Literacy, Engagement and Marketing

The latest WIRED has an editorial by Clive Thompson about Minecraft and literacy.  In the article it is suggested that Minecraft (and other video games) have engaged reluctant readers to the point where they are able to overcome their reading problems and devour challenging texts with near perfect accuracy.

I usually enjoy Thompson's reach, he tends to push back assumptions, but in this case it feels hyperbolic.  "Minecraft is the hot new videogame among teachers and parents".  It was three years ago, but then it hasn't just been sold to Microsoft for billions (with a "B") of dollars.  Sometimes I can't tell if it's hyperbole or marketing.

Thompson goes on to state: "Minecraft is surrounded by a culture of literacy." So is any hobby, video games are not magical because of this.  Motor vehicles are surrounded by a 'culture of literacy' - look in any magazine rack.  Back in the day Dungeons and Dragons was surrounded by a 'culture of literacy' with books and magazines galore.  Movies are surrounded by a 'culture of literacy' (IMDB, Entertainment Weekly etc), so is technology in general (WIRED).  That we read and write about the things that interest us is hardly a shock.  Why should video games be any different?  Many reluctant readers are willing to read material about a subject that interests them.  That this is newsworthy is a bit baffling, what is more surprising are the assumptions further on in the article.

Interest and engagement are key elements in developing basic literacy skills, no doubt, but the article goes on to imply that engagement through video games can somehow overcome illiteracy.  This is going from hyperbole to gross over-simplification.  I've already got my doubts about gamification, but championing gaming engagement as the solution to illiteracy isn't respecting the complexity of the skill, though it does sync well with valuations in gaming companies.

Back in 1973 when I was a three year old learning to read my grandmother would read me a bit of The Magic Faraway Tree and then say she was tired and put it down, usually at a critical part of the story.  I'd struggle through the text using the light from the doorway, desperately trying to find out what happened after she left me to go to sleep.  I have no doubt that she knew what I was doing.

I suppose WIRED might have written an article about that, but Enid Blyton doesn't have the market reach of Minecraft or the magic we desperately want to believe inhabits our brave new and oh-so-very-valuable media.

I'm a strong reader.  I can't remember a time when I couldn't read.  For me it meant independence and the ability to satisfy my own curiosity.  There is no doubt that my determination created intense engagement at a time when reading wasn't easy for me, but it was just the first step on the long road of literacy.  I wasn't displaying illiteracy one day and then suddenly became a fluent reader the next because I was "really, really motivated".

Thompson quotes Constance Steinkuehler (of whom I'm a fan) on the effects of video game focused literacy.  Middle and high school struggling readers were asked:

"...to choose a game topic they were interested in, and then she picked texts from game sites for them to read—some as difficult as first-year-college language. The kids devoured them with no help and nearly perfect accuracy."

How could they do this? “Because they're really, really motivated,” Steinkuehler tells me. It wasn't just that the students knew the domain well; there were plenty of unfamiliar words. But they persisted more because they cared about the task. “It's situated knowledge. They see a piece of language, a turn of phrase, and they figure it out.”

Situated knowledge plays a key role in literacy.  Scaffolded understanding and context awareness are inherent to good reading.  On a micro level it assists vocabulary and parsing written conventions like punctuation and grammar.  As we build our understanding of written language we're able to comprehend more complex texts using previous experience; literacy builds on itself in this way.  

Contextualization also assists a reader at the level of themes and ideas.  Being conversant in a video game allows you to make assumptions about words and concepts you would otherwise have no link to through the text.  No doubt many of those struggling readers were able to accurately guess vocabulary and concepts from their own experience, the text becomes a secondary resource, literacy a secondary skill.  Large scale contextualization can help a strong reader parse a complex, unfamiliar text, but if it is being used to parse familiar concepts and materials I'd argue that it isn't assessing literacy that effectively.

Literacy isn't merely the repetition of familiar ideas, at its best it is the ability to deeply comprehend new ideas through a written medium.  Video games might offer a hook that helps reluctant readers engage, but to suggest that Minecraft or any other game could act as a solution to illiteracy is more than misleading, it's dishonest.  It's also why complex, long term skills development like literacy is best left to education, where quarterly earnings and attention grabbing don't attempt to outsell learning.

Data Exhaust

At a recent educational technology conference in Phoenix Constance Steinkuehler mentioned the term 'data exhaust' in passing to describe the numbers pouring out of testing.  The idea of data as pollution has been with me for a while.  The statistics I've seen derived from data in education have often been farcical attempts at justifying questionable programming.  It's gotten to the point that when someone starts throwing charts and graphs up in a presentation I assume they are hiding something.

Constance's term 'data exhaust' had me tumbling through metaphorical implications.  If the data we generate out of education is the exhaust, what are we doing when we turn the education system toward producing data exhaust for its own sake?  No student will ever face a standardized test in the working world, it's a completely unrealistic and limited way in which to measure learning let alone prepare students for the rest of their lives.  Using standardized testing to measure learning has us revving the education vehicle at high rpm in neutral; we're making a lot of smoke and not going anywhere.

Is data always useless?  Not at all, but the tendency to find patterns and turn data in statistics takes something already abstract and abstracts it even further.  That people then take these inferences and limited slices of information as gospel points to the crux of the crisis in American education.  We end up with what we think are facts when they are really fictions that use math of lend an air of credibility.

Even with statistics and data metrics off the table, the idea of looking at the data exhaust pouring out of education as a way of directing future action demonstrates staggering shortsightedness.  Education is not a data driven, linear or binary enterprise, it is a complex human one.  We are not producing expert test takers, we should be producing well rounded human beings that can thrive in a complex, competitive, data rich century.  No standardized test can measure that.

We pay less and
produce more by
focusing on pedagogy
via USC Rossier's
online Doctor of Education 

If you took your poorly running car into a mechanic and they just kept revving the engine harder and harder while watching smoke billow out of the back you'd think something was wrong with them, yet that is how American education is tuning itself.  They then wonder why they aren't scoring well in world rankings.  If we want the education vehicle to take us somewhere we need to crack open the hood and take a look at the engine, but what is that engine?  What actually makes the engine of education run well?  It isn't fixating on the data exhaust.

Canada has performed very well in world education rankings.  We find ourselves able to keep up with some of the world's best education systems, like Finland, and we do it at a much lower cost per student than the US has managed to.  It looks like all that testing and data exhaust fixation costs a lot more than your students' well being, it's also hugely inefficient.

A well running education system focuses on pedagogy.  It is what fuels it, it is what makes the system serve its students using the best possible learning practices.  Pedagogy is a tricky concept, and it doesn't offer simplistic solutions that digital technology companies can app-up, but it does give everyone, no matter how much they may disagree on the details, a common goal.

There was a lot of talk about coming together and pulling in the same direction over the Common Curriculum at this conference.  We aren't all on the same page in Canada when it comes to processes or how the system should run, but pedagogy is on everyone's mind.  Best practices have to drive education.  Having standards isn't a bad thing, but when you're so fixated on the data exhaust you're producing that you forget fundamental pedagogical practice, you've lost sight of what education should be in the data smog you've created.