Chapter7&8 Quiz

The many supplemental articles I use are not necessarily argument of fact or argument of definition. I use both arguments of fact and arguments of definition to really make my point in Core 4. The authors of the articles I read in my research are there to help me better understand and argue my topic. I use a lot of factual evidence to back up my opinions. I argue that the generation gap in the digital divide will get smaller as the years go on. I did literature reviews of the many of the arguments that Kolodinsky, Sutherland-Smith, Newburger and Servon use. In the journal article “Bridging the Generation Gap Across the Digital Divide: Teens Teaching Internet Skills to Senior Citizens,” teens in 4-H clubs in different states tought elder people how to use a computer. The study showed many things including that there were many positive outlooks on the generations and it was a great learning experience for both generations. This study is one reason how the generation gap can be decreased. With the help of the younger generation we can try to bridge this division. Newburger is another example of argument of fact. His pdf file from the U.S. Census Bureau states many facts and different things about computers in households and how readily available they are. I used these facts as a basis to shape my opinion in how the younger generation will help in the division becoming smaller.

Sutherland-Smith though is more an example of argument of definition. She really tries to coin the term web literacy. She argues that the standard definition for the word is wrong and says the main goal of web literacy is so that students become proficient in accessing and analyzing information, so that a level of understanding can be reached. When this has been achieved, information has been converted to knowledge and can be used by the student to fulfill tasks or [it can be] stored for future reference. The implication for us as teachers is clear. If students do not gain these skills, they are disadvantaged and may, perhaps, suffer exclusion from global literacy communities (663).” Sutherland-Smith gave a lot of what Lunsford would call definitions by examples when she talks about the different teaching methods that can be utilized from her research.

Lastly, Servon is an example of both. She does exactly what I do in Core 4. She utilizes factual evidence when necessary to back up her argument of definitions. She mainly tries to reshape people’s minds and redefine digital literacy. She goes well into detail about the exact dimensions of the digital divide as in what communites people live and have access to the internet every year since 1994. Most of her evidnce was a lot of what I saw Newburger talking about in the census. Her “analysis was supported by empirical data resulting from extensive fieldwork in U.S. cities (277).” She finally talks about her recommendations and things for the future.

Overall I feel that my research fits very well together. I have a lot of different things to piece together and make it just right. By using the articles of different arguments making them into one argument. I feel my argument isn’t really argument of fact or definiton. When told to look more into what I thought my paper was and going into chapter nine and ten I feel that my paper is more of an evaluation. I am evaluating the different authors and reporting what I feel about them with my own definitions.