Blog 15: Oral Interview

Well, I'm having technical difficulties with uploading my oral interview, so I'll just transcribe some of the dialogue.

Date: March 26, 2013
Time: 1157
*I started the recording late, since I thought that writing it would be easier.

A: Like, uhm, something that's going on, and then he freaked out because he lived, I lived, I used to live in Passaic and, uhm. we are about ten minutes from the city.
R: yeah
A: So, uhm, the first initial thing he thought of was my brother, who was in school and he didn't want because they were saying, you know, everything needs to shut down.  There's going to be an explosion and they are gonna take everything down, so my dad immediately ran out the house to pick up my little brother who at the time was 6 or 7.
R: sounds exciting [laughing]
A: It was crazy.  I remember I got so scared because I'm like 'Oh my God.' My dad left me alone.  My grandparents weren't home.  I believed that they had gone out to go grocery shopping and, uhm, he called my mom.  My mom said she would get home immediately.  And we were just trying to get in contact with relatives, you know, just making sure they were okay and everything.  My mom got home right away and she she just it was very terrifying. We went to roof, to rooftop, because it was building.  And we saw the smoke clearly like it was really close and big.  And, uhm, we saw an airplane fly real low
R: yeah
A: And then like two minutes later, we went back downstairs and realized that the same airplane that we saw flying real low was the second one that hit
R: Oh Man.
A: So that was really like
R: I was only ten.  It's not really what a ten year old wants to see
A: But what about you, what where, what's going on with you?
R: Ugh, I was uh, sitting in a room, filling out our forms for Navy Federal,
A: Uh huh
R: a little banking union and I remember my Chief leaving the room and then coming back and she was like everyone look up.  So we all looked up.  And then she was like, 'We are going to War'.  And everybody was like 'what the hell is going on.' I never saw any of the footage.  I never read any of the newspapers, but that's
A: Oh my god
R: But then she said ah anyone from New Jersey New York if you have relatives there you know go ahead we'll bring you down to the PX and you can make a phone call.  So
A: Wow.  That's terrifying

What I noticed from the interview:
-Don't interrupt the interviewee when they are speaking.  Let them speak.
-Have your questions readily available.  We didn't know where to start.
-Be flexible.  Prepare to ad-lib off the conversation.
-Don't try to write.  Invest in a recorder.  And then invest time on trying to link up your recording to this blog.
-Interview someone who has experience.  I wasn't in New Jersey when 9/11 occurred.

Blog 13: updated draft

  Technology (i.e. computers and tablets) is constantly evolving.  To put this in perspective think about the manual typewriter.  Now think about how word processing evolved from typewriters to computers and, more recently, to tablets.  Every year these electronic devices get better: faster internet access, sharper images, smarter programs. However, these advancements don’t necessarily make using technology easier.  For those tech heads in the world, new technology would take some time getting used to, but it wouldn’t be overwhelming.  Now, imagine someone, an adult per se, who has only used computers for word processing.  How would s/he feel if someone tried to teach them something pertaining to computers, but something totally unfamiliar?  To get a general understanding of the adult learner’s perspective on learning new technology, I will be analyzing Data Set 5: Adult learning and technology.  This Data Set is a transcription between Ch (interviewer) and M (interviewee and student learner).  The first excerpt is about a math program M was exposed to.  The second excerpt is about a computer class M had taken in college.  Before beginning my analysis, I numbered each statement made by Ch and M.  In the first excerpt, I labeled the first statement (i.e. Ch) 1 and the next statement (i.e. M) 2, and so on and so forth, until I reached 27.  I followed the same procedure with excerpt 2, marking it from 1 to 42.  By means of textual analysis, my goal is to analyze M’s language (i.e. length of answers, intensifiers, breaking of chronological or causal progression, and key terms/phrases) in both excerpts to answer the following question: How does an adult learner feel about learning new technology?

Just glancing over the first excerpt, I noticed that M answered using one word (4 out of 14 responses) or short sentences (10 out of 14 responses).  For instance, in the first statement Ch says, “So in 2002, you were word processing, typing papers.  But in that math class you didn’t want to use the math program.”  M responds, “No.”  “No,” like every other one word answer is blunt; hence, one word answers offer no incite on the proposed question.  Using short answers, as opposed to one word, has the same effect.  In this case, M’s short answers are standoffish.  M is reluctant to answer fully because she dislikes the topic of discussion.  

In the first excerpt, M uses de-intensifiers such as “I guess” and “Maybe” in statements 4,6,10, 16, and 18.  These terms make M sound uncertain and helpless.  Take for example the follow-up Q&A from 1 and 2.  After M’s blunt answer on 2, Ch says, “Do you remember why? What were your feelings about [the math program], can you remember that?”  M responds, “I guess thought that I couldn’t do it, I didn’t trust myself, I didn’t trust the computer, I was afraid.”  In this response, M questions her own abilities and the computer’s abilities, all the while sounding helpless about using the math program.  

M also breaks up the progression of dialogue in 14.  In 14, M tries to divert Ch’s math program question by saying, “With the computer?”  M is still reticent about answering questions about the math program.  On the other hand, M is glad to open up her comments on computers.

M answers many of Ch’s questions with strong verbs and phrases that connote disapproval and fear for computers and the math program.  From 4, M says, “I didn’t trust...I was afraid.”  From 6, M says, “I guess I didn’t think that I needed to use a computer in that way.”  From 10, M says, “I guess...trusting the computer to, you know, analyze it, the way that I could have done it myself.”  From 12, M says, “represent what I wanted it to represent.”  From 16, M says, “Maybe I didn’t relate the computer to education in the right way, that I didn’t think it was necessary.”  From 18, M says, “I guess I thought I cold go through without-without having to do this.”  From 27, M says, “I was fighting it.”  There appears to be a lot of friction between M learning this new math program and computers.  M doesn’t trust computers or this math program.  M doesn’t think computers are necessary.  M is afraid of computers.  M is fighting against technology.

By glancing over the second excerpt, I noticed that M’s answers are much longer.  Out of 21 responses 8 are 2 lines or more; 10 are 1 line; 3 are 1 word.  Unlike the answers found in the first excerpt, lengthy answers imply that M is comfortable talking about the subject at hand.  For example, after Ch asks M about a computer class in 1, M responds in a dialogue that covers 7 lines.  Nonetheless, M still answers most of the questions in short sentences.   

In excerpt 2, M uses similar intensifiers to those found in the first excerpt; however, they are used less often.  In 10 and 34 M uses “I guess...”  Then in line 22 M uses “maybe.”  And in 40, M uses “I might.”  Again, M sounds uncertain and helpless by using these de-intensifiers. 

Whereas, excerpt one had very little circumlocution because of M’s blunt answers, excerpt two is filled with round about talk from M.  This can be witnessed in 1 and 2; 5 and 6; 14,15, and 16; 26, 27, and 28; and 31, 32.  Take for example 31 and 32.  In 31, Ch says, “Ok, I’m trying to figure...so you had this one class and ah, so then, ah you bought a computer - how did things change when you bought a computer.”  M responds, “I guess then I was little, my kids used it a lot more than I did, and I really didn’t explore at first, and then I became more comfortable with it, little by little, then after I took that computer class, I took an internet course for the first time, I said, well let me try this, now that, I well I had to trying to graduate from Middlesex, to fit my schedule, and then that internet course kind of helped me build my confidence...so I kind of explored a little bit that way.”  Did M become comfortable with using her own computer?  I’m unsure because M barely talks about her own computer and spins the narrative on her children, internet course, and how s/he wanted to graduate from college.  

Similar to the first excerpt, there are many strong verbs and phrases used in the second excerpt.  These verbs and phrase are found in M’s short answers.  Take 15 and 16 for example.  Ch says, “so let’s go back to how you learned word when you learned it by yourself, you had something you needed to do, right?  and then you’d ask someone what to do.  Did you do very much exploring on your own?”  M responds, “No.  No if I had to type, I just went in and I typed I used it like a typewriter.”  M didn’t explore?  M used it like a typewriter?  This is interesting because even after M took a course on computers she’s still reluctant to explore its functions.  Additionally, M’s reference to the computer as a typewriter shows her reliance on simple and older technology.  Following M’s response, in 17, Ch says, “But you didn’t go across the menu at the top and use the hover thing so.”  M says, “No I was afraid to.  I was afraid of breaking the computer.  Or afraid of what would, I never explored, I went on, went to word, opened it up, typed what I had to type, and you know.”  Not only was “afraid” repeated three times in this statement, it was also the same word used in 4 of the first excerpt.  At the end of excerpt two, beginning with 33 and ending with 40, Ch rapidly questions M about her internet course.  In 33, Ch says, “So the internet course helped you learn how to explore?” M responds, “I guess so, how to research on how to use the computer for research.”  Because M’s response contains “I guess,” it doesn’t sound convincing.  Ch follows up by saying, “did it help you with exploring programs.” M responds, “not really programs, no.”  M did not take any knowledge away form her internet course.  In 37, Ch asks, “So how would you learn a program now?” M responds, “Ask somebody.”  Ch then says, “You still wouldn’t go through the menu bar and see what each of the tools did, and you know because yo can hover over it, or you wouldn’t open them up and just play with it.”  M says, “I might, but I would probably ask somebody.” These closing statements by M tell it all.  She is not willing to explore the computer on her own.  The only instance when M is willing to explore her computer is in the company of someone who is computer savvy; however, that’s subject because of the word “probably”.  

What does M’s language in both excerpts say about the adult learner and technology? After analyzing the data in both excerpts, there wasn’t much change in M’s attitude towards technology.  It is evident in both excerpts that M is afraid of computers and reluctant to use programs other than Microsoft Word.  M would much rather prefer using something she is comfortable with, something that M knows like the typewriter.  Even when M is placed in a learning environment, she resists learning the new programs.  Although, there are some points of the second excerpt where M seems like she learned something from her college courses, M completely reneges her statements in the last lines of the excerpt.  As seen in this analysis, adult learners have a difficult time dealing with new technology.  Some are intimidated by the computer and its multiple functions.  Other adult learners fight against technology.   

Draft

Question:

-How is excerpt 1 different from excerpt 2? Is it different?  How do M’s views on technology differ between excerpt 1 and excerpt 2?  What is the big “C” in this excerpt? What are the difficulties adults experience with learning new technology?  How comfortable is M with technology?

*Data set 5: Adult learner and Technology

Excerpt 1 & Excerpt 2:

-Casual interview between Ch & M

-Ch poses question and M answers

-Ex--> 1. Ch: So in 2002, you were word processing, typing papers.  But in that math class you didn’t want to use that math program

            2. M: No

Excerpt 1: 

*Beginning statement by Ch--> 1. Ch: So in 2002, you were word processing, typing papers.  But in math class you didn’t want to use that math program

-This statement addresses the issue of technology

-Mental Verbs: “I guess”; “I though”

Ex-->

4. M: I guess thought...-->after Ch asked about M’s feelings on the math program

6.M: That I could do it, I guess I didn’t...-->after Ch asks M what s/he didn’t trust about computers

10. M: I guess that...-->M is asked again by Ch about trusting computers

18. M: I guess I thought I...-->after Ch asked M about relation of computer to education

20. M: Yeah, and even though I guess...-->M is responding to Ch’s question about computers being extra.

-Past, Present, or future forms of verbs:

Ex--> 4. M: I guess thought that I could not do it, I didn’t trust myself, I didn’t trust the computer, I was afraid.-->M goes from present (i.e. I guess; I didn’t trust) to past (i.e. I was afraid).  Seems like M is pushing himself or herself away from the issue (i.e. computers)

6. M: That I could do it, I guess I didn’t think that I needed to use a computer in that way.--> present verb usage to past-->again, s/he is pushing the issue away

8. M: I was willing to use it to type-->past to present-->s/he is bringing the subject of typing to present day.

18. M: I guess I thought I could go through without--without having to do this-->present to future-->still hesitant about computers

20. M: Yeah, and even though I guess I wasn’t you know comprehending that this was supposed to make life easier, it made it more difficult.-->present to past-->it still seems like s/he is hesitant to use computers

-Transitioning between first person, second person, and third person:

Ex--> 10. M: I guess that putting all of my information in there, and trusting the computer to, you know, analyze it, the way that I could have done it myself-->First person to second-->s/he is  hoping “you” can relate to the issue.

20. M: Yeah, and even though I guess I wasn’t you know comprehending that this was supposed to make my life easier, it made it more difficult.-->same as previous.  s/he is looking for Ch to relate

Intensifiers:

Ex--> 16. M: Maybe I didn’t relate the computer to education in the right way, that I didn’t think it was necessary-->Maybe.  M is questioning computers relation to education

Repetition:

Ex--> 4, 6, 10, 18, 20,: “I guess...”

-The repetition of “I guess...” shows M’s processing of the question.  

*Excerpt 1: M’s responses were concise.  5/14 responses were one word answers.  The rest of the responses were either a sentence or a little more.

Excerpt 2:

-Mental verbs:

Ex--> 6. M: no I’m trying to think...I remember-->Ch asks M his/her feelings on the computer class

10. M: Ahm, I guess-->Ch ask M if he got over the fear of computers

22. M: and I thought...-->

28. M: I think so-->After Ch asks M about getting help for internet issues

32. M: I guess-->After Ch asks M how things changed after M got a computer

34. M: I guess-->After Ch asks M if the internet course help M learn how to explore

-Denotations of time and place:

Ex--> 2. M: part of the class it was you know, twice a week, once we would meet in the classroom, and the other time we would meet in the computer lab, so it was the history of computers, so we learned about the history of computers, and then...-->Seems like M is trying to bring into the light his/her learning experience

22. M: I would type in Notepad, you know, and then...-->seems like he’s unsure

32. M: I guess then I was little...-->not sure where he was going with this

-Transition between first-person, second-person, and third person speakers:

Ex--> 6. M: no, I’m trying to think what else, but they were just projects that we had to turn in.  So ahm, some kids knew how to use the computer but they didn’t know how to use it in the way she wanted it to be used, they would zip by all their work and not do it the correct way, and maybe I was in a better situation, because I knew nothing. about you know, computers, and this was my fear, entering the information and then you press a button, and I remember, you, know, the laughed at me because you would press the button and everything on the screen would disappear and I’d be like “oh what happened” but there was a way to get it back, there was always a way to get it back, so it was a funny experience and it was ah, it was kind of taught me not to be afraid, to you know, to use the computer.-->Switch between I, they and we.  M compares himself to other students in the class.  S/he feels better because of the undo button.

22. M: Ah, well like where us word. I would type in Notepad, you know, and then maybe somebody showed me, or you turn it on, and I thought that was the only program and then somebody, don’t you use word? What do you mean? You know, so , ahm, then I would go into word.-->I to you.  S/he uses “you know” to relate the subject with Ch.

-Intensifiers:

Ex--> 2. M: it was a fun experience because the teacher was very good, very willing to work with use-->Ch asked about the computer class.  M’s answer praises the teacher for creating a fun environment 

22. M: Ah, well like where us word.  I would type in Notepad, you know, and then maybe...-->s/he’s unsure about how he learned to use word.

26. M: ah well and the realization that a computer has really been around for very long time--> “really” accentuates the computers being around for a long time.

-Breaking the chronological or causal progression of event by way of regressions, digressions, leaps in time or silence

Ex--> 2. M: we did (thinking) what’s it? slides?-->s/he is still unsure about technology

6. M: no, I’m trying to think what else, but they were just projects that we had to turn in.  So ahm, some kids...computer-->instead of giving his experience, he pawned it off on his kids.

24. M: probably (but doesn’t sound really convinced)-->

26. M: yeah cause when they, well it talked about, ah fear of computers, ah well and...on the internet, and-->mid-sentence s/he talks about their fear of computer

32. M: i guess then I was little, my kids...way.-->you think M is going to talk about his time spent on the computer, but he switches to his kids. 

-Repetition:

Ex--> 2. M: “We would...”; “We had...”; “We did...”

2, 6, 10, 18, 22. M: “You know”

18. M: No I was afraid to. I was afraid of breaking the computer. Or afraid of what would...you know.-->it’s apparent that he is afraid of computers

*Excerpt 1

Key phrases or terms that stuck out:

4. M: I didn’t trust myself, I didn’t trust the computer, I was afraid

8. M: I was willing to use it to type

10. M: the way that I could have done it myself

12. M: represent what I wanted it to represent

16. M: Maybe I didn’t relate the computer to education right way, that I didn’t think it was necessary

18. M: I guess I thought I could go through without-without having to do this

20. M: I guess I wasn’t you know comprehending...it made it more difficult

26. M: I was fighting it

*Excerpt 2:

Key phrases or terms that stuck out:

6. M: there was a way to get it back, there was always a way to get it back-->afraid of losing work

14. M: I didn’t know about the undo button, that’s my favorite button the undo button (laughing)-->scared of losing work on the computer

16. M: No. No if I had to type, I just went in and I typed I used it like a typewriter.               -->reference to typewriters

38. M: Ask somebody-->

42.  M: I would read, yeah.  I would read the help things.-->

38 & 42 instead of experimenting with technology, M would prefer to ask someone or read the help bar.

Introduction:

Technology, particularly laptops and tablets, is constantly evolving.  For instance, last year the iPad mini was the newest gadget on the market; however, come spring time this year, Apple will debut a new iPad mini that will replace its predecessor.  Every year technology gets better: faster internet access, sharper images, smarter programs.  These advancements, however small, entice some people to buy the latest gizmo.  On the other hand, there are some people who prefer not to purchase these gadgets because of fear.  They're scared of technology, scared of change.  With that said, I will be analyzing a conversation between two people.  This discussion involves an interviewer (i.e. Ch) and their interviewee (i.e. M). The topic of the interview concerns M’s experience with technology as an adult learner.  I will analyze M’s responses to answer the following questions: How are M’s views on technology different between excerpt 1 and excerpt 2?  How comfortable is M with technology? Is M comfortable with technology?  By means of textual analysis I hope to address the concerns of adult learners and technology.   

Analysis:

Before analyzing this conversation, I numbered the first excerpt from 1-27.  I began by labeling Ch’s first statement as 1.  Then I marked M with 2.  The numbering stopped at 27 (M’s last statement).  I followed the same procedure with excerpt 2, marking it from 1-42.  Similarly, excerpt 2 begins with Ch and concludes with M.

When analyzing both excerpts I looked at the following four items: repetition; breaking of chronological order; the length of M’s answers; and key phrases/terms.

Excerpt 1:

Repetition.  Throughout this excerpt, M answers with “I guess...” quite frequently.  Perhaps M is reminiscing on his/her experience, but the phrase is used so often that it makes M sound unsure.  For example line 4 states: “I guess thought that I couldn’t do it, I didn’t trust myself, I didn’t trust the computer, I was afraid.”  The first statement, “I guess thought that I couldn’t do it” lacks clarity.  When M says, “I didn’t trust myself, I didn’t trust the computer, I was afraid” it shows how s/he truly felt about using technology. 

Breaking the chronological or causal progression of event by way of regressions, digressions, leaps in time or silence. In lines 10 and 20, M interrupts his/her statement to say, “you know.” M then continues on with his/her initial statement.  This expletive is used as confirmation.  M wants Ch to agree with his/her statement.  Nonetheless, by M saying “you know” it shows that s/he is uncertain. 

Length of Answers.  M’s answers are concise (4/14 answers were one word.  The rest of the answers were a sentence long).  Even when Ch was trying to pry answers from M, M stayed tightlipped.  For instance, in lines 21 and 22, Ch questions M about a math program M was reluctant to use.  Ch says, “And also, I think I’m hearing, if I’m understanding you right, you felt that learning that program didn’t really have anything to do with what you need to learn for that course.” M responds, “right.”

Key terms/phrases.  Line 4: “I didn’t trust the computer, I was afraid.”  M is scared of computers/technology.  Line 8: “I was willing to use it to type.”  M’s connection to the computer was word processing (i.e. typing papers).  Line 12: “represent what I wanted it to represent.” M wants control over what s/he is doing.  Line 16: “Maybe I didn’t relate the computer to education in the right way, that I didn’t think it was necessary.”  The computer was something extraneous to M’s education.  Line 20: “I guess I wasn’t you know comprehending...it made it more difficult.”  M’s understanding of computers (i.e. the math program) created a divide.  S/he knew how to type on a computer, but when it came to learning a new program M shut down.  Line 26: “I was fighting it”.  M was comfortable with what s/he knew already.  This new program threw a monkey wrench into M’s knowledge about technology.

Excerpt 2:

Repetition.  In line 1, Ch asks M about a computer class s/he had taken earlier.  In M’s response he repeats the following terms: “We would...” “We had...” “We did...” M gives a detailed narrative about his/her experience.  In lines 2, 6, 10, 18, and 22 M uses the expletive “You know.”  Similar to excerpt 1, M is using this phrase to relate with Ch.  In line 17, Ch says, “But you didn’t go across the menu at the top and use the hover thing so.” M responds, “No I was afraid to. I was afraid of breaking the computer. Or afraid of what would, I never explored...”  The repetition of “afraid” stresses M’s feelings about computers and their programs.                                                                     

Breaking the chronological or causal progression of event by way of regressions, digressions, leaps in time or silence.  There are three instances when M changes his narrative.  In line 6, M talks about projects the class had to complete.  Then M tells a story about an experience in class and how s/he realized there was a way to undo errors.  Within lines 23 and 25, Ch asks M the importance of discussing the history of computers in this computer class.  In line 26 M says, “yeah cause when they, well it talked about, ah fear of computers, ah well and the realization that a computer has really been around for a very long time...”  M squeezes in “fear of computers” mid-sentence.  The last instance where M changes the progression of the conversation occurs in line 32.  M is asked how things changed when s/he bought a computer.  M answers by telling Ch about his/her kids using the computer.  After the monkey branch to kids, M then explains his/her experience with another computer class.  

Length of Answers.  When M is asked to describe an experience, s/he goes into much detail.  Despite the ornate answer, M skims the topic question and details something irrelevant.  

Key terms/Phrases.  Line 6: “there was a way to get it back, there was always a way to get it back.”  This seems to be M’s saving grace for technology, the ability to go back.  Line 16: “No. No if I had to type, I just went in and I typed I used it like a typewriter.”  It’s interesting that M would use the computer like a typewriter.  When M was asked about learning a new program s/he responded, “Ask somebody.”  When asked about reading items for help, M said, “I would read, yeah.  I would read the help things.”  Instead of hands-on learning, M would rather ask someone for help or read the help bar.

Results:

Blog 12: Returning to the Dog Days

For my short analysis, I will return to the Shaggy Dog stories.  Therefore, my research questions will be as follows:  What makes a Shaggy Dog story a joke?  Are there significant features present in each joke?  What patterns do these stories have in common?  How does the last line affect the story's overall meaning?

*So this was my previous research question.  However after our last class, I realized that this analysis wouldn't help me for my final research project.  With that being said, I changed my analysis to Set 5-Adult learning and Literacy.

My questions for this analysis are: How is excerpt 1 different from excerpt 2 in terms of the student's response to the questions? How does the student's answers show his or her thoughts on literacy?