From the NSF CE21 community meeting: Meet Lily Fae Pierre

February 3, 2011 by professorkim

I spent the last several days in New Orleans with 400 computer science educators, education researchers and policy makers at the National Science Foundation’s CE 21 community meeting. CE 21 is a new initiative to boost K-16 computer science education. Central to that effort is a commitment to strengthen computer science curricula and teaching at the high school level.

One of the most interesting people I met there was Lily Fae Pierre, a computer science teacher at Los Angeles High School. A former industrial engineer who became interested in technology as a resul of growing up on a family farm in Mississippi, Pierre uses chants and cheers to educate and engage her students. She allowed me to record one of her routines:

Discovering Masterman, Discovering Myself

February 1, 2011 by professorkim

The Re-education of Me Table of Contents

One late afternoon in April, 1967, the guidance counselor at Kearny had called me and my parents in to tell me that the transfer had been approved. I could throw away my homework for that day; I was going to my new school tomorrow. This wasn’t unusual, I would learn later. After months and years on waiting lists, the word that we’d been admitted to Masterman often came suddenly, at odd times during the school year.

The next morning, I was led into Mr. Cragg’s fourth-grade classroom at JR Masterman Laboratory and Demonstration School. Mr. Cragg was a tall white man with the build and carriage of a former athlete and the kind of face that magazine writers of that day would call “ruggedly handsome.” He welcomed me, introduced me to the class and pointed to Jo, who was to become my locker mate and guide. At some point, some teacher or counselor explained to me that learning at Masterman was based on the Discovery method, which meant that we would have opportunities to experiment and learn things for ourselves, instead of rote instruction. Educators of that time were heavily influenced by psychologists such as Jerome Bruner and Jean Piaget who theorized about ways of structuring school and classroom culture in ways that were organic to the way that children learned to do such things as speak and problem-solve through immersive engagement with the surrounding world.

This would lead to a number of formal and informal experiments in everything from the configuration of furniture in the classroom, to new modes of in-class and out of class instruuction. Across the school district, some of these experiments would lead to the creation of all sorts of specialized programs, from a storefront schol annex of Gratz High, led by Marcus Foster, designed to keep teen mothers from dropping out of high school, to the creation of the Parkway program, a high school without walls that allowed students to use the city’s libraries, museums and other community resources as their classroom. As a laboratory and demonstration school, it was explained to us that many of these new ideas in education would be tried first on us, so that others could study the results and perhaps implement them elsewhere. Consequently, people from as as far away as Africa and Europe would occasionally visit our classes and observe what we were doing.

My first recollection of experiencing the method in practice in Mr. Cragg’s class was the class newspaper, “The 210 Express.” It was a mimeographed affair, planned, written, edited and produced by the students. I still have a copy of the issue that includes a brief item on my arrival in the class. What was even more exciting for me, though, was that I wrote a poem that was published in the newsletter. It was a melodramatic depiction of the siege of the Alamo called “Carry on, My Captain.” I cringe now at how bad it was, but I saw my name in print for the first time, and I had peers who thought that was cool.

There was more. The kids at Masterman came from all over the city. They were white, black, Asian, and some were even racially mixed. One boy said he was descended from Robert E. Lee, the leader of the Confederate troops, and he wasn’t too thrilled about it. I met Catholic and Jewish kids for the first time. There was even a Muslim girl and a girl who explained to us that she was a Black Hebrew. I ate my first bagel. Some of them were obvious prodigies, especially at music. This being the 1960s, were socially aware. Vietnam, racial justice, and funding for education figured in our conversations, along with more typical kid fare: the latest music, tv shows, and gossip about which boy asked which girl whether he could “stand a chance.” Had he seen the way we learned from each others’ backgrounds and developed a group ethos, Piaget would have been satisfied that we validated his theory about the potential positive impact of peer relationships on children’s social and moral development. As James Youniss put it:

“While [Piaget] is recognized for stimulating interest in the child as an active cognitive agent, little has been made of his proposal that children can construct a mutually understood principled morality which puts common benefit above individual interest.” (Youniss)

Writing for the 210 Express, along with experiences outside of school, started me on the path of thinking of myself as a writer. But I remember doing other activities that are now associated with teaching computing concepts to children. In sixth grade math class, I recall playing with games and manipulatives, such as cuisenaire rods, which we used to illustrate problems with fractions, among other things.

We also had clear plastic containers that we used to measure the volume of things, illustrating concepts such as the conservation of numbers, weight mass and volume. Piaget maintained the children understand this concept at a very young age, so I think the teacher’s interest was in making our inductions visible.

My favorite activities were two strategy games, Towers of Hanoi and Mancala. I now recognize these games as examples of algorithmic thinking. In Towers of Hanoi, the player is presented with three discs stack on the leftmost of three poles. The disks are arranged in size order, from smallest to largest. The challenge is to move the disks from the leftmost pole to the rightmost pole in the fewest moves. At no time can a larger disk be placed on top of a smaller one. It’s a very familiar game in the world of math of computer science. If you haven’t played it, try this virtual version from Dynamic Drive.

Mancala is the name for a collection of games called “Count and Capture” games. Mancala games use a board that is like an egg carton, and objects such as seeds or stones that are distributed in each of the cups in groups of four. Players can only move the pieces on their own side. They take turns picking up all of the stones in one cup on and distributing them, one at a time, in each successive cups in a counter-clockwise fashion. Depending upon the set of rules being used, players “capture” stones based on where they end up after distributing them. The goal is to capture the most stones. Math education researchers note that this game can help players explore subjects as simple as arithmetic and as complex as combinatorics .

So far, all of these experiences constitute creative approaches to learning traditional subjects, with opportunities for me to make serendipitous discoveries on my own. However, it was our music teachers, Gloria Goode and Virginia Hagemann, who took us to a new frontiers of personal growth and exploration. My next post will focus on their work.

Younis, James. Parents and Peers in Social Development: A Sullivan-Piaget Perspective, University of Chicago Press, 1980 pp. xiii-xiv

The Me Nobody Knew Then

January 6, 2011 by professorkim

The Re-education of Me Table of Contents

“When I first get up in the morning I feel fresh and it feels like it would be a good day to me. But after I get in school, things change and they seem to turn into problems for me. And by the end of the day I don’t even feel like I’m young. I feel tired.”

John, 13

The Me Nobody Knows: Children’s Voices From the Ghetto, Stephen M. Joseph, ed. (first printed in 1970, reprinted in 2003)

The word that I had been admitted to Masterman, a public school for gifted children, came not a moment too soon. It was April, 1967, I was 10 years old, I was considered one of the top students at Kearny Elementary School, but socially and emotionally, I was failing badly. Had I not been transferred to Masterman when I was, I am not sure how I would have coped with my growing sense of loneliness and isolation. Reflecting upon these experiences leads me to think about how a child’s interactions with home, school, neighborhood and the larger environment affects her perceptions of her place in the world, and her chances of overcoming its obstacles and seizing its opportunities.

In recent years, psychologists have advocated for models of child development that give central consideration to the role of culture and socio-economic status in shaping the way a child views the world and functions within it. Yvette Harris and James Graham, author of the 2007 book: The African American Child: Development and Challenges (Springer Publishing Company, New York, NY.) argue that this is especially important for understanding children of color.

I had never been accepted in Penn Town, the neighborhood in which I had lived since moving to Philadelphia from Camden, New Jersey at the age of six. To begin with, I soon learned that only a few of my peers had ever been to New Jersey, so I was something of a foreigner. Even though Camden was only a few minutes away by car, and we lived fairly close to the Benjamin Franklin bridge, not many families owned a car, and the public transportation services that shuttle between the two cities now hadn’t yet been built. I must have talked about Camden too much, because I remember a boy telling me that he had been to New Jersey once, and it wasn’t so special, so there!

My father’s second-hand Chevy and my outsider origins weren’t the only problems. I lacked the social qualities that would have given me some currency among my peers. I was a slow, awkward runner, I couldn’t fight, and I had left Camden before I learned to jump double-dutch. Worse yet, I was double-handed, which meant that I couldn’t turn the ropes with a sufficiently reliable rhythm. To make matters worse, I was an only child, so I had no natural allies, and I had my own room. My father and stepmother wore second-hand clothes, but I had a new school wardrobe from Sears every year, and the latest toys. Worst of all, I was the teachers’ pet.

I might as well have had a kick me sign tattooed on my forehead. As is true in every neighborhood, we had our designated bullies, and I was a favorite target for teasing and occasional beat-downs. For the longest time, I didn’t fight back; I’m not sure why. Nor did I know how to play the dozens, the ritual game of insults built on race, class and gender stereotypes. I also had the annoying habit of questioning the logic of the taunts directed at me and others during an argument. It was common, for example, for a girl to say that she would “beat the black off” another girl. I couldn’t help wondering about that, because they also went around saying there was something wrong with looking too black. Following that logic, wouldn’t they consider it an improvement to have some of the “black” removed? Like the robot in “Lost in Space,” I spent a lot of time saying, “That does not compute.”

Eventually, there was a girl who declared that she would beat me up after school that day. She had been threatening to fight me since summer camp, and now the weather was cold enough for a coat. She had been a constant menacing presence. We met at the appointed hour, and, thinking that I would stand up for myself for once, I took a swing at her. She pulled my coat over my head and pulled my hair out An excited crowd ringed around us and made enough noise that eventually some neighbor heard and got my stepmother to come rescue me.

Her response to the incident is telling. She brought me and the other girl into our apartment and told us that we were letting down the race by fighting like dogs in the street. She extracted apologies from us, and a promise to try to get along. I think a conversation with the girl’s mother followed, or at least attempted – that would have been the norm. I think it was not long after that when my birthday coincided with the date of our regular Girl Scout meeting and she decided to host it at our place, complete with cake and ice cream. My tormentors were part of the troop. I can’t say we became friends after that, but I don’t recall any more beat-downs.

But by then, I carried the terror inside of me. Not just the fear of the neighborhood bullies, but the spectre of even worse violence. There were the tales of the tackheads, dark–skinned black girls with (snap fingers) that much hair who would supposedly grab girls, beat them, and carve up their faces to make them ugly. There were the gangs – in our neighborhood, there was 12th and Wallace and the Valley – gang geography was a required survival course in in everyone’s curriculum. During my childhood, the gangs went from zip guns to real guns, and before I left high school, some of my childhood neighbors, schoolmates and relatives were dead, or had suffered near-fatal injuries.

These dangers were mostly visited on boys, of course. In her book, Getting Played: African American Girls, Urban Inequality and Gendered Violence (NYU Press, 2010), sociologist Jody Miller described the violence and threats of violence routinely visited up African American girls and women in urban neigbborhoods.

Without going into detail, I will say that by the time I was ten years old, I witnessed or experienced actions that I now recognize as acts of assault and sexual harassment, and coercion, and I know that I was not alone. One did not talk about having been the victim of such experiences, although it was not unusual to hear a boy brag about having “felt somebody up,” or to hear that some group of boys, “ran a train” (gang-raped) a girl. That was usually told without sympathy for the girl, who was thought to have allowed herself to be in the wrong place at the wrong time.

Layered on top of all of this was the violence in the adult world – the real and rumored incidents of police brutality, the arrest of a neighbor’s father for killing someone in a bar fight, the occasional sight of a violent domestic argument that spilled out into the street.

I write of these things now because I recognize them as experiences that could have derailed me, and that did, over time, derail some of my peers. I also recognize that today, I could easily have met with the fate that befell Derrion Albert, the 16-year-old Chicago honor student who was stomped to death in September, 2009 as he was trying to escape a street fight that erupted as he was leaving school.

If we are serious about getting more young people from under-represented backgrounds into computing-dependent professions, our interventions must be sensitive the lived reality of children’s lives.

In another section of this work, I will explore these culturally sensitive models of child development and their implications in more detail. For now, I want to close with a presentation by Dr. John Rich, a trauma physician who heads the Center for Nonviolence and Social Justice at Drexel University. Dr. Rich’s work focuses on young black men who are victims and perpetrators of violence. Using an ethnographic approach, he tries to help us see and understand the human hurt at the heart of behavior that is beyond the comprehension of most people.

Mrs. Jefferson’s “Sympathetic Touch” Meets Mrs. Masterman’s Philanthropy

December 10, 2010 by professorkim

The Re-education of Me Table of Contents

“The proper education of any people includes sympathetic touch between teacher and pupil, knowledge on the part of the teacher, not simply of the individual taught, but of his surroundings and background, and the history of his class and group; and contact between pupils, and between teachers and pupil, on the basis of social equality, as will increase this sympathy and knowledge; facilities for education, equipment and housing, and the promotion of such social and extra-curricular activities as will tend to induct the child into life.”

WEB Du Bois

“Does the Negro Need Separate Schools?” (1935)

One day during second grade at Kearny Elementary School, I was called out of class to go to the office. This would have been sometime during the 1964-5 school year. I was introduced to a white man in a dark suit and told to sit at at table. I don’t remember what the man looked like or what he said – only that he gave some games to play and puzzles to complete. Some of them were on paper, and others involved blocks and other manipulatives. I think it was afterward that my parents told me that I had been given an IQ test, that I had scored well, and that I was now being placed on the waiting list for admission to a special school called Masterman. Masterman was described to me as a special school for children like me – children who liked to think, read and ask questions about the world. While the previous post in this series was intended as a broad sketch of those factors in my early life that laid the groundwork for my interest in writing, this post focuses more on the barriers to equal educational opportunity that existed in Philadelphia in the early 1960s, and reflects on one particular intervention in my own early schooling that I suspect was crucial to my future academic progress.

At the time that my entry into Julia Reynolds Masterman Laboratory and Demonstration School was first discussed, the school was only five years old. It was named for the founder and first leader of the Philadelphia Home and School Council, and according to a brief New York Times article announcing her death in 1958, she left the School District of Philadelphia a $10,000 trust fund “to help bright pupils finish high school.” Masterman School opened its doors the next year. (Masterman obit)

Mrs. Masterman’s gift appears to have been made necessary in part because of the miserliness of Add Anderson, the District’s business manager from the 1920s until 1962. Reportedly, Anderson’s first priority was to keep taxes down, and as a result, schools throughout the city were poorly staffed and maintained. More than one scholar quoted Peter Binzen’s description of Anderson as, “a penny pincher all his life…a ruthless man filled with contempt for ‘educators.'” Anderson presided over the school district at a time when the number of black children in the district increased substantially because of the Great Migration. Wealthier whites abandoned the schools and the city in droves, and white working-class ethnics were made to feel as if they had been left holding the bag, fomenting a resentment that would spark the rise of tough cop mayor Frank Rizzo.

Structural disparities.Although the district schools had been legally integrated since since 1881, they were functionally segregated: black students were consistently assigned to the most dilapidated schools and fewer resources were directed to those schools. Tracking systems within schools led to black students being disproportionately assigned to “RE” (retarded educable) classes. (References) Scholar Lisa Levenstein recalls a 1960 Philadelphia Bulletin series entitled, “The Slow Learners,” in which schools superintendent Allen Wetter blamed black children for their plight, calling the children of the Great Migration “culturally deprived slow learners.” The series referred to these “slow learners” as “unlovable characters” responsible for “a tragic deterioration of our schools.” (Levenstein)

In December, 1966, when I was in fourth grade, change came to the Philadelphia schools in the form of a new superintendent named Dr. Mark R. Shedd. According to a New York Times story announcing his appointment, (Reference) Shedd was the 40-year-old Harvard-trained superintendent of the Englewood, New Jersey public schools. He had won praise for negotiating the integration of the public schools there after years of sit-ins and marches. Shedd would bring experimentation to the Philadelphia schools, and become an advocate for disadvantaged students.

Ever since the release of the 1966 study on Equality of Educational Opportunity by sociologist James Coleman, education researchers have been debating the degree to which these kinds of racially disparate investments and attitudes matter. Coleman’s study pioneered the use of regression analysis of large-scale data sets in order to understand the multiplicity of factors that affect school performance. Coleman found family dynamics and the opportunity to attend an integrated school were stronger determinants of success for students of lower socio-economic status than the state of school facilities or teacher training. Subsequent analysis of the data from that study, as well as subsequent research, yielded more nuanced conclusions. Among those conclusions was the view that smaller classes (which presumably allow more teacher attention to students) and particular kinds of resource investments can positively affect educational outcomes, especially for African American children. I am reminded of this as I recall a small intervention by one of my teachers at Kearny that was, I suspect, crucial to my subsequent academic success. It was the moment that I still recall with some emotion, nearly half a century later.

Mrs. Jefferson’s “sympathetic touch”

My recollection was that I was enthusiastic about the idea of going to a new school. Although I had warm memories of first grade at Kearny, by second grade I was already feeling out of place. I had started first grade in Mrs. Hayes’ class, where I remembered a lot of picture books and finger painting. After a few weeks, I was moved down the hall to Mrs. Marie Jefferson’s class, where the children were already reading Dick and Jane books. I could sound out letters, but I did not know how to read words yet. (Sonia Manzano, the actress and writer who plays the character Maria on Sesame Street, bears such an uncanny and poignant resemblance to Mrs. Jefferson as I remember her.)

Seeing my plight, Mrs. Jefferson had me come to her desk at the back of the room when the other children were reading silently. She sat me on her lap, opened a Dick and Jane book, and asked me to read to her. I told her I could only sound out letters. She asked me to do that and pointed to a word. “O-H,” I said. “Not ‘o-h,'” she responded. “Oh. The “H” is silent.” We “read” together in this way for a little while longer, and I went back to my seat with the feeling that I had been let in on an incredible mystery.

After that, there was daily reading at home, the arrival of a set of Britannica Junior Encyclopedias, and regular exposure to children’s literature alongside the sessions spent reading Shakespeare and Plato aloud with my father. (A conversation with my father about those sessions is forthcoming. Suffice to say that it bore many similarities to Chicago educator Marva Collins’ use of the the Socratic method in urban classrooms.)

So while I attended a school where teachers could give us little more than love, my father and stepmother created an incredibly rich intellectual environment for me. These were the things that, in retrospect, probably prepared me academically for Masterman, even as they made me the odd child out at school. For me, going to Masterman promised that I would finally find other kids like me. Educator Salome Thomas-El, who attended Masterman for 5-8 grade in the late 1970s, recalls his own sense of dislocation as he tried to negotiate between the culture at Masterman and that of his inner-city neighborhood:

“I never felt that I was as good as many of my [Masterman] peers, or that I belonged there, or that I was part of [Masterman.]…The kids I knew and liked were still back in the inner-city.

“Each school day, as they went in one direction, I took the bus and went a different way. By my second year at Masterman, I felt strange. I didn’t feel comfortable at Masterman, and yet I no longer belonged with my old friends.” (Thomas-El)

This feeling of dislocation strikes me as a natural companion for child sent on a journey across the boundaries inscribed by race, class, gender, age and geography – what the late newspaper publisher Robert Maynard called the “fault lines” of American culture. It was a journey made by thousands of black children between the 1950 and 1970s – children integrating schools with or without federal troops, court orders, or civil rights marches. We did not face dogs, hoses or jeering crowds as we entered schools such as Masterman, and except for one teacher, I don’t recall any instances of racism there, but we were crossing barriers nonetheless. Masterman, and later, Girls’ High, would also teach me that black children weren’t the only ones facing obstacles to academic achievement. It was there that I would begin to be introduced to the frustrations experienced by the white ethnic families in Philadelphia who had, they thought, played by the rules of immigration and assimilation only to see those rules change overnight.

What I would come to understand in later years is that Masterman not only afforded me an opportunity for a superior education – it was an opportunity to be socialized into an intellectual community. Without the sympathetic touch of Mrs. Jefferson and her colleagues at Kearny, and the reinforcement I received at home, it’s very possible that opportunity might never have come my way.

Endnotes

“Mrs. John Masterman.” New York Times (1923-Current file); Mar 8, 1958; ProQuest Historical Newspapers The New York Times (1851 – 2007) pg. 17
Sources for Peter Binzen’s description of Add Anderson and racial disparities in the Philadelphia school district: Paul Lyons, The people of this generation: The rise and fall of the New Left in Philadelphia. Philadelphia: University of Pennsylvania press, 2003. p. 15; and Lisa Levenstein, A Movement Without Marches: African American Women and the Politics of Poverty in Postwar Philadelphia UNC Press, April, 2009. p. 125. Levenstein details the policies that shunted black students into inferior schools, and the scapegoating of black families for the subsequent poor performance of black students on pages 126-137.
Levenstein, p. 137
Equality of Educational Opportunity: A 40-Year Retrospective
Adam Gamoran and Daniel A. Long, WCER Working Paper No. 2006-9 December 2006, 27 p.
Thomas-El, Salome and Cecil Murphrey. I Choose to Stay: A Black Teacher Refuses to Desert the Inner City. New York: Kensington Publishing. 2004, p. 26
“Englewood Educator Named Head of Philadelphia Schools.” New York Times, Dec. 1, 1966. ProQuest Historical Newspapers The New York Times (1851 – 2007)
pg. 77

What is a computational journalist?

December 9, 2010 by professorkim

A friend posed this question on Facebook in response to my last blog post, and I was tempted to respond, “We’re still figuring it out.” Then I was tempted to be glib and say, “It’s CAR (computer assisted reporting) on the Information Superhighway.” There’s a sense in which both of these statements are true, and yet, there are some things that can be said with some degree of confidence.

Computational journalism is the application of computing tools and processes to the traditional task of defining, gathering and presenting news. This definition is what I was reaching for in my May 2009 essay, “How Computational Thinking is Changing Journalism and What’s Next.” As Adrian Holovaty explained in this September, 2006, blog post, computers aggregate and manipulate structured data, so we make the best use of the technology when we organize our content accordingly. This not only means cataloging our content in ways that make it easier to find (SEO metadata, tags, links and trackbacks for example), but choosing the most efficient and effective forms of information-gathering and presentation for the task and audience at hand.

One example that I used in my essay involved building a module into a local newspaper’s content management system that would pick up specific pieces of metadata from a wire service’s RSS feed (such the time stamp and the dateline) and automatically dump the headline into a breaking news field that loads on the front page.

This kind of automation is one way in which computing technologies can help make the newsgathering process more efficient and timely. Megan Taylor’s July 2010 post for Poynter reported on how companies such as the New York Times are building applications that automate the retrieval and manipulation of certain kinds of information, such as congressional votes. Taylor also noted that news operations routinely employ algorithms, or step-by-step procedures that can be codified, or sometimes translated into software applications that can aid reporting and editing. The third important quality is abstraction, which is a way of generalizing about objects or processes. For example, this web page is governed by an cascading style sheet that is built on a set of abstractions such as “text,” “header,” “link,” “post” and “footer.” Each of these “objects” has properties, such as font, color and alignment that define its “style.” The webpage interacts with a database organized according to its own set of abstractions.

Why is this useful for the non-programmer journalist to understand? For one thing, I’ve found it helps me understand what programmers are talking about when we are collaborating. For example, when I worked with my computer science colleague Monisha Pulimood and our students to create the content management systems for our campus online magazine Unbound and our Interactive Journalism Institute for Middle Schoolers, our programmers had to ask detailed questions about the journalists’ workflow in order to create the databases and interfaces for each system. It took a while to understand what was most useful and relevant on both sides, when we worked on unbound, but the process was much smoother during the IJIMS project because we were more practiced at the conversation.

Computational includes, but is not limited to computer assisted reporting.

Sarah Cohen, Duke University’s Knight Foundation Chair in Computational Journalism’s 2009 report “Accountability through Algorithm: Developing the Field of Computational Jounrlaism (.pdf), , envisions new tools that will help reporters gather, analyze and present data and interact with news consumers and sources in more efficient, useful and engaging ways.

One simple example is Gumshoe, the database manager that Pulimood and her students built to help another TCNJ journalism colleague, Donna Shaw, analyze data she’d obtained about the disposition of gun crimes in the Philadelphia municipal courts. Using a sample of data from just a two-month period in 2006, Shaw and her students were able to document the fact that hundreds of cases weren’t going to trial, often because evidence and/or witnesses disappeared. Shaw’s findings were part of the document trail that led to “Justics: Delayed, Dismissed, Denied” a Philadelphia Inquirer multi-part series on problems in the Philadelphia court system that ran in 2009. (One of the reporters on that project, Emilie Lounsberry, has since joined our TCNJ journalism faculty.) (Reference)

Social network analysis is another great computational tool. I really like this 2006 project created by students from Emerson College a few years ago that illuminated how social networks affected the transmission of health information in Boaston’s Chinatown. The network maps are accompanied by a series of video podcasts about health care issues in the neighborhood.

News games are another important area of development, and I think that collaboration between journalists and game developers are going to lead to the emergence of multithreaded interarctive non-fiction narratives. Another TCNJ colleague, Ursula Wolz, has been helping me think about the possibilities of this field for the last several years. In 2007, we published a paper and a Poynter. org post outlining our idea for a multi-threaded non-fiction storytelling engine. We’ve made progress since then, which I hope to be able to demonstrate in more detail in the coming months. For the moment, here is a very primitive example of a fictional mutithreaded story that I wrote in Scratch using a simple storytelling engine that Wolz wrote for my interactive storytelling class last Spring. (This was actually part of a larger collaboration supported by the CPATH distributed expertise project, which Wolz and I will be presenting, along with our Villanova colleagues, Tom Way and Lillian Cassel, at the SIGSCE conference next March.)

Endnotes

Shaw, Donna., Pulimood, Sarah Monisha. and Lounsberry, Emilie.The Gumshoe Project: A Model for Collaboration Between a Small College and a Large NewspaperPaper presented at the annual meeting of the Association for Education in Journalism and Mass Communication, The Denver Sheraton, Denver, CO, Aug 04, 2010 . 2010-11-15
(with U. Wolz) “ Multi-threaded Interactive Storytelling for Literary Journalism “, The New Media Consortium Summer Conference 2007, Sparking Innovative Learning and Creativity”, invited expanded paper, http://www.nmc.org/publications, pp 38 – 45, 2007

Kim Pearson

Civic Media Researcher

Mrs. Jefferson’s “Sympathetic Touch” Meets Mrs. Masterman’s Philanthropy

Mrs. Jefferson’s “sympathetic touch”

Endnotes

What is a computational journalist?

Endnotes