#it's a problem of critical reading skills and literacy
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I'd been seeing videos on Tiktok and Youtube about how younger Gen Z & Gen Alpha were demonstrating low computer literacy & below benchmark reading & writing skills, but-- like with many things on the internet-- I assumed most of what I read and watched was exaggerated. Hell, even if things were as bad as people were saying, it would be at least ~5 years before I started seeing the problem in higher education.
I was very wrong.
Of the many applications I've read this application season, only %6 percent demonstrated would I would consider a college-level mastery of language & grammar. The students writing these applications have been enrolled in university for at least two years, and have taken all fundamental courses. This means they've had classes dedicated to reading, writing, and literature analysis, and yet!
There are sentences I have to read over and over again to discern intent. Circular arguments that offer no actual substance. Errors in spelling and capitalization that spellcheck should've flagged.
At a glance, it's easy to trace this issue back to two things:
The state of education in the United States is abhorrent. Instructors are not paid enough, so schools-- particularly public schools-- take whatever instructors they can find.
COVID. The two year long gap in education, especially in high school, left many students struggling to keep up.
But I think there's a third culprit-- something I mentioned earlier in this post. A lack of computer literacy.
This subject has been covered extensively by multiple news outlets like the Washington Post and Raconteur, but as someone seeing it firsthand I wanted to add my voice to the rising chorus of concerned educators begging you to pay attention.
As the interface we use to engage with technology becomes more user friendly, the knowledge we need to access our files, photos, programs, & data becomes less and less important. Why do I need to know about directories if I can search my files in Windows (are you searching in Windows? Are you sure? Do you know what that bar you're typing into is part of? Where it's looking)? Maybe you don't have any files on your computer at all-- maybe they're on the cloud through OneDrive, or backed up through Google. Some of you reading this may know exactly where and how your files are stored. Many of you probably don't, and that's okay. For most people, being able to access a file in as short a time as possible is what they prioritize.
The problem is, when you as a consumer are only using a tool, you are intrinsically limited by the functions that tool is advertised to have. Worse yet, when the tool fails or is insufficient for what you need, you have no way of working outside of that tool. You'll need to consult an expert, which is usually expensive.
When you as a consumer understand a tool, your options are limitless. You can break it apart and put it back together in just the way you like, or you can identify what parts of the tool you need and search for more accessible or affordable options that focus more on your specific use-case.
The problem-- and to be clear, I do not blame Gen Z & Gen Alpha for what I'm about to outline-- is that this user-friendly interface has fostered a culture that no longer troubleshoots. If something on the computer doesn't work well, it's the computer's fault. It's UI should be more intuitive, and it it's not operating as expected, it's broken. What I'm seeing more and more of is that if something's broken, students stop there. They believe there's nothing they can do. They don't actively seek out solutions, they don't take to Google, they don't hop on Reddit to ask around; they just... stop. The gap in knowledge between where they stand and where they need to be to begin troubleshooting seems to wide and inaccessible (because the fundamental structure of files/directories is unknown to many) that they don't begin.
This isn't demonstrative of a lack of critical thinking, but without the drive to troubleshoot the number of opportunities to develop those critical thinking skills are greatly diminished. How do you communicate an issue to someone online? How do look for specific information? How do you determine whether that information is specifically helpful to you? If it isn't, what part of it is? This process fosters so many skills that I believe are at least partially linked to the ability to read and write effectively, and for so many of my students it feels like a complete non-starter.
We need basic computer classes back in schools. We need typing classes, we need digital media classes, we need classes that talk about computers outside of learning to code. Students need every opportunity to develop critical thinking skills and the ability to self-reflect & self correct, and in an age of misinformation & portable technology, it's more important now than ever.
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Hello! This is kind of a weird ask, I'm sorry to bother you, but seeing as you're a very intelligent studied historian that I deeply respect, I was hoping you could offer some advice? Or like, things i could read? Lately, i feel like my critical thinking skills are emaciated and its scaring the shit out of me. I feel very slow and like I'm constantly missing important info in relation to news/history/social activism stuff. Thats so vague, sorry, but like any tips on how i can do better?
Aha, thank you. There was recently a good critical-thinking infograph on my dash, so obviously I thought I remembered who reblogged it and checked their blog, it wasn't them, thought it was someone else, checked their blog, it also wasn't them, and now I can't find it to link to. Alas. But I will try to sum up its main points and add a few of my own. I'm glad you're taking the initiative to work on this for yourself, and I will add that while it can seem difficult and overwhelming to sort through the mass of information, especially often-false, deliberately misleading, or otherwise bad information, there are a few tips to help you make some headway, and it's a skill that like any other skill, gets easier with practice. So yes.
The first and most general rule of thumb I would advise is the same thing that IT/computer people tell you about scam emails. If something is written in a way that induces urgency, panic, the feeling that you need to do something RIGHT NOW, or other guilt-tripping or anxiety-inducing language, it is -- to say the least -- questionable. This goes double if it's from anonymous unsourced accounts on social media, is topically or thematically related to a major crisis, or anything else. The intent is to create a panic response in you that overrides your critical faculties, your desire to do some basic Googling or double-checking or independent verification of its claims, and makes you think that you have to SHARE IT WITH EVERYONE NOW or you are personally and morally a bad person. Unfortunately, the world is complicated, issues and responses are complicated, and anyone insisting that there is Only One Solution and it's conveniently the one they're peddling should not be trusted. We used to laugh at parents and grandparents for naively forwarding or responding to obviously scam emails, but now young people are doing the exact same thing by blasting people with completely sourceless social media tweets, clips, and other manipulative BS that is intended to appeal to an emotional gut rather than an intellectual response. When you panic or feel negative emotions (anger, fear, grief, etc) you're more likely to act on something or share questionable information without thinking.
Likewise, you do have basic Internet literacy tools at your disposal. You can just throw a few keywords into Google or Wikipedia and see what comes up. Is any major news organization reporting on this? Is it obviously verifiable as a fake (see the disaster pictures of sharks swimming on highways that get shared after every hurricane)? Can you right-click, perform a reverse image search, and see if this is, for example, a picture from an unrelated war ten years ago instead of an up-to-date image of the current conflict? Especially with the ongoing Israel/Palestine imbroglio, we have people sharing propaganda (particularly Hamas propaganda) BY THE BUCKETLOAD and masquerading it as legitimate news organizations (tip: Quds News Network is literally the Hamas channel). This includes other scuzzy dirtbag-left websites like Grayzone and The Intercept, which often have implicit or explicit links to Russian-funded disinformation campaigns and other demoralizing or disrupting fake news that is deliberately designed to turn young left-leaning Westerners against the Democrats and other liberal political parties, which enables the electoral victory of the fascist far-right and feeds Putin's geopolitical and military aims. Likewise, half of our problems would be solved if tankies weren't so eager to gulp down and propagate anything "anti-Western" and thus amplify the Russian disinformation machine in a way even the Russians themselves sometimes struggle to do, but yeah. That relates to both Russia/Ukraine and Israel/Palestine.
Basically: TikTok, Twitter/X, Tumblr itself, and other platforms are absolutely RIFE with misinformation, and this is due partly to ownership (the Chinese government and Elon Fucking Musk have literally no goddamn reason whatsoever to build an unbiased algorithm, and have been repeatedly proven to be boosting bullshit that supports their particular worldviews) and partly due to the way in which the young Western left has paralyzed itself into hypocritical moral absolutes and pseudo-revolutionary ideology (which is only against the West itself and doesn't think that the rest of the world has agency to act or think for itself outside the West's influence, They Are Very Smart and Anti-Colonialist!) A lot of "information" in left-leaning social media spaces is therefore tainted by this perspective and often relies on flat-out, brazen, easily disprovable lies (like the popular Twitter account insisting that Biden could literally just overturn the Supreme Court if he really wanted to). Not all misinformation is that easy to spot, but with a severe lack of political, historical, civic, or social education (since it's become so polarized and school districts generally steer away from it or teach the watered-down version for fear of being attacked by Moms for Liberty or similar), it is quickly and easily passed along by people wanting trite and simplistic solutions for complex problems or who think the extent of social justice is posting the Right Opinions on social media.
As I said above, everything in the world is complicated and has multiple factors, different influences, possible solutions, involved actors, and external and internal causes. For the most part, if you're encountering anything that insists there's only one shiningly righteous answer (which conveniently is the one All Good and Moral People support!) and the other side is utterly and even demonically in the wrong, that is something that immediately needs a closer look and healthy skepticism. How was this situation created? Who has an interest in either maintaining the status quo, discouraging any change, or insisting that there's only one way to engage with/think about this issue? Who is being harmed and who is being helped by this rhetoric, including and especially when you yourself are encouraged to immediately spread it without criticism or cross-checking? Does it rely on obvious lies, ideological misinformation, or something designed to make you feel the aforementioned negative emotions? Is it independently corroborated? Where is it sourced from? When you put the author's name into Google, what comes up?
Also, I think it's important to add that as a result, it's simply not possible to distill complicated information into a few bite-sized and easily digestible social media chunks. If something is difficult to understand, that means you probably need to spend more time reading about it and encountering diverse perspectives, and that is research and work that has to take place primarily not on social media. You can ask for help and resources (such as you're doing right now, which I think is great!), but you can't use it as your chief or only source of information. You can and should obviously be aware of the limitations and biases of traditional media, but often that has turned into the conspiracy-theory "they never report on what's REALLY GOING ON, the only information you can trust is random anonymous social media accounts managed by God knows who." Traditional media, for better or worse, does have certain evidentiary standards, photographing, sourcing, and verifying requirements, and other ways to confirm that what they're writing about actually has some correspondence with reality. Yes, you need to be skeptical, but you can also trust that some of the initial legwork of verification has been done for you, and you can then move to more nuanced review, such as wording, presentation of perspective, who they're interviewing, any journalistic assumptions, any organizational shortcomings, etc.
Once again: there is a shit-ton of stuff out there, it is hard to instinctively know or understand how to engage with it, and it's okay if you don't automatically "get" everything you read. That's where the principle of actually taking the time to be informed comes in, and why you have to firmly divorce yourself from the notion that being socially aware or informed means just instantly posting or sharing on social media about the crisis of the week, especially if you didn't know anything about it beforehand and are just relying on the Leftist Groupthink to tell you how you should be reacting. Because things are complicated and dangerous, they take more effort to unpick than just instantly sharing a meme or random Twitter video or whatever. If you do in fact want to talk about these things constructively, and not just because you feel like you're peer-pressured into doing so and performing the Correct Opinions, then you will in fact need to spend non-social-media time and effort in learning about them.
If you're at a university, there are often subject catalogues, reference librarians, and other built-in tools that are there for you to use and which you SHOULD use (that's your tuition money, after all). That can help you identify trustworthy information sources and research best practices, and as you do that more often, it will help you have more of a feel for things when you encounter them in the wild. It's not easy at first, but once you get the hang of it, it becomes more so, and will make you more confident in your own judgments, beliefs, and values. That way when you encounter something that you KNOW is wrong, you won't be automatically pressured to share it just to fit in, because you will be able to tell yourself what the problems are.
Good luck!
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I feel there's a disconnect between trends in kids' and teenagers' interests and skills as analyzed and reported by teachers and other people who work with kids and teenagers extensively, how those reports are read by adults who DON'T work with kids and teenagers other than perhaps their own, and how those reports are interpreted by the kids and teenagers.
I can't help but suspect that this is a major factor at the core of the perennial problem of generational disconnect.
For example, let's look at the declining rate of casual PC usage and basic PC skills.
What a teacher might say: "I teach a high school class using xyz computer software and it's worrying me that over the last several years, out of every class, there have been at least a small handful of students who don't know how folders work, or how to use a physical keyboard, or who send cell phone photos of their screens as "screenshots", and hell, some don't even know the difference between a laptop and a desktop computer. This wasn't nearly as common ~10 years ago. The system for the years before mine used to teach more of the basics, and now I'm seeing evidence that just expecting people to get it on their own isn't working, and that's a problem."
The reality that this statement is about: A decline from a basic computer literacy rate of (just as an example, absolutely not to be taken as an objective fact) 90% to 80% and even sharper at intermediate to advanced levels, starting with the most underprivileged, in a world where PC usage is still critical for a huge chunk of the professional world, is a VERY bad sign. It represents technical knowledge becoming more and more of a class divider, in a way that has the potential to snowball. We're still in early stages, and it's FAR from being the fault of the ~10% of kids who would have been taught computer basics if they'd been born 10-15 years prior, but it IS real and it shows that we need to make formal classes in PC basics more normal and accessible again, instead of just expecting people to pick it up by osmosis, because that experiment isn't working.
What entirely too many adults hear: Generations Z and alpha are stupid spoiled idiots about technology who don't know computer, they only know how to app store, TikTok, selfie, eat hot chip, and lie! Which is their own fault, obviously. If they just paid attention to their teachers instead of Instagram and Twitter everything would be fine!
What teenagers hear: Man, adults just loooove to look at the teenagers who are doing the worst and make shit up about the downfall of society or whatever, meanwhile all my friends and I know how to use a computer, the only problem is a bunch of old fuddy-duddies talking shit about how back in their day they had to walk 15 miles in the snow uphill both ways just to go to the bathroom, AGAIN.
Because it's hard to see the a pattern like this, especially in fairly early stages, as a matter of statistics. Humans kind of suck at intuiting statistics. We want hard and fast rules. As far as our brains often see it, anything with a probability over 50% is a certainty; anything under 50% is an impossibility. If you're in a room of 10 people, and you ask who doesn't know the basics of a computer, it won't make much difference whether one person raises their hand, or two - either way, if you throw a paper ball at a random person, you're far more likely to hit someone who can install a program than someone who can't. Meanwhile, if you ask all the people in several of those 10-person groups who raised their hands to go to another room, and you see twice as many people as 5 years ago, it's easy to think that NO ONE knows how to use a computer anymore. Whichever side you look at, it's black and white. Either nearly everyone knows how to use a computer, or nearly no one does; it's black and white. Easy numbers. Comfortable.
So far distorted from the realities that created the numbers that it might as well be from an alien planet.
And thus, not only do a lot of people end up not seeing the problem for what it is, but people just end up having pointless fights over which of those black-and-white views is correct, because according to immediate intuitive monkey-brain, it CAN'T be somewhere in the middle. It's very hard to truly, deeply recognize the fact that "most young people still have basic computer literacy" and "the number of young people who DON'T have the skills they need to compete in a tech-oriented professional world is increasing at an alarming rate" can both be true statements at the same time.
Now let's just ask ourselves, how many OTHER trends and shifts across generations have we fallen into the trap of talking about like this?
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I was on a Aria fan blog because I hate myself and wanted to see what they were posting (the Sansa obsession is real like every other post was literally just made to hate on Sansa to uplift Aria) when I saw a few posts about Elia and, I shit you not, this person was arguing that Elia and Ratgar were totally chill with each other and PolITiCal ParTnErS and Elia totally knew about him crowing L/yanna as QLB and supported it because Elia must have thought it was unfair L/yanna couldn't participate in the tourney cause she was a woman (which lmaooo). I just.....I mean....wow. Never thought I lived to see the day people try to Cool Girl-ify Elia but here we are. They weirdly claim it's because they don't want her to be seen as a "victim" so instead they're......depicting her as a doormat with no self-respect who would be fine with her husband's nasty behavior and being humiliated up and down because I guess that's better???? They also argued that Jon would in no way be a threat to Aegon or Rhaenys' places in the line of succession so Elia would be chill about that too (which again lmaooooo). I am amused at the lack of any and all critical thinking, media literacy, or reading comprehension skills but am also flabbergasted and want to start swinging.
Hey.
The people who seriously believe Elia would have defended Rhaegar's completely inane actions are very young or very dumb.
"All the smiles died." There is literally nothing, not a whisper, ZILCH that Elia knew what was going to happen at that tourney or that she approved it. Wasn't there an artwork that was commissioned by George where he approved of the artist's depiction of Elia sitting stiffly in the stands while Rhaegar pissed off the North, Stormlands, & Dorne? Unless they think she was pretending?
And that's such a nonsensical argument for Elia being OK with it. To be blunt, Lyanna not being able to participate openly wasn't Elia's problem. Lyanna not being able to participate openly is not justification for Rhaegar to publicly insult his wife like that - because that is exactly what it would have looked like to outsiders. Not to mention the offence to Lyanna - its kind of a wonder that Rickard didn't rush the wedding after so he could see Lyanna safely wed & have the protection of the title 'Lady Baratheon', but he was probably afraid of particular rumors starting if she fell pregnant too quickly. Ugh...
If I was Elia I would not breathe easy unless I knew that Jon Snow was
a) fostered away from court with people that were unfailingly loyal to me. And unfailingly kind as well. Being smart doesn't require being a monster *cough* Tywin
b) entered the Night's Watch or the Faith when he came of age. Is it fair? Not really- but it's a kinder fate than the one Rhaenys got.
But yeah the people who cry over how its wrong to accept that Elia was a victim dress it up as empowerment, when really it's all just about protecting Rhaegar. If Elia was in on it, then Rhaegar can't be the villain! Are they going to argue next that Aerys was justified in murdering Brandon & Rickard the way he did because he actually knew of Rhaegar's plans & that it was super importance he impregnante the teenage girl he kidnapped/ran off with? Be for real.
Anyway I would just avoid those blogs or be like me, get yourself blocked by them as many as you can looool
#asoiaf#anti arya stans#a song of ice and fire#elia martell#anti rhaegar targaryen#anti rhaegar x lyanna
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my problem with criticisms of school abolition that run along the lines of "so how SHOULD we educate children?" is the fundamental premise that education is something we do to people, as opposed to something that we provide the opportunity for them to engage in.
certain skills are learned naturally in the process of learning to engage with the world around you with the guidance of more experienced people (i.e. the adults that are in close physical proximity to young children most often are the ones that guide children in learning to speak, prepare and eat food, count and do simple measurements, read basic words, etc). the breadth of skills this covers only increases the more adults have responsibility for a child's wellbeing (abolishing the nuclear family unit as the standard method of childrearing and bringing children into the community as a natural part of said community increases the types of basic skills they learn through simple daily exposure).
beyond that, specialized skills and knowledge sets are something that we cannot (and should not) force on individuals--this is part of the entire premise of school abolition. restricting someone's freedom to enforce participation in a labor program (and educational labor is labor, no matter what biases you may have to the contrary) is not acceptable just because the individual in question is a minor. we only think it is because, as a society, we accept the idea that minors are a kind of unperson.
like, do i think it's important that we educate ourselves in history, in media literacy, in critical thinking? yes! i do! i think these things are important and necessary! and i think studying niche skillsets like higher algebra, literary criticism, political history, geology, engineering, chemistry, etc etc etc, are fantastic ways to both develop these skills and develop the ability to learn new skills more easily.
how do i think children should learn about these these? frankly, the same way i think adults should learn about these things. we should provide laterally organized centers of learning where those who have mastery in different skillsets help those with less mastery or no mastery at all to learn said skillsets, laterally. and we should, absolutely, have social pressures to educate oneself on certain matters. we do this towards adults already. there is already significant social pressure, for example, to educate yourself on black history and racial oppression in america if you're american and anywhere left of center. this works to spread required knowledge where it needs to be.
and yes, there are people who go against social pressures and refuse to educate themselves on topics that i think are incredibly important for the lives they choose to live. but like. "someone makes a choice i don't agree with and think is bad for them" isn't a good reason to override their autonomy, particularly their bodily autonomy. the basis of school abolition, or at least my view of school abolition, is thus: children are people deserving of autonomy, and this includes the autonomy to not educate themselves and make terrible decisions overall. education should not be done to us, we choose to pursue it or not.
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Literacy is a contested term that both shapes and is shaped by our understandings of divisions among individuals, social groups and institutions. Many earlier approaches to literacy treated it as a neutral technology or skill: the simple ability to read and write. Indeed, there have been trends in both academia and development discourse to represent literacy as a problem of technology in which literacy learning is viewed as a straightforward and unproblematic process of an individual’s acquiring and applying decoding skills to matching a string of sounds to their graphic symbols and vice versa (Schieffelin and Charlier Doucet 1998; Wagner 1993). The technical skills needed to read and write are imagined as neutral and universally applicable regardless of the particularities of the cultural or social environment in which they are being deployed. This trend, commonly referred to as the “autonomous model” of literacy acquisition, has been repeatedly shown to inform literacy projects developed by international organizations (Street 1984; Street 1995).
Literacy has been widely assumed to cause cognitive differences between individuals and has been argued to be the basis of a “great divide” between cultures — so called “oral cultures” and “literate cultures” — and as such has frequently been used to mark the difference between the "civilized" and "uncivilized." [...] [Walter] Ong, in his article “Writing is a Technology that Restructures Thought,” describes literacy as an “imperious” force that establishes itself as the cognitive foundation of human expression and thought (Ong 1986). He argues that “functional literate human beings… are beings whose thought processes do not grow out of simply natural powers but out of these powers as structured, directly or indirectly, by the technology of writing” (24). The view of literacy held by international organizations and development projects has emerged from these earlier positions. They tend to discuss literacy as a material that can be measured, bought or sold as part of a market economy and posit that a certain level of literacy is necessary in order for a nation’s economy to develop and compete in the global market.
Over the past two decades, numerous scholars have argued for a historical approach to understanding literacy that pays explicit attention to how literacy practices shape and are shaped by discourses of power, identity and subject formation. New Literacy Studies theorists, and most particularly Brian Street, are the most commonly cited critics of autonomous models of literacy. Street claims that all models about literacy, particularly those that posit literacy as a universal, individual skill, are embedded in particular power relations. In the context of the developing world moreover, these are power relations that often favor Western models of orality, literacy, rationality, and logical thought. Indeed, even the claim that literacy is a neutral technology reveals particular ideologies about language and its relationship to power (Blommaert 2005;
Blommaert, et al. 2006; Collins and Blot 2003; Street 1995).
— Jennifer Lee Hall, Debating Darija: Language Ideology and the Written Representation of Moroccan Arabic in Morocco (PhD dissertation), 2015, pp. 36-8.
Blommaert, Jan
2005 Creativity within Constraints: Hetero-Graphy. In Discourse. Pp. 107-123 Cambridge: Cambridge University Press.
Blommaert, Jan, Lies Creve, and Evita Willaert
2006 On Being Declared Illiterate: Language-Ideological Disqualification in Dutch Classes for Immigrants in Belgium. Language & Communication 26(1):34-54.
Collins, James, and Richard K Blot 2003 Literacy and Literacies: Texts Power and Identity. Volume 22. Cambridge: Cambridge University Press.
Ong, Walter J.
1986 Writing Is a Technology That Restructures Thought. In The Written Word: Literacy in Transition. G. Baumann, ed. Pp. 23-50. New York: Clerendon Press.
Schieffelin, Bambi B., and Rachelle Charlier Doucet
1998 The "Real" Haitian Creole: Ideology, Metalinguistics, and Orthographic Choice. In Language Ideologies: Practice and Theory. B.B. Schieffelin, K.A. Woolard, and P.V. Kroskrity, eds. Pp. 285-316. New York: Oxford University Press.
Street, Brian V.
1995 Social Literacies: Critical Approaches to Literacy in Development, Ethnography, and Education. London; New York: Longman.
Wagner, Daniel A.
1993 Literacy, Culture, and Development: Becoming Literate in Morocco. Cambridge [England]; New York, NY, USA: Cambridge University Press.
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Sorry just saw a post saying you do actually DO get taught media literacy and critical thinking in English classes and I was homeschooled until high school, but Ive also been to three different high schools across two states of america- which isn’t a lot but is more than most people get (assuming that most people go to one high school for four years instead of switching schools every year) and let me tell you. The English teachers almost always had the same problem. And I generally liked them all! English wasn’t a class I super hated!!!
Even my favorite English teachers didn’t really end up fostering a love of reading into the material or actually critically thinking about stuff.
What they all liked to do was talk about and lead you into THEIR interpretation to the point of basically dismissing any other readings. At best you’d get a “that’s a good point too, but I was thinking of something else” and at worst they’d basically just dismiss it with a clear lack of interest. As if you didn’t “get the point” for focusing on something else.
I remember this because there were a lot of times when I was bursting to talk about the parallels id drawn of the assignment to my personal experiences but I was too embarrassed or afraid or annoyed to because the few times i or anyone else tried to speak up the teachers were basically uninterested unless you hit on the specific reading they were obsessed with. At which point they’d talk at length about symbolism and stuff that, while interesting to me, was also hella annoying!!
My English classes made me afraid to get into academia because they all made it seem like there were one or two proper ways to read a story and if you didn’t immediately come to one of those conclusions then you’d be treated like you were stupid or hadn’t actually read the text.
This post also claimed that English classes teach you how to spot misinformation ???? The only thing even close to that would be history classes where we would sometimes discuss propaganda. Most of English class is reading assigned literature and then painfully sitting through the teacher trying to lead us into their interpretation. And sometimes you get to write things.
At MOST you’re gonna get the teacher telling you that something an author says is incorrect or a lie or that they’re biased but you don’t usually practice how to spot misinformation when you’re not prepped to find it.
I gained more critical thinking skills from being annoyed by the teachers readings and tearing them apart in my head than I did from any actual assignments. But that’s because I already cared about stories! So i wouldn’t have even had that if I didn’t already have some kind of interest in the classes subject matter!
Does all this stuff you’re supposedly taught in English class happen before high school?? What schools are you guys going to because from my experienced, American high school English classes (like a lot of classes) don’t really teach you shit unless you’re already interested in the subject.
I also think it’s pretty useless and mean spirited to imply people who didn’t learn that stuff were just idiots who didn’t pay attention. It’d be way more helpful to encourage people to want to learn stuff after school ends!! Not just because learning is fun but also because I feel like a lot of people see learning as something you can only do in schools & such and don’t see all the opportunities for self improvement past that!
Sorry I have no idea why a single one paragraph post bothered me so much, I think it’s cuz it’s past 10 pm 😭😭😭 so slightly annoying things lead to entire damn rants. I don’t even know if they were talking about American education I just was suddenly flooded with a ton of memories and barfed them out here.
#nnstuff#rambling#sorry look I get the urge to push back on the idea that school is useless#but what are you guys talking about#school#I LOVE STORIES THEYRE ALL I WANT TO TALK ABOUT#that’s why English clsss was so damn annoying#it was so close to being what I wanted 😭😭😭#I think there was like one or two actual discussions that felt like people really got their ideas out#and even then I remember the interjections of the teachers kind of dampening things#anyway this doesn’t super matter#hence why I’m vaguing it instead of arguing with op
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It is very important to be aware of how easily misinformation can spread online, but I feel like sometimes people have this overzealous "It's all The Youth because they're stupid and don't have critical thinking skills" analysis when like... my mother is in her 60s and has told me that she believed everything she read in a non-fiction book was true until her early thirties because it never occurred to her that something could be published if it wasn't reliable information.
She has an honours degree and graduated second in her year at university. She is a qualified teacher.
We do have a problem with misinformation, insufficient media literacy and critical thinking, and the internet has made this problem explode in the past twenty years with the barrier to publication becoming zero. But like... it's not just The Youth who trustingly believe things that aren't true and are not sceptical enough of unverified information, and this is not a recent problem. Learning to be sceptical does not come naturally do most people and most people from all ages and all walks of life do not take the time to learn this at any point.
I am not nearly as sceptical as I should be and by nature am very gullible and trusting. I've been trying to be less reactionary in spreading things that make me angry but when it comes to substance are just "Source: bro, just trust me" someone making up a guy/situation to be mad at and being like "Wouldn't it be fucked up if that were real? It is, by the way." And I only started making this active effort in, wait for it, my thirties. And I still fuck up all the time!
Like... I don't think this is a generational issue or a problem of youthful naivety. The kids are not all right, but none of us are.
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Ok this is a bit of a wordy post but bear with me. I've been reading up on the tech literacy discourse and I thought I'd add my two cents, and how it connects to piracy. LONG post under the cut!
I was born in the year 2000, which puts me on the border of being a digital native. I was brought up on tech, but only in my later childhood and teens. I've always considered myself "tech literate," but no more than the usual kid my age.
The first time I ever truly experienced tech illiteracy with my peers was when I was 23, when in one of my college classes a MacOS update rendered the software we used for said class unusable. After a few days a temporary patch was released, which by that point an assignment that utilized the software was due the next day. I followed the patch instructions, which involved navigating to the software files and substituting a designated file with the provided patch. A bit more complicated than a simple update, but the instructions were clear and intuitive enough to easily understand where the file went. The next day, during a class study session, I overheard multiple people come up to the professor complaining that the software wasn't working. After the second person complained with the professor being clueless, I asked the student what MacOS version they were on. Sure enough they were on the latest version, which as we already know is incompatible with the software. I then walked the student through the patching process step-by-step, with them needing to essentially be hand held through the entire process (almost to the point of me doing everything for them). After the patch was implemented, the student thanked me and said "Wow! How did you figure all of this out?" and to me that question was stupid- I just googled "[software] [version] MacOS [version] fix", went to the first result (which was the company website), downloaded the patch zip file, and followed the instructions on the README.txt file. It was so easy, and I couldn't comprehend that this was somehow complicated for other people, especially those my age. I mean we literally grew up using computers. It wasn't until I started learning about tech literacy and learned helplessness that I finally started connecting the dots.
Tech in general is becoming extremely user friendly, almost to a fault. UI and UX simplicity is taking away any critical thinking needed to use any sort of tech. My peers are so used to one-click and/or automatic updates, so the fact that this required slightly more effort than a simple update triggered their learned helplessness. The professor was no help in this case either, since he just extended the due date for those affected with no penalty. I actually ended up making a very detailed (and I mean idiot proof detailed) step by step picture guide with screenshots on how to install the patch for the software for the class. Anyways, back to the main point- How can I blame my peers for not knowing how to install a "complicated" update when they're so used to being spoon-fed simplicity?
But hang on- how was I the exception? I'm just as used to tech simplicity as anyone else, it's not like I'm using anything differently or making things harder for myself on purpose (I'm looking at you, linux users). So why was I the only one who knew how to install this update? It wasn't until I had a discussion many months later with my mom about this tech illiteracy epidemic that I finally thought it through. I acquired problem solving skills through piracy. To start off: not piracy but adjacent- learning to install mods in Minecraft when I was 11 taught me file navigation and what a README.txt file was, as well as the importance of version specificity/compatibility. Figuring out how to play Pokemon roms on the family computer and my iPod touch when I was 12? That's piracy, and it also taught me how to work with different platforms and the art of jailbreaking. Installing custom firmware on my 3ds so I could pirate games when I was 16 taught me how to follow written tech instructions without any visual guidance. Pirating Adobe software on my MacBook in high school taught me about patching files on MacOS. All of this knowledge and inherent googling that came with it made installing the patch for my class software look like a tiny drop in the bucket in terms of complexity.
So why am I saying all of this? Am I suggesting people learn to pirate to become tech literate?
yes.
With everything becoming pay-walled, subscription services running rampant, the proliferation of closed-source "ecosystems" *cough* Apple *cough*, and (arguably) most importantly media preservation, piracy is a skill that will serve you well in the long term. It will teach you critical thinking in the tech sphere, and if enough people learn then we can solve this ever growing epidemic of tech illiteracy. I'm not really sure how to end this post, so if anyone has anything else they'd like to add please feel free to.
Thank you for coming to my ted talk.
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https://www.tumblr.com/godmodebeginswithlesbians/732567688496431104/we-need-less-sanitized-queer-stories-youre-the
I cannot believe the amount of notes this post has of people agreeing with it. I have no idea what The Locked Tomb is so I can’t speak on that, but regarding She-Ra, ever since the finale, I’m one of the people who’s been agreeing with the statement that OP is mocking here. To clarify, though, I’m all for less sanitized LGBT stories, but I want them to still be well written, make actual sense narratively, and deliver a positive message for a target demographic of children, all which She-Ra failed at.
I read some of the notes and aside from the typical nonsense I’m used to seeing toxic She-Ra fans spew, there are people who reblogged this defending She-Ra while simultaneously admitting that they DIDN’T EVEN WATCH THE SHOW. Ofc they’re not gonna understand or interpret any of the criticism in good faith if they haven’t even watched the damn show. That’s the brainless mob mentality that’s to be expected on this site.
Anyway, as a writer who majored in animation, seeing posts and notes like this is so disheartening. I don’t have much hope for the entertainment industry (especially animation) or the LGBT community. Both have proven that their standards are lower than dirt and that they all have piss poor media literacy and critical thinking skills that lead them to harassing and hating on anyone who dares criticize the media that they blindly worship. It’s insulting as a writer and sets a bad precedent that professionals can just produce poorly written fan fiction with a budget that validates childish NPCs who eat it up as long as it caters to their sensibilities and is under the guise of progressivism for kids so it can be praised as “groundbreaking.” It makes me wanna steer clear of this industry entirely tbh .
Yeah, my problem isnt that it's not santized, my problem is that not only is it romantized, but targeted towards kids, kids are seeing this and thinking it's ok, again bubbline and lumity are much, much better repsentation in kids shows, I wish that people could just admit that Catradora isnt good now that we do have good rep in kid shows now but I guess there's nothing we can do. Even Star vs The Forces of Evil did it better when it showed that Jackie Lynn Thomas and Star Butterfly were bisexual which is cool. Now both were kinda ambigious but they couldnt do much since it was disney and its still better than romantizing toxic relationships to children.
#spop criticism#anti c//a#anti catradora#anti catra#spop crit#antic//a#spop discourse#anti spop#spop salt#spop critical
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hey there! so i have a question about one of your older posts - ofc feel free not to answer, i’m just curious. it starts with ‘pour one out for the stories you won’t ever find again’ or something similar
so basically, in that post, you mention something like ‘stories in standardised tests that you could only read for a few minutes, but those minutes lasted longer than you’d think’ or something similar
so i’m from africa, and during school, i… don’t think we ever got anything like stories in our tests. i didn’t go to public school (but private school and public school curriculums are rlly similar where i live, tbh) but our tests (end of year exams) were always something like: a comprehension (usually a news article as a source - one year we got an opinion piece about cancel culture), analysis of some poems, writing an essay abt a play, writing a summary, visual literacy (usually a comic), writing a few short pieces like an email or open letter, and an ‘editing’ section (language/grammar skills). i also took an extra subject that my school called advanced program english, and we never got any stories there - just poems, plays, etc.
i am,,, literally so sorry for such a long and detailed ask, i’m just so intrigued about the stories you mentioned? like, what kind of stories were they/what were they abt? did you analyse them, or like edit for grammar mistakes? and do you know if this a common thing for schools around the globe, or if it’s just the usa/certain parts of usa that put stories in their tests?
again i’m so sorry, this such a weird thing to ask about, i’m just. curious ajjdjdjjjhh but like feel free to ignore, ofc. no pressure.
"Older post" is maybe pushing it, lol. It's from two months ago.
United States standardized tests usually include reading sections to test critical thinking skills. If you google something like "ACT short stories," or look at an SAT practice test, there will be some short stories included. This is also true for state level standardized testing that covers elementary through high school.
We did also have writing sections, and other kinds of writing did happen, but there were usually at least two or three stories in the reading section.
A portion of this story, cutting off at about the “America—America—where was America?” is one that really stuck with me. It was abridged for testing purposes.
(I'm not going to address the many, many problems with American standardized testing here.)
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you've been writing some of the most literary-minded and adult dissections of the failings of helluva boss. they've been absolutely delightful to read; not that other people aren't witnessing the writing pitfalls of the show, but few have articulated them as well as your posts have. thank you for taking the time, they really scratch the itch for well rounded and thought out critique!
I really do appreciate this Anon. I am hoping to elevate my writing further with more usage of third party information moving forward as well as more thorough explanations of my positions. I have plenty I could say about the series overall and piece by piece that it occasionally feels overwhelming, and other times it feels like its the same thing over and over. However, I think the same arguments can take on a different meaning given the context of where these problems arise, so I try to keep an open perspective to how every episode is a new attempt with the same formula. It never quite works, but we can appreciate the various shades of failures being showcased. Ultimately, I don’t write with the intent of hoping Medrano or her team get better, but that other independent artists and art appreciators can develop critical thinking and media literacy skills while simultaneously influencing a passive improvement upon the future works the community may yet create.
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Review: Cleopatra, Daughter of the Nile by Kristiana Gregory.
I won't claim that this is a good book, but it is one that I, personally, enjoyed.
It's a year in the life of Cleopatra as a preteen, and was aimed at preteen girls who read a lot way back in the 1990s. So this is a very sympathetic, somewhat nerdy Cleo who's just trying to survive while her older sisters jockey for power and her father struggles with alcoholism, all in the shadow of the Romans threatening to annex Egypt for themselves.
I liked the prose, even when I reread it as an adult. I like the worldbuilding and characterization, and a lot of the passages are still very moving to me. The plot is a bit thin, and Cleopatra doesn't exert much influence on the conclusion, but I found the rest of it good enough to forgive. Again, this is aimed at 10-12 year-olds.
There's just one problem with the book. One little paragraph. Teenage Cleopatra shares a romantic kiss with Mark Antony, who's in his 20s. It wasn't unusual for the time period, and nothing further happens, but I'd still expect the narrative to point out how weird this is in some way, and it doesn't.
Yeah...
Now, I don't believe books always need to explicitly state Bad Things Are Bad. I find that patronizing. Baby jlrrt understood that scene was just a cute fantasy for the sort of girl who gets a crush on her math teacher, the kind you never act on, but it's fun to daydream. I think most preteens would understand that, too.
But I also know that if I were a parent, I'd want to know about that scene before letting my kid read this, and I'd want to talk to my kid about it afterward. I'd ask them what they thought of the book, whether they thought the kiss was appropriate, and how they might distinguish safe dating partners from dangerous people. It could be a good opportunity for them to build their media literacy skills, and to learn about healthy relationships.
Some people will say "It's just fiction, fiction has no effect on reality." Others would say a book like this shouldn't exist because it could be a bad influence. Personally, I don't fall into either of those camps.
I think people who worry about kids getting abused should spend more time listening to kids, showing interest in their hobbies, and encouraging their critical thinking skills and boundaries. The most effective way to prevent child abuse isn't to ban depictions of it, but to give kids safe, supportive adults they can reach out to. Adults who treat kids' opinions and boundaries with respect, so the kids can learn to recognize people who don't respect them. And media like Cleopatra: Daughter of the Nile can be a safe way to bring up these topics, so the kids can recognize and avoid dangerous people in real life. Be thoughtful about it, is what I'm saying.
Anyway, that's just what I think about giving this book to kids. If you're mature enough to read this essay, and you want to read the book for yourself, go wild. The one weird passage here is nothing compared to Huckleberry Finn, Lolita, or hell, all the age-imbalanced relationships in Masters of Rome.
#i generally assume that readers are smart and can think critically about what they read#that they aren't blank slates who passively absorb whatever media tells them#but it's also good to encourage critical thinking especially for kids#kristiana gregory#cleopatra daughter of the nile#jlrrt reads#book review#media analysis#media criticism#child abuse mention
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Unveiling the Best Learning Resources Toys for Child Development
In the dynamic world of child development, choosing the right learning resources toys can significantly impact a child's growth and cognitive skills. Let's uncover a selection of the best options that seamlessly blend education with play.
1. Building Brilliance with Blocks
Building blocks are not just for play; they're essential for developing spatial awareness and fine motor skills.
Choose sets that encourage creativity and problem-solving.
2. Puzzles: Piecing Together Cognitive Skills
Puzzles engage young minds in critical thinking and problem-solving exercises.
Opt for varying difficulty levels to challenge and stimulate cognitive development.
3. Games That Educate: Play with a Purpose
Board games aren't just fun; they enhance social skills, strategic thinking, and even introduce basic math and language concepts.
Look for games that balance entertainment with educational value.
4. STEM Toys: Building Future Innovators
Science, Technology, Engineering, and Math (STEM) toys introduce kids to these fundamental concepts in a playful way.
Foster a love for learning and curiosity about the world around them.
5. Artistic Expression: Colors and Creativity
Art supplies like crayons, markers, and drawing pads nurture creativity and fine motor skills.
Encourage self-expression through artistic endeavors.
6. Musical Instruments: Harmonizing Development
Mini keyboards, drums, and simple instruments enhance auditory skills and rhythm appreciation.
Unleash the potential for a lifelong love of music.
7. Early Literacy Tools: Adventures in Reading
Interactive books with textures, sounds, and simple words lay the foundation for language development.
Make reading an enjoyable and interactive experience.
8. Outdoor Exploration: Nature's Classroom
Magnifying glasses, binoculars, or bug-catching kits instill a love for the environment and curiosity about the natural world.
Learning extends beyond the classroom into the great outdoors.
9. Coding Toys: Tech-Savvy Fun
Age-appropriate coding games and robots introduce basic programming concepts in a playful manner.
Prepare kids for the digital age with entertaining coding experiences.
10. Inclusive Toys: Building Empathy and Understanding
Multi-player games that emphasize cooperation and teamwork contribute to emotional intelligence.
Encourage social interaction and understanding of diverse perspectives.
Incorporating these learning resources toys into a child's playtime not only ensures a good time but also lays the foundation for lifelong learning. Strike the perfect balance between education and fun to foster a well-rounded and engaged young mind.
#learningresourcestoys#Babylistwelcomebox#besteducationaltoysfor3yearolds#bestlearningtoysfor2yearolds#bestlearningtoysfor3yearolds#educationaltoys#learningtoys#preschooltoys
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Unlocking Potential: The Top Educational Toys and Learning Resources for Child Development
Certainly! Educational toys and learning resources play a crucial role in fostering child development by promoting cognitive, emotional, social, and physical skills. Here are some top educational toys and resources across different age groups:
1. Infants (0-12 months):
Soft Books:
Cloth or soft books with vibrant colors and different textures stimulate a baby's senses.
High-Contrast Toys:
Toys with bold patterns and high-contrast colors enhance visual development.
Baby Gyms:
These provide a safe space for infants to explore and develop motor skills.
2. Toddlers (1-3 years):
Building Blocks:
Simple building blocks help improve fine motor skills and spatial awareness.
Puzzles:
Basic puzzles with large pieces promote problem-solving and hand-eye coordination.
Art Supplies:
Crayons, non-toxic paints, and paper encourage creativity and fine motor skills.
3. Preschoolers (3-5 years):
Board Games:
Simple board games teach turn-taking, counting, and social skills.
Educational Apps:
Interactive apps with age-appropriate content can support early literacy and numeracy.
Playdough:
Enhances creativity, fine motor skills, and imaginative play.
4. Early Elementary (6-8 years):
STEM Kits:
Science, technology, engineering, and math kits foster critical thinking and problem-solving.
Reading and Writing Tools:
Age-appropriate books, writing journals, and storytelling games support literacy development.
Educational Board Games:
Games that involve strategy, critical thinking, and teamwork.
5. Upper Elementary (9-12 years):
Science Kits:
More advanced science kits for hands-on experiments and exploration.
Coding Toys:
Introduce basic coding concepts through fun and interactive toys.
Educational Software:
Interactive software for subjects like math, language arts, and geography.
6. Middle School (12-14 years):
Robotics Kits:
Engage in building and programming robots to promote STEM skills.
Language Learning Apps:
Apps for learning a new language can be both educational and fun.
Math and Logic Games:
Challenging games that enhance problem-solving and critical thinking.
7. High School (14+ years):
DIY Electronics Kits:
Kits for building electronic devices or circuits encourage understanding of technology.
Educational Board Games:
Advanced strategy games that challenge and stimulate the mind.
Online Courses and Tutorials:
Platforms offering courses on various subjects for self-directed learning.
8. All Ages:
Educational Subscriptions:
Monthly subscription boxes that deliver educational activities and projects.
Educational Videos and Documentaries:
Platforms with age-appropriate content for learning about the world.
Interactive Learning Platforms:
Online platforms offering adaptive learning experiences tailored to each child's level.
Remember that the effectiveness of these resources depends on the child's individual interests and needs. Parents and educators can observe and adapt based on the child's preferences and developmental stage.
In 2023, the dedicated team at BBwelbox Organization continued their unwavering commitment to shaping the future for children through groundbreaking research. Focused on enriching the lives of youngsters, our team delved into key areas influencing child development, education, and overall well-being. This year's most valuable research for kids reflects our passion for creating a positive impact on the next generation. By uncovering innovative insights and valuable knowledge, we aim to contribute to the holistic growth and nurturing of young minds, paving the way for a brighter and more promising future ( Necessity of choosing smart toys )
READ FOR MORE INFO SO PLEASE CLICK HERE & VISIT OUR MAIN WEB PORTAL
#Babylistwelcomebox#besteducationaltoysfor3yearolds#bestlearningtoysfor2yearolds#bestlearningtoysfor3yearolds#educationaltoys#learningresourcestoys#learningtoys#preschooltoys
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The Puck Shooter's Field Encyklopedia
Hey there, puck shooter! Below, you may find a compendium of free-to-consumer resources of multiple medias in alphabetical-ish order on various enthralling subjects. Searching for PWHL/LPHF-specific news and media? Look here!
[last updated: 05-MAR-02024]
Index:
. >> Athletics {empty}
. >> Geography {new additions!}
. >> Health, Exercise, Sports Science {new additions!}
. >> Hockey, Competition {new additions!}
. >> Hockey, Fundamentals {empty}
. >> Language {empty}
. >> Recreation {empty}
. >> Social Studies {new additions!}
. >> Miscellaneous / Uncategorized {empty}
. >> Epilogue {new additions!}
Puckey seys Note: Note what? Pucke oft’ sez: A smart person knows how to spend their time. Do w/that whatcha will.
Index:
. [Link] == weblink of unspecific origin.
. [OP Link] == weblink to original publication.
. [WP Link] == weblink to Wikipedia.
. [YT Link] == weblink to YouTube.
_# ATHLETICS #_
{empty}
_# GEOGRAPHY #_
subsections
. > PWHL Cities
. > PWHL Nations
PWHL Cities
Boston: [WP Link]
Minneapolis–Saint Paul: [WP Link]
Montréal: [WP Link]
Ottawa: [WP Link]
New York City: [WP Link]
Toronto: [WP Link]
PWHL Nations
Canada: [WP Link]
United States of America: [WP Link]
_# HEALTH, EXERCISE, SPORTS SCIENCE #_
Note well: Not a substitute for qualified medical consult; for informational purposes only.
Bipedal Gait Cycle [WP Link]
Body Schema [WP Link]
Female Athlete Triad / RED-S [WP Link]
Exercise [WP Link]
First Aid [WP Link]
Motor Control [WP Link]
Motor Learning [WP Link]
- Puck sez NB! “Knowledge of performance, knowledge of results” under §Feedback given during practice
Motor Skill [WP Link]
Motor Skill Consolidation [WP Link]
Muscles of the Human Body, Skeletal, List of [WP Link]
Muscle Architecture [WP Link]
Muscle Memory [WP Link]
Neuromechanics [WP Link]
Neuroscience Crash Course Playlist (Brain Discoveries) by TED-ED [YT Link]
Neuroscience Crash Course Playlist (Exploring the Senses) by TED-ED [YT Link]
Neuroscience Crash Course Playlist (Mind Matters) by TED-ED [YT Link]
Nutrition Science Crash Course Playlist (You Are What You Eat) by TED-ED [YT Link]
Procedural Memory [WP Link]
Psychology Crash Course Playlist (Mental Health Awareness) by TED-ED [YT Link]
Psychology Crash Course Playlist (The Way We Think) by TED-ED [YT Link]
_# HOCKEY, COMPETITION #_
Ice Hockey at the Olympic Games [WP Link]
_# HOCKEY, FUNDAMENTALS #_
{empty; proposed subsections:}
. > Skating
. > Puck, stick handling
. > Hockey Sense / IQ
. > Puck tracking
. > Goaltending
_# LANGUAGE #_
{empty}
_# RECREATION #_
{empty. what are the puck shooter’s reading, watching, listening to nowadays? send word! meanwhile, here’s wonderwall 🌱}
_# SOCIAL STUDIES #_
Living wage calculator, methodology [Link]
Media Literacy Crash Course Playlist (Hone Your Media Literacy Skills) by TED-ED [YT Link]
Universal human rights described by UN Sustainable Development Goals [Video] [Audio??] [Print]
_# MISCELLANEIOUS / UNCATEGORIUZED #_
{empty}
Think something’s missing? Comments/Questions/Feedback? Feel free to Mail in at, none other than, **foobo(alloneworld) chider1 (aht)gee, whizze… electronic-snail-mail (dawt, you get it…).
— Puckey Digest
also available via:
Medium .commahe
Substack .com,,,,,
and, ofc, TuMbLr [¿r we getting meta nao? X3c]
click here 4 a good time
[MORE AMENDMENTS COMING TO PUCK-O-PEDIA SOON! ☻]
[last updated: 05-MAR-02024]
_# EPILOGUE #_
Pucke Says! The athlete and critical problem-solver should — among other things — learn to approximate and convert units of distance, weight, and time on-the-fly, off-the-cuff, & ad-hoc. Such skills will take one far in life, and serve the athlete and problem-solver well in many contexts.
Knowledge is power; France es bacon; and, lest I forget:
[MORE AMENDMENTS COMING TO PUCK-O-PEDIA SOON! ☻]
[last updated: 05-MAR-02024]
⚘❃⚘⚜❃❁❀✿✾✽ Many Flowers 4 U~!! ✽✾✿❀❁❃⚜⚘
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