Quotes: From Knowledgable to Knowledge-able

1) The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another).

In this quote, Wesch is talking about the problems of classrooms today and especially ones that claim to be “state of the art”. The points that he makes in this quote resonate throughout his entire piece. Wesch believes that most schools and professors do not embrace new forms of media and would rather just continue in their old fashioned ways. Classes are portrayed as the only place where you can get information on various subjects. They do not take into consideration how easy it is to pick up a book, do an online search, or ask somebody for information on a certain topic. Classes are framed as the” be all end all" and professors are shown as the only person capable of relaying this information.

Many classrooms are set up with the professor as the main focus. Whether it be a massive lecture hall or a relatively small classroom, the teacher is front and center. They control what material is taught, how it is taught, and what criteria will be used for grading. Interaction and discussion between students is not encouraged and in many cases highly frowned upon. Students are expected to simply absorb this information without question or comment and then regurgitate it on an exam.

2) Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.

This point emphasizes how massive and incredible digital media can be. Wesch emphasizes this point many times throughout this article and it is one of his main arguments. If you want to learn about something, there is no longer a need to go out and actively seek the information for a prolonged period of time. Gone are the days of sitting for hours and hours in a library researching a topic. Now, if you happen to be interested in a topic, you can look it up on Google and find thousands of websites on the subject ranging from overviews to in-depth analyses. You can also use websites, like the one mentioned in the article, that will send you links to pages that have to do with the particular subject you are curious about. All of this new digital media is making it extremely easy to have a very personalized experience. Even advertisements are becoming more personal, based on your interests and likes. With so many forms of media out there, Wesch points out that information is no longer hidden away somewhere but, with little effort, can be right in the palm of your hand.

3) Though many blame the technology, these activities are just new ways for students to tune out, part of the much bigger problem I have called “the crisis of significance,” the fact that many students are now struggling to find meaning and significance in their education.

Wesch comes up with this theory because he firmly believes that students are becoming bored with the things they are learning in school. Instead of the strict subject guidelines that were put into place so long ago, Wesch suggests teaching subjectivities. Within the discussion of subjects, he points out that many students feel that once they have “had” a subject they are done with it and never have to take it again. He also allows his students to have more of an input into what they learn and gives them more flexibility with how they learn it.

I have to agree with Wesch’s theory of “the crisis of significance”. Many of the general education courses that I had to take seemed completely irrelevant, meaningless, and just plain boring to me. I could not understand why they were significant to my education or when I would ever have to use any of the information that I learned. I felt that I should just focus my attention on my major and courses I was interested in. It is also frustrating when you are struggling in a course that the college is forcing you to take and you cannot see any worth in taking it. This caused me to experience exactly what Wesch was describing. Once I had passed a course in a subject that, I had issues (math or science for example) I was so glad it was over and vowed to never, ever take a class in that subject again. Rather than actually taking anything away from the class, I was just thrilled that it was over and never had to be taken again.

This article has some really astonishing media statistics that tie into Wesch’s discussion of just how massive the media environment is.

Talking Point:

It is obvious that teachers need to change their teaching methods and/or subject matter to accommodate this new media craze. I wonder what people will suggest that teachers do. I am especially interested in what the teachers in the room think and if they plan to do anything differently.