article, "What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software" addresses the definition of Web 2.0. One of the main requirements (or "core competencies," as O'Reilly labels them) for a Web 2.0 tool is "trusting users as co-developers." This is a revolutionary idea when compared with the giant software companies of past decades. Instead of hoarding the secrets of program code, Web 2.0 allows virtually anyone to harness internet-based APIs and create new mashups. This leads to another core competency, closely related to the idea of trusting users: “harnessing collective intelligence.” When more people have access to the building blocks of new applications, the more opportunities there are for creativity and innovation.

This is all very exciting, and allows our technology-rich society to change at a speed unprecedented in past centuries. Yet, does the new generation, who have grown up in the era of computer and the Web, understand the significance of this shift in the philosophy/business model of software companies? The article, "Writing, Technology and Teens," published by the Pew Research Center, suggests that they do not.

According to the article, 60% of teens do not consider “electronic personal communication” to be writing. This includes text messaging, e-mail, IM and social networking sites. To anyone who functioned in society before the dominance of the internet or the invention of the cell phone, this may be shocking. The fact that the majority of teens who participated in the study do not consider their daily textual electronic communication exemplifies the disconnect between their generation and the understanding of the impact technology has made on the way we live.

It is not unusual for a teenager to look shocked when a parent or older relative tells a story about being stranded in his or her youth, only to receive the query, “why didn’t you just use your cell phone?” I witnessed this very exchange recently when my younger cousin heard his father, my uncle, telling such a tale. When my uncle looked askance at being asked about using a cell phone before they were even invented, my teenage cousin provided an answer: “oh, your battery must have been dead.”

This real-life incident displays how those who have never been forced to survive without the modern convenience (or nuisance, according to some) of instant communication via cell phone, cannot comprehend life without it. Perhaps as they gain maturity, they will come to appreciate how technology, particularly the internet and all of its Web 2.0 applications, has revolutionized how we perceive text. In the meantime, those of us who remember life without cell phones or the World Wide Web need to remind those who don’t to appreciate the technology we are surrounded by. Just think – maybe power outages aren’t so useless after all.

Renee Boettner

Journal 2: On "From Pencils to Pixels"

In Dennis Baron’s article, “From Pencils to Pixels: The Stages of Literacy Technology,” he chronicles some of the major points in the history of writing technology. He reminds readers that the first form of writing technology was actually the process of writing itself.  Before the invention of writing, there was no way to keep records of the happenings and stories of oral culture. Writing revolutionized cultures, allowing them to go from oral to literate societies.

Baron then describes several subsequent developments in writing technology. The example that most piqued my interest was the introduction of the typewriter: “…in 1938 the New York Times editorialized against the machine that depersonalized writing, usurping the place of ‘writing with one’s own hand.’” Today, the New York Times uses the advanced computer program InDesign to publish its newspapers. If a journalist turned in a hand-written story for publication in 2011, I’m sure he or she would receive some disbelieving looks or possibly even a reprimand from the edior. For that matter, a story typed on a typewriter would be just as shocking in a modern-day newsroom.

Whenever a new technology is introduced, like the typewriter, it takes time for it to be accepted by society. Humans tend to distrust new technologies, which explains the New York Times’ initial resistance to the typewriter. However, as the typewriter gained mainstream use by increasingly low prices, it became necessary to use typewriters to remain competitive in the newspaper business. As any technology becomes the standard for an industry, those who are reluctant to try the new technology are often left behind.

 The same stages of acceptance at work in the case of the typewriter apply to not only the modern era, but to all human history. When writing was first invented, there were very few people who could understand or produce it; there was an elite literate community. It was not until writing started to be used for additional purposes, such as recording religious rites, that more people became literate and writing became an accepted technology. This process repeats itself time and time again, with each new technology either adding to previous technology or replacing it entirely.

Renee Boettner

About Me

My name is Renee Boettner, and I am almost 21 years old. My birthday is September 9^th, also know as 9/9. And since I was born in 1990, my full birthdate is 9/9/90. This rather remarkable coincidence caused my 9^th birthday to fall on 9/9/99, and my 19 birthday on 9/9/09. One might assume that 9 is my favorite number, but that isn’t the case. My favorite number is 11. Why? I really don’t know, but I actually don’t care for the number nine much at all.

I am an avid reader of almost every genre – everything from fantasy to instruction manuals. Even though most people consider instruction manuals the height of boring prose, I think it’s fun to read them in Spanish. I have learned a lot of new words that way, surprisingly enough.

I also practice my Spanish while I fulfill my other life passion – dancing. Right now, I’m focusing on Argentine Tango with the group Tango Wilmington. It’s exciting to learn a new dance form after two years of salsa dancing with my former dance partner, Franchesco. I hope to go to Buenos Aires, Argentina, the greatest tango city in the world.

When I’m not reading or dancing, I can be found making jewelry. I have my own jewelry business, Tutterfly Designs. I love having a creative outlet – especially one where I can embrace my love of all things sparkly and make something useful at the same time. I usually produce two themed collections a year. My premiere customer club is a group of my best customers – because of them, half of my last collection was sold before the collection debuted to the public!