Evaluation: Self as Peer Responder

November 30, 2006 at 2:23 pm · Filed under Week 14

Quote three specific pieces of feedback (not the whole responses, just parts of a response) that you received on your work that were particularly helpful to you in revising (not editing, revising the content).  Include links to these comments.

1. “I think there are still a lot of words in this that a person, such as the family of a patient, might not understand.”
2. ” I think you could give an example to help illustrate the behavior.”
3. “I may have trouble visualizing the true problem if I did not know the disorder”

Quote three specific pieces of feedback (not the whole responses, just parts of responses) that you gave to someone else that you believe were most likely helpful to them in revising their own work.  Include links to these comments.

1. “I would like to address the lack of statistical evidence.”
2. “is supposed to be a conversation, but is very formal”
3. “typos on the words “equipment”, “recommendations” and “progress”
 
Examine your examples for the first two items above and write about what this information tells you about the kind of peer responses you give.

I feel that my responses were more specific that they should have been.  I may have done too much with specific problems and not helped define my corrective feedback in more general terms.  I wanted to give information that would change the “whole” of the page; however, I feel that my feedback was too in depth.  I think that others looked at my genres in general and I was able to respond to this.  I could change several things that would change the look and entire view of the page, rather than specific points. I believe that this is why I had a hard time finding something to say on many of the other people’s pages.  I was looking too specifically.

Write a goal (behavioral objective) for yourself as a peer responder.  Specifically (this is an important word as I do not mean generally), the next time you participate in a peer response group, what do you intend to do differently?

I will read the entirety of the information given, gain perspecitve on the work as a whole and think critically before responding to specific pieces of information that my be insignificant.

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Self-Evaluation

November 30, 2006 at 1:53 pm · Filed under Week 14

Self-Evaluation
Communication Disorders Research (http://alvey2.wordpress.com/)

Accuracy:
1.Does the author cite sources used to develop the site? Yes
2.Is it possible to verify the legitimacy of these sources? Yes, links for some are provided and all are listed with APA style formatting to verify information.
3.Does the background of the author point to knowledge of the subject covered? The author does not have any background of knowledge except for a Neurogenics class taken in college.
4.If the site is research-based, does the author clearly identify the method or research and the data gathered? Not every page clearly states that the site is about Traumatic Brain Injury; however, the general idea is obtained in most of the pages.  I think that this could be clarified further through more specific responses.

Authority:
1.Do you recognize the author’s name? ;) Yes, but not professionally. 
2.If you did not recognize the name, what type of information is given about the author? Position? Organizational affiliation? E-mail address? Biographical information? The about the author gives the information the author is an undergraduate college student and Marshall University.  Biographical information is given about the history of the author. The author’s email address is not given on any pages.
3.Was the site referenced in a document that you trust? Yes, I feel that this site is trustworthy and the document is, as well, because references and citations are given.

Objectivity:
1.Determine what is the aim of the author or organization publishing the site. The site’s goal is to inform and tell a fictitious story about a person with a Traumatic Brain Injury.  This is evidenced through each page and the unifying genre page (journal entries).
2. What is the purpose of the web site? The purpose of the site is to explain Traumatic Brain Injury using a story and several different view points.
3. Do you trust the author or organization providing the information? Professionally, I would not use the site because the author is an undergraduate student. However, because references are given and information is provided that links other sites, I feel that I can trust the information given and the author.

Currency:
1.Is the date clearly displayed? The dates for each post are listed; however, the pages do not list the date clearly.
2.Can you determine what the date refers to? The date refers to the dates that the posts are completed. I could not find a copyright date for the site.
3.Are the resources used by author current? Most of the resources are current and list dates in references.
4.Does the page content demand routine or continual updating or revision? Yes, revision has been noted and discussed on the site.
5.Do the links on the page point to the correct Internet site addresses? All of the links work on the site.

Coverage:
1.Are the topics covered on the site explored in depth? I feel that because this is an informative site, the topic is covered in depth.
2.Are the links on the site comprehensive or used as examples? Some links are comprehensive and some show examples of what is written on a specific page.
3.On the site, are the links relevant and appropriate? The links are all associated to the topic or to the information given on the specific page.
4.How valuable is the information provided? I feel that the information is valuable and helpful in determining the main purpose of the site.  The site has relevance and informs, so I feel that it is valuable to those who would like to educate themselves on the given topic.

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A13.5: Week 13 Reflection

November 28, 2006 at 2:18 pm · Filed under Online Journal, Week 13

Aims and Objectives:
My main goals for this week are to revise my genre and unify my journal entries.  I chose to make these my main goals because I seem to have a good grasp on every other technique that we have completed each week.  I would really like to my work to be completed with confidence that my work is professional looking. Unifying and revising will help me to accomplish this task.
 
Declarative Knowledge:
I learned that a Table of Contents consists of each of my pages in an organized fashion.  I learned that hyper-linking to each page will unify my work and create easy access to my table of contents. Next, we did reviews on two of our group mates and gave them feedback about their third genres. Feedback means the partial reversion of the effects of a process to its source or to a receding stage, or the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source. In order to complete my reference page I had to know that each reference that was used must be completed in APA style format, as given in the Publication Manual of the American Psychological Association. In order to revive my chosen genre, I had to know what the SCAR method of revision stood for.  I learned that S = Substitute, C = Cut, A = Add and R = Rearrange.

 

Procedural Knowledge:
To complete the Table of Contents page, I had to click on the write a page tab and put in the title.  I then had had to list each of the pages in a specific order: Preface, Acknowledgements, About the Author, Unifying Genre, References, Reflection and then each genre.  I next had to highlight each word (page) and use the hyperlink button to type the URL of the actual page.  When this was completed, I published the work to my Webblog.  The peer review was completed by posting a comment under the seventh genre, on the specific person’s page. I was told to review Whitney H and Holly’s seventh genres. In order to post a comment you click on the comment button under the genre and type in the message box. Finally, you must click on the submit button and the comment is posted on that person’s page. The review included the following areas and questions: Voice: Whose voice is this piece in? Audience: Who is this piece written for? Say Back: What do you think the author is saying with this piece? (not what do you think they mean to say, but what are they actually saying) Bless: Find something specific in each piece that you can “bless.” You might like the originality of an idea, a particular word used, whatever. Address: Find something specific in each piece that the author should “address.” Make this something that will actually improve the quality of the piece…your group mates are counting on you to help them make their work stronger (just like you are counting on them). In order to complete the References page I created a page and titled it accordingly.  I went through each of my pages and found the sources that I had sited.  I copy and pasted each reference, making sure that each was still in the proper APA format.  I then published the page.  Finally, I revised my Podcast.  To complete this, I used the SCAR method.  I read each comment and read my unifying genre in order to gain perspective on what I wanted to accomplish.  Next, I used the SCAR method which includes: S = Substitute (Can you substitute other words to improve the clarity of the ideas in the piece?),C = Cut (Can you cut something out to improve the clarity of the ideas in the piece?),A = Add (Can you add anything to the piece to improve the clarity of the ideas in the piece?) and R = Rearrange (Can you rearrange information in the piece to improve the clarity of the ideas in the piece?).
I then made a posting on my blog documenting your revision work.  In the post, I explained my revision strategies. I used the following questions when completing the response: What did you rearrange and why?  What did you add and why? and What happened to the piece when you revised? My response was between 500-600 words.

 

Conditional Knowledge:
I feel that the Table of Contents will help me and my readers to navigate through my Webblog much easier.  I think that this has helped to organize my MGP thus far and will continue until the conclusion of the semester.  The feedback will not only give a different perspective to the people I am critiquing, but help myself to judge my own work differently. By completing my reference page, I was able to give credit to all of sources that helped me to complete my MGP.  I wanted to organize each of my sources and a reference page will help to complete this. I know that my revision will help me to make my MGP more professional and organized.  I feel that going back and “re-thinking” about my work, I will be able to read it with fresh eyes.  I found many things that needed to be corrected and am glad that we now get the change to revise our work.

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SCAR Revisioning

November 28, 2006 at 1:40 pm · Filed under Week 13

 For my first revision piece, I chose to revise my Podcast.  I felt that I would use this time to create a more simplistic piece that gave the main information that I wanted to relay.  I also chose the Podcast because I got the most constructive feedback from my peers.  I am grateful because this made me look at the Podcast and realize that not all people may understand the technical jargon that I had written.  I also chose to revise the beginning message by “Grandmother Sam” to better connect the piece to my story. Once I revised the Podcast, I felt that it was easier to read and gave the sense that the SLP had written it for family members to understand.  I
 The suggestions that I received from my peers, my personal preference and my unifying genre were the inspiration for revising this piece.  I used the SCAR method to revise the Podcast.  This method includes: S=Substitute, C=Cut, A=Add and R=Rearrange. 
 I decided to substitute some of the more technical words for phrases that could be better understood by those reading and listening to the Podcast.  For instance, I chose to change the words “impaired axoplasmic transport” to “impaired ability for axons to send messages.”  Another key phrase that I changed is “inertial forces” to “bounces back and forth.”  By changing these small phrases and a few others, I was able to create a more “reader-friendly” excerpt. 
 I chose to cut many of the technical jargon pieces completely out the Podcast because I felt that they did not add to the Podcast, but take away from the main purpose.  I wanted to inform interested parties, not confuse them.  I felt I had done just that my adding more complicated medical terminology.  I also cut several lines from the introductory paragraph by the “Grandmother.”  I completed my unifying genre through my journal entries and wanted to make the two pieces relate better.  I chose to cut out several lines about the Grandmother being confused and focused on what sentences went straight to the point.  I wanted to make the introduction long enough to explain the focus of the Podcast, but not deter from the work itself. 
 Adding definitions helped the Podcast to, once again, become more “reader-friendly.” I chose to not take away the initial definition of diffuse axonal injury, but elaborate by adding definitions.  I also added a link to a site that I thought may be helpful in finding additional information about the chosen terminology. I added sentences to the introductory paragraph as well.  This changed to information to include that the SLP created the Podcast and helped in the transition from the unifying genre.
 I rearranged the introductory paragraph to include that the “doctors gave the Podcast to the grandmother” and not the “SLP.”  I felt that this helped with the cohesiveness of the genres as a whole.  I rearranged information in the Podcast to help explain and elaborate certain sentences better.  I wanted the order of the sentences to flow with the new descriptions that I had given. 

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A12.7: Week 12 Reflection

November 12, 2006 at 11:45 pm · Filed under Online Journal, Week 12

Aims and Objectives:

My goal for this week included making sure that my final genre is thorough and complete.  I wanted to make sure that the lesson plan was consistent and realistic.  I used an article to help me come up with strategies used in therapy. I also wanted to go back and attempt to change my journal articles into my integrating genre. 

Declarative Knowledge:

In order to complete my lesson plan, I need to know what types of tasks are completed in the typical therapy of someone who is in therapy.  I learned that the types of tasks completed in a therapy session for someone who has TBI include: attention tasks, memory tasks, executive functioning tasks, social skills and writing skills. I learned that each task increases in complexity after it is mastered. Next, we did reviews on two of our group mates and gave them feedback about their third genres. Feedback means the partial reversion of the effects of a process to its source or to a receding stage, or the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source. I learned that digital literacy involves, not one single skill, but several complex skills that show a thorough understanding of how to function in a digital world.  Such skills include: photo-visual literacy, information literacy, branching literacy, socio-emotional literacy and reproduction literacy. I wanted to find out the definition of the word preface and found that the Merriam-Webster Online Dictionary defines it as the introductory remarks of a speaker or author. They also define acknowledgment as recognition or favorable notice of an act or achievement. I learned that the About the Author page is a short auto-biographical piece about the author of a piece of work.

Procedural Knowledge:

In order to complete the lesson plans, I first used the outline of the lesson plans that we have used in past undergraduate classes.  I wrote the client’s name, clinician’s name and the date of the session.  I continued on the form with Objectives, procedures, materials, Results and Evaluations (subjective, objective, assessment and plan). Following this I cited my source using APA style format. I did this for three consecutive days. The aspects of the therapy session that I wrote the sessions on included: attention tasks, memory tasks, executive functioning tasks, social skills and writing skills. The peer review was completed by posting a comment under the fifth genre, on the specific person’s page. I was told to review Whitney H and Holly’s fifth genres. In order to post a comment you click on the comment button under the genre and type in the message box. Finally, you must click on the submit button and the comment is posted on that person’s page. The review included the following areas and questions: Voice: Whose voice is this piece in? Audience: Who is this piece written for? Say Back: What do you think the author is saying with this piece? (not what do you think they mean to say, but what are they actually saying) Bless: Find something specific in each piece that you can “bless.” You might like the originality of an idea, a particular word used, whatever. Address: Find something specific in each piece that the author should “address.” Make this something that will actually improve the quality of the piece…your group mates are counting on you to help them make their work stronger (just like you are counting on them). Next, we were asked to research and report on digital literacy. The questions and comments that needed to be addressed included were: What [do you know/can you find out] about digital literacy? What are your reactions to the idea that there are certain digital skills? How do you think this “new” literacy will change education/schooling? Include examples of your own experiences to illustrate your responses. References and citations were made in APA format and the entire length of the post was to be between 400-500 words. The three pages that were completed included: Preface, acknowledgments, and About the Author. The preface included indication of how/why I chose my research question. The acknowledgements included those who have helped me or been an inspiration to me during this semester. The About the Author page included biographical information about myself. I included my major on this page as well.

Conditional Knowledge:

The lesson plans will not only help me develop my clinical writing skills, but also help me to familiarize myself with some techniques that can be used with these types of patients. I hope that I am will be able to give an accurate concept of what is completed in therapy to my readers. I have come to realize that I will be using the skills involved with digital literacy for the rest of my life. I hope that by learning them now, I can apply them more accurately. The feedback will not only give a different perspective to the people I am critiquing, but help myself to judge my own work differently. The pages that I wrote that included the preface, acknowledgments, and About the Author. These pages will give a good beginning to my MGP and hopefully let the readers and my classmates know more about myself and why I chose this topic. 

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A12.3: Digital Literacy

November 12, 2006 at 2:17 pm · Filed under Week 12

What do you know about digital literacy?

Digital literacy involves, not one single skill, but several complex skills that show a thorough understanding of how to function in a digital world.  Such skills include: photo-visual literacy, information literacy, branching literacy, socio-emotional literacy and reproduction literacy.  Photo-visual literacy involves “reading” and understanding messages sent and received through visual imagery.  Information literacy is the process of locating and interpreting information using several methods.  Branching literacy includes organizing information received from several non-linear pathways into a structured idea, model or concept.  The next literacy is reproduction literacy and this involves creating new information from preexisting information.  The last literacy is socio-emotional literacy, which involves being aware of the sociological and emotional aspects of being on the Internet.  This also includes being aware of deceptions and fraud that can occur when one is completely trusting of everything that they find in cyberspace. One must learn to be literate of all aspects of digital literacy to completely grasp what the concept means and apply it in the digital world.

What are your reactions to the idea that there are certain digital literacy skills?

I did not know that digital literacy encompassed so many skills. I understand that each skill is essential in such a digital world.  I think that each skill needs to be addressed and/or understood by any person who must navigate in cyberspace.  I do not feel that such skills are taught directly, but learned over time as one familiarizes themselves with the internet.  I do not feel that I have learned all of these skills but am more comfortable because I have learned of them.  I think that we all need to incorporate this knowledge into how we function on the Internet.

How do you think this “new” literacy will change education/schooling?  Include examples of your own experiences to illustrate your responses.

I feel that digital literacy should be taught directly in the education system.  I think that by discussing the various literacies associated with digital literacy, students will learn to be more aware of what is going on around them.  I think that these literacies will teach students to be more independent, analytical, creative, and structured.  I feel that, as a student, I had to learn these concepts on my own and I feel that I could have learned earlier, if the concepts were taught directly.  Education has changed completely because of these concepts, even if students are not aware that they exist. I feel that students have learned to think on their own, because of digital literacy.  We are enhancing and broadening our education, by having access to an enormous amount of information. However, I feel that unless these literacies are taught directly, one may find themselves lost in the chaos.   I have found myself many times lost in a mess of information and did not know what to do.  Even this semester, I have felt overwhelmed with all of the information that has been “thrown” at me.  I believe that by learning how to be more digitally literate, I will be able to handle such an enormous amount of pressure.

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93 -106. Retrieved October 31, 2006, from the ERIC database.

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A11.4: Week 11 Reflection

November 7, 2006 at 2:29 pm · Filed under Online Journal, Week 11

Aims and Objectives:

This week I really wanted to focus on the podcast.  I decided to do an information piece about a possible cause of central tendencies.  I wanted to show the view point of the caregiver and what information that they might want to know about this topic.  I really wanted this to be something that people can understand, so I did my best to explain what exactly diffuse axonal injury is. 

Declarative Knowledge:

I chose to do a podcast as my genre this week. I learned that a podcast is a way of displaying information audibly over the internet or on an I-pod. Next, we did reviews on two of our group mates and gave them feedback about their third genres. Feedback means the partial reversion of the effects of a process to its source or to a preceding stage, or the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source. The last assignment was research on socio-emotional literacy.  Socio-emotional literacy deals with sociological and emotional aspects of the internet. Socio-emotional literate people must be mature, analytical and have an increased awareness of branching and information literacy.

Procedural Knowledge:

In order to complete a podcast, one must have dialogue to be read over the phone (in our case).  I chose to complete an informational piece on diffuse axonal injury.  I used Gcast.com, after setting up an account, to complete the podcast.  I called the number listed and read my information over the phone.  I pushed the button that asked me to publish my work to my personal podcast on the site.  This was then followed by copying and pasting the URL of my podcast to a webpage on my webblog.  I wrote the word PODCAST before writing the text that was read.  I then hyperlinked the URL of my podcast to the word PODCAST on my page.  This allows any person who clicks on the word to go straight to my podcast page and listen to the information. The peer review was completed by posting a comment under the fifth genre, on the specific person’s page. I was told to review Whitney H and Holly’s fifth genres. In order to post a comment you click on the comment button under the genre and type in the message box. Finally, you must click on the submit button and the comment is posted on that person’s page. The review included the following areas and questions: Voice: Whose voice is this piece in? Audience: Who is this piece written for? Say Back: What do you think the author is saying with this piece? (not what do you think they mean to say, but what are they actually saying) Bless: Find something specific in each piece that you can “bless.” You might like the originality of an idea, a particular word used, whatever. Address: Find something specific in each piece that the author should “address.” Make this something that will actually improve the quality of the piece…your group mates are counting on you to help them make their work stronger (just like you are counting on them). Next, we were asked to research and report on socio-emotional literacy. The questions and comments that needed to be addressed included were: What [do you know/can you find out] about socio-emotional literacy? What are your reactions to the idea that there are certain socio-emotional skills? How do you think this “new” literacy will change education/schooling? Include examples of your own experiences to illustrate your responses. References and citations were made in APA format and the entire length of the post was to be between 400-500 words.

Conditional Knowledge: The podcast will be used as a different view point.  I will integrate this information into my final genre and use it as a way for those with visual problems to learn information audibly.  I feel that I will be able to use this technology in the future, under different academic circumstances.  I enjoyed making the podcast feel that in the future this will be a major asset academically.  I feel that by peer reviewing other’s work, I will be able to help them to look at their information in a different way.  I think that critiquing their work, I will be more critical of my own.  Socio-emotional literacy is an idea that I need to improve upon in the future.  This will help me to be more aware of my vulnerability when I am on the internet.  This literacy will allow me to complete tasks in cyberspace while being critical, analytical and aware of my actions. 

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A11.3: Socio-emotional Literacy

November 7, 2006 at 1:54 pm · Filed under Week 11

What [do you know/can you find out] about socio-emotional literacy?

Socio-emotional literacy deals with sociological and emotional aspects of the internet. Socio-emotional literate people must be mature, analytical and have an increased awareness of branching and information literacy.  This type of literacy teaches internet users how to avoid falling victim to fraud, fictional information and other types of internet deception.  Those who are considered socio-emotionally literate are comfortable and/or knowledgeable with the various vulnerable positions that one can find themselves in when dealing with cyberspace.
 
What are your reactions to the idea that there are certain socio-emotional skills?

I feel that this is the most important type of literacy that one can be aware of.  I knew of the concept, but was unaware of the specific title.  I believe that this type of literacy is incredibly crucial because so much of one’s self can be affected by the internet.  We develop relationships, share personal information, complete banking transaction and order various goods which make us completely susceptible to deception and fraud. If one is not aware that such deception exists, one can be put in a position where serious loss can occur. 

How do you think this “new” literacy will change education/schooling? Include examples of your own experiences to illustrate your responses?

I feel that socio-emotional literacy is necessary in our educational systems. I do not feel that it has been covered in great detail. Children need to be aware that deception can exist in cyberspace. We hear of children everyday who meet predators over the internet and learn to trust a fictitious person.  We have seen children loose their lives because this literacy is not taught in schools.  This may be the extreme cases; however, our educational system needs to address such topics and teach students to be skeptical, critical and knowledgeable about the abundance of information in cyberspace.  Socio-emotional literacy should be dealt with as far as academic purposes are concerned as well.  We need to be aware of how to critique and analyze information so as not to be deceived, or taken advantage of.
I have personally found myself opening mail that has destroyed my computer in someway, or at least temporarily shut it down. I felt that if I had had more knowledge on what to look for, I would have fared better.  I am very skeptical now because I make many purchases and complete banking online.  I always make sure that I am signed out and that no one is able to access my passwords or credit card numbers.  I still do not feel 100% safe with my information, and am not sure that I ever will.

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93 -106. October 31, 2006, from the ERIC database.

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A10.5: Week 10 Reflection

October 31, 2006 at 5:59 pm · Filed under Online Journal, Week 10

Aims and Objectives:
My goal this week was to make sure that I had a good foundation for my PowerPoint presentation.  I wanted to give good solid information that would give my readers an idea of the basics of TBI. 
Declarative Knowledge:
I have done many PowerPoint presentations, but none over the internet.  A PowerPoint is a collection of slides that are meant to give information about a given topic or topics.  This is part of Microsoft Office and displays the slides in the order in which you want the information to be presented. Next, we did peer reviews on two of our group mates and gave them feedback about their third genres. Feedback means the partial reversion of the effects of a process to its source or to a preceding stage, or the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source. I learned that reproduction literacy is the ability to copy and/or revise someone’s original work into something new using digital means. We next did mailing list observations.  I learned that a mailing list is a list that one is put on in order to receive emails from other people about given topic.  One can respond to a mailing list and/or ask questions and post to the mailing list.
Procedural Knowledge:
PowerPoint presentations are completed by opening up a new slide show and creating pages that include information about a given topic.  They are arranged in the order that the author wants them to be shown.  The presentation is then uploaded to the weblog and the button “send to editor” is clicked.  This is completed on a separate page and titled. The peer review was completed by posting a comment under the fourth genre, on the specific person’s page. I was told to review Whitney H and Holly’s fourth genres. In order to post a comment you click on the comment button under the genre and type in the message box. Finally, you must click on the submit button and the comment is posted on that person’s page. The review included the following areas and questions: Voice: Whose voice is this piece in? Audience: Who is this piece written for? Say Back: What do you think the author is saying with this piece? (not what do you think they mean to say, but what are they actually saying) Bless: Find something specific in each piece that you can “bless.” You might like the originality of an idea, a particular word used, whatever. Address: Find something specific in each piece that the author should “address.” Make this something that will actually improve the quality of the piece…your group mates are counting on you to help them make their work stronger (just like you are counting on them). Next, we were asked to research and report on reproduction literacy. The questions and comments that needed to be addressed included were: What [do you know/can you find out] about reproduction literacy? What are your reactions to the idea that there are certain reproduction skills? How do you think this “new” literacy will change education/schooling? Include examples of your own experiences to illustrate your responses. References and citations were made in APA format and the entire length of the post was to be between 400-500 words. Finally we were to make observations on our mailing lists.  I first reread some of the posts that I had received and then looked at the format and wrote the observation.  Some questions / comments that were elaborated on included: Describe the community.  What do you know about it?  What do you know about the people in the community?  What is the purpose of the community?  How do you know that?  Does the community fulfill its purpose?  Why or why not?
Conditional Knowledge:
I will need to use my PowerPoint for the duration of the semester because it has my foundation information.  I will use this foundation information to build upon and complete my genres. I think that the peer review will help others to look at their fourth genres from another’s viewpoint. I think that by reviewing we can consider something that the author did not and bring that to their attention for future reference. I will use my knowledge of reproduction literacy so that I may consider plagiarism and what constitutes my own work in the future.  I feel that the mailing lists will help me in writing my genres because I will have access to people who are actually going through this.  I hope that I can gain knowledge and insight from their comments and feedback.

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A10.4: Online Communities

October 31, 2006 at 2:22 pm · Filed under Week 10

This mailing list deals with Traumatic Brain injury and is very organized.  I have received over 70 emails from the list and am learning a lot about the families.  It seems to me that the biggest factor for the mailing list is a support system that spans all over the country.  I can not believe how many families are responding to each others pleas for help and requests for more information.  Many of the questions are from parents or spouses who are concerned with treatment and living conditions for their loved ones.  I have noticed that many are parents are asking about semi-private homes and support groups for their children.  Many parents that allow their adult children to live in their own homes are finding that this is difficult for their children.  The parent’s emails consisted of “How do you think they will react to putting them in a group home?” or “Is your child having problems dealing with everyday tasks on their own?”  Many of the responses are reassuring and give information about each of the group homes and support groups available for the victims.
I have not yet contributed to the list because I feel that I do not know enough about the topic to contribute any concrete information.  I think that I am gaining an abundance of knowledge from just learning about the concerns of the families and how prevalent the problems are.  I am amazed at how young the victims are; however, I did learn that most TBIs occur for those under the age of 25 years old. 
I feel that the community is one that is open to questions and is incredible supportive. I am impressed at the amount of people willing to give personal information about their loved ones and themselves.  I hope that I will be able to contribute to the mailing list soon, or at least ask some questions that may help me in my quest for knowledge on the topic.

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