Patrick Munson's List: Digital Literacy Online Assignment- 2.5 Researching Credible Connections Assignment

• • The intention of the Authors are to advance business online environments and infrastructures through fractal mathematics and digital implications. The Authors are all Labeled along with a title. The date of the article is April, 2004. The Article maintains an empirical, scholarly tone. The Citation is accurate and visible. The URL link ends in ".EDU" The Authors' seem to be respectable and scientific in their approach. Cross referencing their findings with my personal understanding has lead me to believe this article valid.
    
    The article significantly expresses the urgency of advanced online business collaboration among internal sections and allies. This information applies well to Fact #1.

  • ---------------This article describes and reflects upon fractal web-based processing within business world of an extended Enterprise.
    
    * "Finally, an example of fractal web-based extended enterprise is given, in which a hydraulic machine can be manufactured cooperatively through self-similar networked collaboration style among the manufacturers and among their internal subunits supported by the computer supported cooperative work (CSCW) information platform."
    ---------------I decided the above sentence established the key point and proof of my "Topic Fact." This statement suggests the refinement of a mathematical governed Internet network.
    
    * "In the times of Internet and economic globalization, it is an Important trend of manufacturing technology that an enterprise
    Demands to cooperate with other ones to establish extended enterprise by means of a CSCW (computer-supported cooperative work) information platform in order to undertake large projects"
    ---------------This expresses the necessity of Online Collaboration within business environments. Even at the time of this publication, the current norm of the global business environment was an online centric network.
    
    
    * "Extended enterprise is an enormous system with a world of complexity in the organization and its operation. For example, in order to join the extended enterprise, an enterprise is demanded to satisfy the requirements such as internal structure, ontology stipulation and management and communication protocol, etc."
    
    --------------A description of " extended enterprise." This format of enterprise extremely benefits from having a well developed online environment to foster online collaboration amongst allies and internal infrastructure. Hence why such environments have been developed for Online Collaboration.
    
    
    * "The internal organizing and operating model that need to conform to extended enterprise: There is a lot of turbulence coming from the market that extended enterprise has to suffer anywhere and anytime. Therefore, both the structure and the workflow of all sub-units at various levels of an extended enterprise, including alliance, enterprise, department and even smaller division, need to be readjusted. To improve its flexibility to the environment transition, an extended enterprise should possess multifaceted patterns of function and architecture, by which it is convenient to transfer one pattern to another rapidly to respond to the change of circumstance."
    
    -----------------Complexities and problems of an extended enterprise can be alleviated through networking collaboration. This statement suggests a refinement of online networks and methods with an extended enterprise.
    
    * "Self-organization is the vital twin-born working factor of fractal extended enterprise. In a world full of disturbance and diversification, fractal extended enterprise is enabled to self-reconfigure, self-coordinate and self-administer by self-organizing operation policy to adapt to the environment. For example, not only the sub-alliance can be further established to nest in the fractal extended enterprise, but also the internal organization structure and business procedure of the sub-fractal-agent can be adjusted itself."
    
    ----------------Declaring the necessity to adapt into the online Internet business network and the Fractal Web-Based work environment's ability to adapt to modern methodology and technology.
    
    
    * "We have an example of fractal extended enterprise based on the Chinese fluid power industrial commonwealth information platform by which enterprise members can share industrial information. Moreover, some members may establish dynamic sub-alliances such as a web-based product design group, a virtual cooperative manufacturing team under the support of the networked cooperation systems inside the platform. Up to now, there have been more than 2200 companies that have joined the fractal extended enterprise all over "
    
    -------------Evidence of an expanding, Web-Based, business environment within China.
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  • • Source Credibility: 

• • "Digital era copyright should track business models that acknowledge
    the cultural and technological realities of the digital era. As a result, rather
    than using copyright to attempt to smash unauthorized black markets, industry players would likely profit more from acknowledging the existence
    of such markets, taking such markets as indicators of what users actually
    want, and developing business models to accommodate user desires. This
    adaptation would mean taking an approach where copyright law enforcement follows from workable business models rather than one that attempts
    to use law to bolster fading business models. From a copyright law perspective, this would entail making finer distinctions with respect to unauthorized uses, and basing determinations of which uses are timely infringing on a
    reasonable and balanced application of copyright law. The process of identifying and delineating the scope of acceptable uses in the digital era topography would necessarily involve recognition that, at least in some
    instances, acceptable uses may diverge from those of prior eras.
    The goals of copyright are multifaceted. In addition to giving incentives to create to a wide range of potential creators with varied manners of
    creating works, copyright is intended to promote the undertaking of activities that create socio-cultural value. The widespread nature of borrowing,
    collaboration, and sharing generally means that sequential innovation is a
    norm in the creation of many copyright-able works. In order to accommodate such activities, copyright law must better assess the value of all works,
    including those that clearly reflect sequential or cumulative innovation"
    
    -----------This paragraph announces and accepts that traditional business models and even business laws, like copyright law, are in need of a dramatic shift.
    Supporting the fact that whether companies like it or not the world is Digitally concentric.
    
    "As a number of scholars have noted, a need exists for clearer
    personal use exemptions, which could be adopted in revised copyright statutory frameworks."
    
    
    "To successfully confront the digital era, cultural industry firms will
    need to develop approaches that give sufficient profit to sustain business
    models truly crafted for the digital era, which may involve fundamentally
    re configuring firms"
    
    "The Internet has created alternative ways to disseminate works that
    have potentially empowered both users and creators. Thus far, traditional
    content owners have not developed, to a sufficient extent, business models
    that reflect an understanding of this new landscape of cultural production,
    although this may be changing. Although fundamentally new business
    models do not appear to be on the immediate horizon, the music industry,
    recognizing the power of alternative means of distribution, is now taking
    advantage of the Internet for various purposes, including to generate word of-mouth buzz for the artists it represents."
    
    ----------The companies who remain extreme traditionalists and refuse to acknowledge the digital consumer culture ways tend to struggle. Whether it be through unpopularity or expenses of battling the ever changing business landscape.

  • The Article intends to address current shifting in models of business and information literacy. The Author is a Single person but, are labeled. This paper is scholarly and serious in tone. The article date is December 2012 and is current. The author appears to be well educated in the matter of the discussion. The URL extension is “.Edu’. My prior experiences and critical thinking sway my opinion of this article in a positive manner. Proper Citations are available for further reading and investigation. The site will be viewable by Fullsail faculty and students. The opinion and facts of the author seem to bot be censored in any way.
    
    This article is used as a cross reference to my previous resources and Factual statement. It is constructed very fairly and offers accurate, relate-able insight into the matters of information literacy and Online Collaboration between web-based business websites.
    
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• • "Similarly, the term "text" is
    beginning to be understood
    as any form of expression or
    communication in fixed and
    tangible form that uses symbol
    systems, including language, still
    and moving images, graphic design,
    sound, music, and interactivity.
    New types of texts and new types
    of literacies have been emerging
    over a period of more than fifty
    years, and school librarians and
    teachers have been continually
    moving forward with these cultural
    shifts. We've used many closely
    interrelated terms to describe the
    new set of competencies required
    for success in contemporary society."
    
    ---------------This helps to reveal the encompassing and wide range of formats a Media Literate citizen is capable of interacting with.
    
    "When I use the phrase digital and
    media literacy, I seek to capture the
    essential features of all these new
    literacies. I define digital and
    media literacy competencies that
    include (i) the use of texts, tools,
    and technologies to access both
    information and entertainment;
    (2) the skills of critical thinking,
    analysis, and evaluation; (3) the
    practice of message composition
    and creativity; (4) the ability
    to engage in reflection and
    ethical thinking; as well as (5)
    active participation in social
    action through individual and
    collaborative efforts (see figure i)."
    
    --------------Definition of "Media Literacy according to author."
    
    -----------------Technology has created multiple methods of expressing ideas and conditions. Multiple methods are of course necessary for a Media Literate environment. Since Media Literate environments contain as many formats as the human mind can imagine.
    
    "The Knight Commission's report
    Informing Communities: Sustaining
    Democracj in the Digital Age recognized
    that people need news and
    information to take advantage of
    life's opportunities for themselves
    and their families. To be effective
    participants in contemporary
    society, people need to be engaged
    in the public life of the community,
    the nation, and the world. They
    need access to relevant and credible
    information that helps them make
    decisions. As a result, it will be
    necessary to strengthen the capacity
    of individuals to participate as
    both producers and consumers in
    public conversations about events
    and issues that matter. Media and digital literacy education is now
    fundamentally implicated in the
    practice of citizenship."
    
    ----------------To participate in today's world. Enacting as consumer and producer in response to the many formats of media. The citizens of modern age must become Media Literate Citizens to entrust themselves as the upmost citizen. To fulfill their practice of citizenship.
    
    "Common Core State Standards
    Initiative points out, "To be ready
    for college, workforce training,
    and life in a technological society,
    students need the ability to gather,
    comprehend, evaluate, synthesize,
    report on, and create a high volume
    and extensive range of print and
    non-print texts in media forms old
    and new.
    
    "The need to research and
    to consume and produce media is embedded into every element
    of today's curriculum" (2010)."
    
    -------------This sets the urgency and mandatory goal of integrating one self as a Media Literate individual. It pushes for schooling to accept and adapt to the digital lifestyle and infrastructure of today's world.
    
    "The Federal Trade Commission reports
    that ten million Americans were
    victimized in 2009 by willingly
    giving personal information to
    robbers, often because victims
    couldn't distinguish an e-mai from their banks from an e-mail
    from a predator (Rothkopf
    2009)."
    
    -----------------This is an example of how Media Illiteracy can cause actually harm in the real world.
    
    "A significant number of
    children and young people have
    been victims of pornography and
    electronic aggression. Sexting
    and cyberbullying are examples
    of how human needs for power,
    intimacy, trust, and respect
    intersect with the ethical challenges
    embedded in social participation
    in a digital environment. That
    is why both empowerment and
    protection are both needed
    to address the realities of the
    current multimedia landscape."
    
    ----------------Empowerment and protection provided from media Literacy classes enable citizens to fully thrive in the modern world.
    
    

  • The intent of the content is to endorse school curriculums containing Media Literacy tools to maintain the rights of today’s Digital citizens. The single Author is identified, with contact information. The tone of the article is serious and popular. May/June 2011 is the date of the article. It is current. The author Renee Hobbs is identifiable. The content seems accurate to my prior references and personal knowledge. The URL extension is “.edu”. The site is open to Fullsail faculty and students. Viewable within all web browsers. The article itself is complete. However, it is sourced from within a larger published format.
    
    This article tackles the topic and information of my choice accurately and fairly. It gives great opinionated insight but also supports it with objective world observations.
    
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• • "In general, children begin viewing animation programs with the completion of their 2nd year and by there
    6th year they have already formed a TV viewing behavior (Çaplı, 2002: 184). "
    
    --------------This establishes the impact of multimedia sources on the development of a child's learning methods.
    
    "Some other studies in Turkey show that children between ages 6-17 watch 3-4 hours TV in average. Given that children at this age group spent 900 hours In the school as compared to 1500 hours in front of TV"
    
    ------------- Defines television as a major, possible, modern Media Literacy outlet in today's world.
    
    
    "Media literacy is outlined as the ability to access, analyze, evaluate and transmit media messages of diverse forms
    (Aufderheide, 1993 reported in Hobbs, 2004: 122)."
    
    -------------This is a definition of 'Media Literacy', which describes it reacting to a large variety of media forms.
    
    "Supposing that everything read, seen and heard in the media should be primarily recognized as fictional, media literacy in this perspective stresses
    That media content is not natural and is subject to manipulation."
    (Türkoğlu, 2007: 278)."
    
    --------------This is the intended lesson that is hopefully practiced by students who have a curriculum that includes 'Media Literacy' courses.
    The statement explains the skills that students acquire through 'Media Literacy' Courses and apply when discerning misinforming advertisements.
    
    "Media literacy
    Presents a perspective that can help individuals tell between the real
    World and the one constructed through the media more clearly.
    Aufderheide (1989) lists the main principles of media literacy and the
    Perception level to be attained as follows:
     All media are constructions.
     the media construct reality.
     Audiences negotiate meaning in media.
     Media have commercial implications.
     Media contain ideological and value messages.
     Media have social and political implications.
     Form and content are closely related in media.
     each medium has a unique aesthetic form."
    
    ----------------This is a list of principles that help us understand the true perspective of a modern Media literate individual.
    
    "An educational program aimed at media literacy should have following objectives:
     to understand that the media has been constructed to convey
    Ideas, information and news from someone else's perspective.
     to understand that specific techniques are used to create
    Emotional effects. To tell intended and produced effects of
    These techniques.
     to understand that the media produce benefit for some people and
    Leave others out.
     to ask whom the media benefits and why others are left out and
    To find the answers to these questions.
     to seek alternative sources of information and entertainment.
     to use the media for their benefit and enjoyment.
     To be active instead of being passive absorbers (Pekman, 2007:
    44-45)."
    
    -----------------Objectives that help define the digital civilian's rights to media evaluations.
    

  • The intent of the article is to address the viewing habits of elementary schoolchildren and their Media Literacy skills. There are multiple labeled authors. The article is of intense scholarly and empirical tone. The Date of the article is October 2011. The authors are reliable and identifiable. They hold fair and balanced observations. The publisher seems invested in analyzing and improving educational environments. The URL link ends in “.EDU”. The Citations and References are provided. All information provided seems to be genuine and honest. The Article is open to all Fullsail faculty and students.
    
    This article does have some conflicting points in reference to support of Media Literacy. However, they clearly state that this article is based off of experiments intended for multiple sessions once more. The article does express the growing demand for improved Media Literacy skills.
    
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• • "Defining Media Literacy
    According to the definition established by the National
    Leadership Conference on Media Literacy, media
    literacy is the ability to access, analyze, evaluate,
    and produce communication in a variety of forms.
    In essence, a media literate person can think critically
    about what they see, hear and read in books,
    newspapers, magazines, television, radio, movies,
    music, advertising, video games, the Internet, and
    new emerging technology. For many proponents, it
    also includes learning how to create messages using
    print, audio, video, and multimedia."
    
    ------------Definition of media Literacy. I appreciate posting several defining statements of Media Literacy. This way the topic does not get misunderstood.
    
    "Effectiveness of Media Literacy
    Media literacy increasingly is being integrated
    into educational programs for school children,
    college students, parents, educators, and health
    practitioners. Although the efficacy of these programs
    usually is not explicitly measured, an emerging body
    of research is examining media literacy as a health
    promotion strategy and as a tool for developing
    critical thinking and literacy skills. The following
    summarizes some of the key findings of recent
    research studies conducted in the United States."
    
    -------------Media Literacy is a healthy promotional strategy and tool for developing critical thinking. Media Literacy is relevant today because individuals are being born into a Media saturated world. It is just common sense, in my opinion, to train the indigenous people how to speak and work the language of their world.
    
    "Alcohol, Tobacco and Drugs
    An evaluation of a classroom-based intervention
    found that media literacy education increased
    children's understanding of the persuasive intent of
    alcohol ads and influenced their decision-making
    about drinking alcohol. Participants were less likely
    to expect positive consequences from drinking,
    choose alcohol-related products, and desire to be
    like characters that drank."
    

  • The intent of the article is to address the importance of Media Literacy skills and how they can apply to everyday life. This article seems popular, objective and scholarly in tone. The date of the article is Fall 2003. The Author and KFF.Org seem very reliable and unbiased. Their motive truly seems to be empirical information. The Citations are accurate and professional. The Internet site has been active since before Fall 2003 and remains highly active both in both production and consumption.
    
    This article contains a key fact and example that validates the topic. The story about the Media Literate students capable of discerning the true intent of tobacco and alcohol topics is not only interesting but uplifting. Adapting to the digital environment and providing the tools for such a habitat enables students to grow into full Digital Citizens. Capable of upholding their Citizen rights.
    
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  • • This is an interesting fact I felt left an effect on me. I decided on this because it promotes survival and liberation of the truth (Which still may be subjective.)Through Media Literacy, a young student can evaluate all information online and respectably choose a reaction knowing the true intentions of the creators. This makes for a strong case in favor of 'Media Literacy' curriculum.

    • Source Credibility Evaluation:
      

• • "The convergence of media and technology in a global culture is changing the way we learn about the
    world and challenging the very foundations of education. No longer is it enough to be able to read the
    printed word; children, youth, and adults need the ability to critically interpret the powerful images of a
    multimedia culture. "
    
    ----------The format of learning media has expanded behind passive experiences and events. Its interactive and deeply reflective. One could almost say spiritual.
    
    "Since the beginning of recorded history, the concept of literacy meant having the skill to interpret "squiggles" on a piece of paper as letters that when put together, formed words that conveyed meaning. Teaching young people to put the words together to understand (and in turn, express) ever more complex ideas became the goal of education as it evolved over the centuries. Communication is usually between human beings with face-to-face messages by using verbal and nonverbal symbols. The act of human communication began with a sender with a specific message that was transmitted, spoken or written, later it was received by an individual. In ancient times people used to communicate in this way. Rural life in the farms and mountains was the only lifestyle that existed for people (DeFleur and Dennis Everette, 1994). Modernization and new technologies facilitated movement and information in communities. This innovation included development of transportation, such as all weather roads and canals. Years later, the creation of the telegraph and the telephone changed the way people communicated. The Industrial Revolution began in the 1900s and the methods of communication between changed and made communication more advanced with the incorporation of newspapers, magazines, and radio (Grossberg, Wartella and Whitney, 1998). When the media literacy movement began in 1970, it was widely considered a waste of time. Why focus on ads, television, and movies, the thinking went, when what students really need is to learn the fundamental subjects at school? It is very important to explain the meaning of mass media and literacy and how mass media functions in the industry and our society (Considine, 2002). Mass media came to change the way people communicate in society. The newspaper came to change the way people knew about news. This medium became the main provider of serious information about political, social, and economical situation. The newspaper was also a local medium for audiences and advertisers. Magazines came to be incorporated into society as a complement of the newspaper. At the beginning, this medium had the
    role to publish general information about health, education, politics, economy and sociology. Magazines like Forbes and Newsweek changed the conception of magazines, as they were an enterprise with good editorials (Ibid., 185-190).
    Film and television introduced new images and sounds projected on screen. Today the film industry is well established and many companies have their own theaters. The production and export of films to foreign countries is very good business as is importing movies for viewing in the United States from other parts of the world. Television has been through the years the primary source of information and entertainment with programs of all categories: drama, comedy, suspense, and education. In addition, cable television created a revolution in broad electronic media. Cable in mass media broadcasts a wider perspective about television, because of the transmission of international programs.
    This also changed the way people saw television and helped society become more cultural and have a broader perspective about the world (Ibid., 190-191). Computers have also changed the way people communicate. Previously people could only use telegraph and letters to send messages from one place to another. When computers and Internet were integrated in the world, chats and e-mail replaced the old methods of communication. These days, people know more about news, products, and services from the Internet. There are millions of web
    pages and sites that provide the public with all kind of information (Ibid). Today, information about the world around us comes to us not only by words on a piece of paper but also, more and more, through the powerful images and sounds of our multimedia culture. From the clock radio that wakes us up in the morning until we fall asleep watching the late night talk show, we are exposed to hundreds-even thousands-of images and ideas from not only television but
    also Web sites, movies, talk radio, magazine covers, e-mail, video games, music, cell phone messages, billboards, and more. Media no longer just shape our culture-they are our culture."
    
    ----------This whole segment reveals that Media Literacy is not a new concept. Its simply an evolved, expanded concept. Since the beginning of human civiliztion, media formats have been intertwined into our world. As such with a cycle, it was the right of the current individuals to educate and be educated on the matter of current Media Literacy states. The Media world of today Is extremely involved and complex. Leading to dynamic expressions and profound possibilities.
    
    "mediated messages appear to be self-evident, in truth, they use a complex
    audio/visual "language" that has its own rules (grammar)"
    
    -----------The "Grammar" with mediated messages are complex compared to text base media.
    
    
    "This research studies the effect of technology on media literacy and it deals with different aspects of media literacy, its revolution over centuries and characteristics of media literate people."
    
    -------------Interesting how Media Literate people have characteristics only relate-able to their particular mix of current day media formats. Creatures, symbiotic with the world of information. The information reef of our ocean. The gigantic network structure under the sea. It's the environment, always shaping into other worlds. The habitat. People, the fish who must know it's tunnels and way to survive to the fullest.
    
    "Traditional literacy instruction involved the use of textbooks, skills lessons, ability groups, numerous worksheets and workbook pages, as well as writing that only the teacher read. In contrast, literacy in the 21st century requires that children not only communicate with classroom peers, but also read e-books, receive and send e-mail, locate and evaluate online information, prepare reports with
    presentation software, establish dialogue with learned individuals in other regions, and write for both a local and global community"
    
    ------------The expectations of our young students' success are global and media centric than ever before. There are layers of media literate skills involved to succeed in current curriculums.
    
    "Technology promotes literacy by allowing students to present and reconfigure information in numerous ways-such as visually through images as well as nonlinearly (Smolin and Lawless 2003)."
    
    -----------Video has been a strong format of Media education.
    
    "The digital, connected community greatly impacts literacy learning in K-8 classrooms as more and more information is stored online. Consequently, instead of spending time in libraries preparing endless note cards, students use numerous online tools to search for information or collect data. Ask Jeeves for Kids, Yahooligans!, and Kids Click! are popular search engines expressly designed for children."
    
    ---------------The information online is a massive library tool for students. However, the use of such a public library requires the education to successfully understand, analyze, consume and produce. This is what Media Literacy intends to accomplish in today's schools.
    
    "Formerly, children sought most of their information from parents and teachers; today students spend twice as much time learning from media resources each year (Quesada and Summers 1998)."
    
    -----------Media sources are replacing parent's educational authority.
    
    "Furthermore, children can compare and contrast information from different Web sites by creating a Venn diagram with online tools. The Internet can either reveal factual, substantive information for students or become "a gigantic electronic tabloid" (Goldsborough 1998, 32)."
    
    -----------I like how this reflects the responsibility required to successfully traverse the web.
    
    "Literacy in a Digital World:
    Teaching and Learning in the Age of Information, Kathleen Tyner (1998)media education "expands literacy to include reading and writing through the use of new and emerging communication tools. It is learning that demands the critical, independent and creative use of information" (p. 196)."
    
    "Partnership for 21st Century Skills (2003), "Students will spend all their
    adult lives in a multi-tasking, multi-faceted, technology-driven, diverse, vibrant world-and they must arrive equipped to do so" (p. 4)."
    
    -----------I relate to this statement. I feel like an adult thrown into a world requiring multi-tasking multitasking, multi-faceted, technology-driven, diverse, vibrant world.
    
    "Video games, for example, are not just mindless entertainment; according to literacy scholar, James Paul Gee (2003), they are actually quite intricate learning experiences that have a great deal to teach us about how learning and literacy are changing in the modern world. In What Video Games Have to TeachUs
    About Learning and Literacy, Gee identified 36 learning principles built into good games and predicted that video games are the forerunners of powerful instructional tools in the future."
    
    --------- I am a very dedicated gaming enthusiast. The music, the world. From the art to the story. I personally understand how video games can be an escape and how they can be a teaching tool. They are interactive worlds. I've learn some important philosophies and truths from video games. The expressive nature and interactive capabilities of video games not only request for outside Medial Literate skills. The video game can simultaneously engage the participant in self-literacy. With media literacy skills it is possible to acknowledge the creator's intent. This gives the participant liberty to shape their own interpretation and evaluate the intended information of the creator.
    
    
    "Media literate people understand that media are constructed to convey ideas, information and news from someone else's perspective. They understand that specific techniques are used to create emotional effects. They can identify those techniques and their intended and actual effects."
    
    "Media literate people seek alternative sources of
    information and entertainment. Media literate people use the media for their own advantage and enjoyment."
    
    -------------Video games have the capability to encompass several Media formats in one experience. This is probably what gives video games the depth that can create satisfying Media Literacy experiences. However, Video games are capable enough to misinform or dis-inform the a participant who is not Media Literate.

  • Intent of the article is to address the need for Media Literacy education in today’s digital motivated environment. The Authors are both listed under the title. The article is scholarly in tone and its date is august 15, 2010. The collaboration of two authors and their empirical method reinsures that the authors are genuine in their findings. The Citations are accurate and supply relevant content in relation to the article. The Article can be accessed by Fullsail faculty and students.
    
    The article addresses the topic of video games specifically. Within their endorsement of video game and Media Literacy they referenced an important, popular article as a source. This article also supplies an explanation of why Media Literacy is such an important tool to developed for our modern and future citizens
    
    
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  • • Source Credibility:

• • The intent of the Author, James Paul Gee, is to draw recognition to video games as a viable Media Literacy learning tool. The Author, title and source of the information are all labeled. The Article is scholarly but also streamlined for consumer convenience. The article itself has no date. However, the date of the book “What Video Games Have To Teach Us about Learning and Literacy” has a 2003 marker. The Author is a highly reputable and popular researcher. There is the proper citation of the author’s book at the bottom of the website. The URL extension is .”EDU”.
    
    The points in the article are very convincing and make sense. Especially when cross-examined with other articles that discuss the same topic. James Paul Gee has streamlined the Media Literate positive elements with in video games and brought them to the forefront.
    
    

  • Source Credibility Evaluation:
• What Video Games Have to Teach Us about Learning and Literacy
• James Paul Gee
• 1) Active, Critical Learning Principle
   All aspects of the the learning environment (including ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning
• 2) Design Principle
   Learning about and coming to appreciate design and design principles is core to the leaning experience
• 3) Semiotic Principle
   Learning about and coming to appreciate interrelations within and across multiple sign systems (images, words, actions, symbols, artifacts, etc.) as a complex system is core to the learning experience
• 4) Semiotic Domains Principle
   Leaning involves mastering, at some level, semiotic domains, and being able to participate, at some level, in the affinity group or groups connected to them.
• 5) Meta-level thinking about Semiotic Domain Principle
   Learning involves active and critical thinking about the relationships of the semiotic domain being learned to other semiotic domains
• 6) "Psychosocial Moratorium" Principle
   Learners can take risks in a space where real-world consequences are lowered
• 7) Committed Learning Principle
   Learners participate in an extended engagement (lots of effort and practice) as an extension of their real-world identities in relation to a virtual identity to which they feel some commitment and a virtual world that they find compelling
• 8) Identity Principle
   Learning involves taking on and playing with identities in such a a way that the learner has real choices (in developing the virtual identity) and ample opportunity to meditate on the relationship between new identities and old ones. There is a tripartite play of identities as learners relate, and reflect on, their multiple real-world identities, a virtual identity, and a projective identity
• 9) Self-Knowledge Principle
   The virtual world is constructed in such a way that learners learn not only about the domain but also about themselves and their current and potential capacities
• 10) Amplification of Input Principle
   For a little input, learners get a lot of output
• 11) Achievement Principle
   For learners of all levels of skill there are intrinsic rewards from the beginning, customized to each learner's level, effort, and growing mastery and signaling the learner's ongoing achievements
• 12) Practice Principle
   Learners get lots and lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). They spend lots of time on task.
• 13. Ongoing Learning Principle
    The distinction between the learner and the master is vague, since learners,   thanks to the operation of the "regime of competency" principle listed next,   must, at higher and higher levels, undo their routinized mastery to adapt to   new or changed conditions. There are cycles of new learning, automatization,   undoing automatization, and new re-organized automatization
• 14) "Regime of Competence" Principle
    The learner gets ample opportunity to operate within, but at the outer edge   of, his or her resources, so that at those points things are felt as challenging   but not "Undoable"
• 15) Probing Principle
    Learning is a cycle of probing the world (doing something); reflecting in and   on this action and, on this basis, forming a hypothesis; reprobing the world   to test this hypothesis; and then accepting or rethinking the hypothesis
• 16) Multiple Routes Principle
    There are multiple ways to make progress or move ahead. This allows learners   to make choices, rely on their own strengths and styles of learning and problem-solving,   while also exploring alternative styles
• 17) Situated Meaning Principle
    The meanings of signs (words, actions, objects, artifacts, symbols, texts, etc.)   are situated in embodied experience. Meanings are not general or decontextualized.   Whatever generality meanings come to have is discovered bottom up cia embodied   experience
• 18) Text Principle
    Texts are not understood purely verbally (i.e. only in terms of the definitions   of the words in the text and their text-internal relationships to each other)   but are understood in terms of embodied experience. Learners move back and forth   between texts and embodied experiences. More purely verbal understanding (reading   texts apart from embodied action) comes only when learners have enough embodied   experience in the domain and ample experiences with similar texts
• 19) Intertextual Principle
    The learner understands texts as a family ("genre") of related texts   and understands any one text in relation to others in the family, but only after   having achieved embodied understandings of some texts. Understanding a group   of texts as a family ("genre") of texts is a large part of what helps   the learner to make sense of texts
• 20) Multimodal Principle
    Meaning and knowledge ate built up through various modalities (images, texts,   symbols, interactions, abstract design, sound, etc.), not just words
• 21) "Material Intelligence" Principle
    Thinking, problem-solving and knowledge are "stored" in material objects   and the environment. This frees learners to engage their minds with other things   while combining the results of their own thinking with the knowledge stored   in material objects and the environment to achieve yet more powerful effects
• 22) Intuitive Knowledge Principle
    Intuitive or tacit knowledge built up in repeated practice and experience, often   in association with an affinity group, counts a good deal and is honored. Not   just verbal and conscious knowledge is rewarded
• 23) Subset Principle
    Learning even at its start takes place in a (simplified) subset of the real   domain
• 24) Incremental Principle
    Learning situations are ordered in the early stages so that earlier cases lead   to generalizations that are fruitful for later cases. When learners face more   complex cases later, the learning space (the number and type of guess the learner   can make) is constrained by the sorts of fruitful patterns or generalizations   the learned has founded earlier
• 25) Concentrated Sample Principle
    The learner sees, especially early on, many more instances of the fundamental   signs and actions than should be the case in a less controlled sample. fundamental   signs and actions are concentrated in the early stages so that learners get   to practice them often and learn them well
• 26) Bottom-up Basic Skills Principle
    Basic skills are not learned in isolation or out of context; rather, what counts   as a basic skill is discovered bottom up by engaging in more and more of the   game/domain or games/domains like it. Basic skills are genre elements of a given   type of game/domain
• 27) Explicit Information On-Demand and Just-in-Time Principle
    The learner is given explicit information both on-demand and just-in-time, when   the learner needs it or just at the point where the information can best be   understood and used in practice
• 28) Discovery Principle
    Overt telling is kept to a well-thought-out minimum, allowing ample opportunities   for the learner to experiment and make discoveries
• 29) Transfer Principle
    Learners are given ample opportunity to practice, and support for, transferring   what they have learned earlier to later problems, including problems that require   adapting and transforming that earlier learning
• 30) Cultural Models about the World Principle
    Learning is set up in such a way that learners come to think consciously and   reflectively about some of their cultural models regarding the world, without   denigration of their identities, abilities or social affiliations, and juxtapose   them to new models that may conflict with or otherwise relate to them in various   ways
• 31) Cultural Models about Learning Principle
    Learning is set up in such a way that learners come to think consciously and   reflectively about their cultural models about learning and themselves as learners,   without denigration of their identities, abilities, or social affiliations,   and juxtapose them to new models of learning and themselves as learners
• 32) Cultural Models about Semiotic Domains Principle
    about their cultural models about a particular semiotic domain they are learning,   without denigration of their identities, abilities, or social affiliations,   and juxtapose them to new models about this domain
• 33) Distributed Principle
    Meaning/knowledge is distributed across the learner, objects, tools, symbols,   technologies, and the environment
• 34) Dispersed Principle
    Meaning/knowledge is dispersed in the sense that the learner shares it with   others outside the domain/game, some of whom the learner may rarely or never   see face-to-face
• 35) Affinity Group Principle
    Learners constitute an "affinity group," that is, a group that is   bonded primarily through shared en devours, goals, and practices and not shared   race, gender, nation, ethnicity, or culture
• 36) Insider Principle
    The learner is an "insider," "teacher," and "producer"   (not just a consumer) able to customize the learning experience and the domain/game   from the beginning and throughout the experience.

37 more annotations...

• • The intent of the article is to compare and weigh the benefits of both “Face-to-face” course and online courses. The title and author are labeled. This article is of extreme empirical and scholarly tone. It includes specific statistics and interesting information pertaining to the expansion of the online student population. The Date of the article is “Winter 2012.” The author is identifiable due to their consistent and unbiased approach. The argument is very data centric. The Citations are all visible and accurate. The website is available for all Fullsail faculty and students to visit.
    
    This article supplies information that is not only very convincing but also impactful. The empirical approach supplies a full, easy to understand stream of data that proves the modern significance of online learning.
    

  • Source Credibility:
• Education at a distance is not a new idea. The first correspondence course was a shorthand course offered by Isaac Pittman in England in the 1840s (California Distance Learning Project, n.d.) In 1892, the University of Chicago offered the first correspondence program in the United States (Distance Learning and Correspondence Schools, n.d.). These courses were offered by mail and still continue to be offered in this format.
• In 2010, the Sloan Consortium found a 17% increase in online students from the year before, beating the 12% increase from the previous year (Parry, 2010).

  At that time, there were more than 4.6 million students taking online courses equating to 25% of college students. The majority of these students (i.e., over 82%) were undergraduates. In 2011, the Babson Research Group (Allen & Seaman, 2011) reported that at least 33% of college students (i.e., 6.1 million students) have participated in at least one online course. They also noted that, while the rate of individuals taking online coursework has slowed, the 10% growth rate in online learning far outpaces the 2% growth rate of individuals going to college.
• Online courses are beneficial for IHEs because the courses can be offered at more flexible times and a traditional classroom space is no longer needed (Macon, 2011). Thus, online courses allow IHEs to offer courses without the time and spatial constraints of the traditional face-to-face course. This allows IHEs to offer more courses than would be possible if each course had to be assigned to a room at a specific time, consequently furthering the resources of the IHE to meet the needs of their students (Gould, 2003).
• It also is more cost effective for IHEs to offer online courses since these types of courses require less overhead for the IHE (e.g., building upkeep and maintenance, utilities).
• report faculty members have many motivators to teach online: (a) student needs for the online courses, (b) additional income, (c) pedagogical advantages, (d) professional growth, and (e) personal growth.
• Many online special education programs are in rural areas and/or serve rural areas (Ludlow & Brannan, 1999). Entire special education degree/certification programs are offered online (Ludlow et al., 2005). What is not known is how many online special education programs are undergraduate programs. From the results of this investigation, most students would be successful in an online undergraduate special education certification program; however, there may be difference in being successful in one online course and in an entire program online. Again, Puzziferro (2008) suggested there are a set of skills, such as working independently and managing time, necessary to be successful in an online environment. From this investigation, most students have those skills and can be successful, but some may struggle until they learn such skills. IHEs that want to begin online programs should come up with strategies, such as handouts, learning modules, and tutorials, to assist students who might need such strategies to be successful in an online environment.

5 more annotations...

• • The intent of the article is to draw notice to not only the advantages of online schooling but also the disadvantage of not being able to participate in online schooling. Despite the author’s intention to maintain “In-person” schooling systems relevant, he does cover the advantages of online schooling and it’s massive, quick evolution into a viable schooling option for many students. The tone of the article is ultimately scholarly and empirical. The date of the article is April, 2010. The author is relatable. Progressing his argument with statistics and valid examples. There are no visible references on the page due to the article not being of Full Text format. It’s from a larger issue of papers. The provider of the article is a website with the URL extension “.Org”
    
    The article proves that online collaboration and schooling methods are becoming more relevant and viable due to the increase in technological capabilities and supply. The population and rate of growth of online students is significant in the grand scope of United States university environment.
    

  • Source credibility:

• • Intent of the article is to bring awareness to a Music Collaboration experiment being produced by Imogen Heap over several social media websites. The content is popular and merits artistic notice. The article date is April 4, 2011. The URL extension is “.EDU”. There is no author labeled. The title is available. There are no references. However the article is announcing a news event.
    
    This article is a prime example of how online music collaboration is one of the most viable working tools for musicians. Social media outlets and music software allow current day digital musicians to perform, create and share on a global level through multiple methods of creation.
    

  • Source Credibility:

• IMOGEN HEAP TO RELEASE FAN COLLABORATION TRACK

   

  On March 28, Imogen Heap will release the first song she created using input from fans through such social media services as Twitter, SoundCloud, Flickr and Vimeo. The process started in mid-March, when fans were invited to upload sounds, lyrics, photos and videos that she would use as inspiration to #heapsong1, a microsite created to collect fan submissions. During the next three years, Heap will repeat the process several times, collecting new inspiration and releasing singles as they're created every three months, until she has a complete album.

• • The intent of the content is to reach out to song writers and invite them to collaborate on the Rolling Stones website. It is not a scholarly article. However, it represents the large adaptation of Online Music Collaboration as an important tool for the music industry. This article was published November, 1996. Despite the age of the article, it is still relevant as proof of Online Music Collaboration’s importance in the industry. The acknowledgement of online music collaboration in 1996 simply establishes that even in the mid 1990’s online music collaboration was becoming a viable outlet for artists. There are no citations or references. However this is an announcement and not required to cite any resources to validate it’s credentials.
    
    The announcement is a descent piece of proof that reinforces the path of global music environment. As it stands, current online music and music collaboration has become a very Internet orientated media format.
    

  • Source Credibility:

• VIRTUAL CREATIVITY

    

  Can't think of a word to rhyme with babe? Go to the Writers' Lounge in the Mad About Music section of America Online, where you'll find postings to and from songwriters looking for, say, the right bridge to their chorus. If you need a writing partner, sign up with the Songwriters' Collaboration Network, an Internet service out of Santa Monica, Calif., that pairs lyricists and composers.