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Hi there it's Renee Hobbs and um joining us tonight are some of the many students enrolled
in LSC530. Today is February 12th and um we're gonna have about a 90 minute session that
will um move us forward in our course called Text and Tools for children and youth. Uh
LSC530 Harrington School of Communication and Media Library and Information Studies
Program at the University of Rhode Island. So we're waiting for students to um to uh
join us and I see a whole bunch of people signing on. So glad. Thank you for migrating
over here to this live broadcast where, where we're all checking in. Um okay so um it looks
like we can uh it looks like we can start now um why don't I hear from each of you about
um a little bit about what your um what your informal learning with media and technology
has been like this week. Anybody wanna weigh in a little bit on what's your informal learning
with media and technology been like this week? Highlights and low lights. Who'd like to go
first? Can you uh please define informal learning? Ha ha good question. Informal learning is
the kinda learning that happens when you're not in school so learning that's not school
related. What kind of informal learning have you had when it comes to media and technology?
Um I actually um I don't mind sharing. I actually I don't mind sharing so. Beth! Beth! Okay
Beth's getting her stuff together but Beth we need you to mute your microphone until
you are. I'm messing around with my camera. I can tell. It's alright. We love ya. Uh.
Good show. Alright, Ariel, what kind of informal learning have you experienced this week with
media and technology. My microphones not working oh. Okay so um I read religiously mashable
and I can't talk when I have so many other things in my head. I'll wait a second. I-I can't
talk when I have so many other things in my head. Ok I'm gonna take my head-headset off
and just try to say it. So anyway I-I read mashable well I used to read mashable every
single day and find a lot of information there uh but since um being back in um in the spring
uh term in classes I find that I don't have the extra time to do so but um mashable is
an excellent source for a lot of what's happened with uh with regards to um mashable technology
different uh apps um I also um attend a uh networking group in uh Boston and learn a
lot um so I haven't this over the past few weeks but that's um if I wasn't doing what
I'm doing right now that's where I would be getting a lot of my information. Okay so thank
you very much for sharing. Beth, Beth can you please mute your microphone. I'm calling,
yup I'm calling Beth right now. Thank you. You're welcome. (Ringing) Uh. Oh there I go.
Hahaha. Yes Amanda? Hahaha uh. Oh mute it? Oh okay. Good show! Haha Alright, good show.
Honestly, what good teamwork and problem solving huh? I think a little applause is in order.
(clapping) A little applause is in order. Good teamwork and problem solving. Bravo!
Alright, who'd like to go next? We're talk- I think Ariel started us off with the right
track. He talked about how mashable is a source of informal learning for him and that when
he's not doing his schoolwork he can engage in informal learning through mashable but
now I'd like to hear from the rest of you. How are you using informal learning out of
school as a way to enhance your own uh development. Who'd like to go next? I can go next. Can
you guys hear me? Yup. Okay, so I've been doing a lot of watching of the Olympics for
the past week or so um so I-I don't know, I've never been someone who knew a lot about
Winter sports so I've been watching it um both on TV and following sort of some of the
news articles and the hashtags that have been going around. So I've definitely learned a
lot about um not only some of the sports that are happening but some of the other sort of
um educational pieces that go along with um some of the games. There was this one story
about um how Physics teachers have been using things um that they see like in the half pipe
in integrating that in the classroom to get kids excited about science and centrivical
force and all that interesting sort of stuff so that's sort of my um informal learning
from the past week. If you are also having informal learning with the Olympics, let me
see a thumbs up. Haha. Anybody else doing thumbs up on informal learning with the Olympics?
I know more about the luge and physics than I ever thought I would learn. Haha. Alright,
who'd like to go next? Well I have to say um I'm definitely getting more and more attached
to twitter. um I never thought I would brand new in a week but uh now I'm kind of fiddling
around with who to follow and that sort of thing. It's really informative. I can follow
lots of different haha um people and groups that ya know maybe if I clicked on their website
before I might have gotten some more information but it's amazing how filled up my homepage
is from um a week. I-I'm just blown away by that so I have to say I um ya know was excited
by that and I have to say I was excited that um you also retweeted my tweet or something
and I thought, oh my gosh ya know and it was so funny I showed it again to my husband and
I said look, look at this. This is important. This is this happened and um ya know and I
just that is a whole new form for me I have ya know so I'm still experimenting with that
but I'm I'm learning quite a bit. Thank you so much for sharing that. There is something
really powerful about being part of a learning community and um being retweeted is one way
we signal to each other that we value your contributions to our learning community. Um
alright, let me do a little preview of what's gonna happen in the next, well 70 minutes
or so. Um first we're gonna uh take a look at um we're gonna take a look at some videos
then we're gonna engage in some text chat conversation. Um then we're gonna take a look
at some videos that I think speak to and connect to some of the readings that we read for this
week. Um and then we're gonna take some time and kind of get ourselves ready for what's
coming cause what's coming is gonna be exciting and fast and we'll do a little preview of
what we can expect in the next couple of weeks um in terms of the um what's coming ahead
cause we have um a really nice ramp up of activities. Um but right now what I'd like
you to do is turn to your our main homepage and you'll see that it's essentially class
number 3. So I'll look, I'll look for a thumbs up when you have navigated to um when you
have navigated to the URITextTools.wordpress.com space. Are you there? I see thumbs up all the way around. Everybody
there? Okay, so the first thing that I'd like you to do and we'll do this it turns out it
works best if you do this individually is we'll watch that short YouTube video that
says, "Media Minute Audiences Negotiate Meaning" and we'll watch that video which is produced
by the Canadian organization um media smart Canada um and that is that video is closed
captioned and then we'll link to the ether pad that is shown there in item number 1 "Let's
respond to questions here." Of course it's always a good pedagogy um to preview the questions
so can somebody click on that link and tell me what is the question that we're gonna be
responding to after we watch the video. It says, what are the implications of audiences
negotiate meaning for librarians, teachers, researchers and media professionals? Good
show. Thank you very much for sharing. The phrase, "audiences negotiate meaning" is one
of those theory phrases. Ya know how theory um compresses a lot of ideas into a into a
short little um synthesis um audiences negotiate meaning is the issue that we're interrogating
tonight um and we're trying to think about its implications for librarians, teachers,
researchers and media professionals. So why don't you click on the YouTube video and watch
it and then we'll turn to text chat for our conversation next. Let's begin. Okay, if you're
like me your done watching the media minute um video now we're moving into the ether pad
and sharing our interpretations and reactions. Ariel started us off. I see Kaylin and Amanda
have joined. Let's reflect on the implications of this concept for librarians, teachers,
researchers and media professionals. Take a few minutes to gather your thoughts and
then type a response in the ether pad. (Typing sound)
Just take about one more minute. Okay that actually a really, really a great response
and at this point now I’d like us to go back over this writing and see if we can identify
a particular phrase or idea that we think is especially meaningful. So why don’t you
review some of the writing that uh we uh shared on this type pad and identify a particular
phrase or idea that’s particularly interesting or provocative or may controversial um that
you’d like to um share with us in our voice conversation. Who’d like to begin? I’m
sorry it got um, it ended I had to come back on but something that could be um debated
type of thing. I caught the end, I’m sorry. Oh yeah no problem what we’re doing is we’re
look over the Uh who needs to mute their microphones? Beth and Sherry need to mute their microphones.
Thank you Beth and sherry need to mute their microphones. Beth we need you to mute your
microphone. Beth we need you to mute your microphone. There we go again. Okay perfect.
Ok so what we’re doing is we’re looking over the writing in the type pad and we’re
pulling out, especially an idea or uh something that generated in that little bit of free
writing that was interest, provocative, controversial or important to you. So lets do a little reflection
on what we- what we shared and uh comment on each other’s work. Who’d like to begin?
Um- Um I’ll start. I’m trying to see who’s in green my mouse. I don’t know what’s
going on with my computer right now. There we go. Uh Jen, Jen’s comment, “we are
all different and interpret media differently based on his or her experiences different
interpretations need to be expressed with an understanding that is okay that the meaning
is different. So meaning that ya know audiences or ya know whether what cultural background
your from, or your education, your religious beliefs that we’re all different and diverse
so whether you’re presenting the information or ya know you’re communicating, your finding
to have a sensitivity to what you’re expressing. Thank you very much for sharing. That’s
a great point and that sensitivity becomes really important. Anyone else want to take
a look over the titan pad and pull out a particular phrase or quote that was particularly interesting
or provocative to you? Um I pulled out an interesting quote form the seventh line. I
think it says Sarah wrote it. Um librarians and teachers have to be cognitive of differences.
Learn to be sensitive in interactions with patrons. When I was answering this question
I was focusing on the differences but you never really put yourself in a librarian’s
shoes where you reflect on how someone else’s experiences such as uh media professional
would have a different experience. I just though it was really interesting how she was
kind of alluding to the fact that we need to be sensitive of the interactions we have
not just of how we’re interpreting the media. But the interactions that we’re having with
other people who are engaging with media. Thanks so much for sharing that. Other uh,
one more reflection or feedback, something that came up on that titan pad that was interesting
or important to you? I- ok I wanted to comment on uh last line it talks about uh world war
II project that would be seemed different by an elementary student or someone at the
college level. I thought that’s uh interesting in what they’re going to take away from
it. Of course. Mhmm. Same content but of course a different level of being able to absorb
it. Um just one more comment if I may Dr. Hobbs, uh a small group of us we were talking
before this session started and were mentioning as well uh movies how same content can be
viewed by uh different age groups and interpreted in a different way. Mhmm, very nice. So I
wonder if we can apply um some of what we’ve learned from the readings this week to this
idea to understand both what’s powerful about this set of ideas and also what’s
controversial about it. It turns out that it’s actually kind of a controversial theory,
the idea that audiences negotiate meaning. One set of scholars actually argues that its
kind of counterproductive to focus on the differences in interpretation because actually
what make media powerful is that we have a shared experience right? We, When we read,
“Little House on the Prairie,” we had an emotional experience of it that was actually
more, more similar than different. And so some scholars think it’s counterproductive
to focus on differences in interpretation when in fact, what gives media its power is
that we all laughed when we saw “The Big *** Theory,” right? We all um we all got
anxious when we read that Stephen King novel. What say you to the controversy of this theory
and how did this theory relate to some of the things we read about this week? Who’d
like to begin? I’ll go uh sorry. You can go. Haha you can go. No I think its very interesting
that you point out about media being a shared experience cause it, it really is but I do
think that um that there are those individual differences just like when you go to the movies
ya know people come out, “oh I liked it.” “I didn’t like it.” So we have that
same shared experience but we interpreted it in different ways, it meant something differently
and I think um ya know it goes back to um I really like that British film Institute,
um, uh, article or book, chapter that we read um because it really discusses how children
can not just letting them watch movies. So they’re not sitting in a classroom watching
movies. They’re really picking apart what they’re seeing, how they’re interpreting
it, what different cues mean. And I’m sure that when they’re getting in a group discussion
with children, saying “Oh what did you think happened at that point in the movie?” or
“What do you think this means?” Maybe the children have different ideas of what
it meant so I think uh there’s a lot of validity to um having different interpretations
to um moving media in particular. Thank you so much. I’m capturing a few notes in the,
in the, the text bar if you move your um if you move your um mouse over to the far left
and click on the blue button you’ll see the group chat opens and I’m, I’m capturing
some of the ideas that I’m, I’m finding so thank you so much for sharing that. I think
that’s a really great observation. That in um some ways the BFI uh piece wants to
acknowledge that the, the power of visual media is in that sense of emotional connectedness
that we feel when we watch a film, while at the same time we do have different kinds of
uh emotional responses um that are distinct to our backgrounds and our lived experience
and our level of cognition and our developmental ability and all the rest. Other comments on
this concept of negotiated meaning, shared meaning and its implications for librarians
and media professionals and its connection to the readings from this week? I think that
just like in the readings when we talked about how ya know the technology reaches uh especially
in uh teenagers, how its reaching their interest level so even if your sparking um a debate
whether which way your understanding something sometimes it seems something that can be debatable
even sparks more interest to see something and to want to learn more about it. Almost
a prove your point type of thing. Yeah and that’s an interesting point about then how
kind of cultivating intellectual curiosity. Ya know, who knew that kid was interested
in canaries right? And ya know not every kid would be interested in canaries but one kid
might so intellectual curiosity is a unique uh spark that can get ignited by media and
technology. Other thoughts on this? Um I have just like a weird sort of observation. I’m
not why I connected it this way but um when I was reading about “Audiences Negotiate
Meaning” for some reason my thoughts turn to the producers versus the consumers. I just
thought about um the burden, that- that creates for them and it made me think of in the Yelsa
piece where they talked a lot about connected learning um in sort of driving teens um to
be empowered and sort of have their own interests and guide that. So it just made me think on
the flip side, If um the people who are writing this content
and librarians, how they’re supposed to guide and manage and sort of put a container
around all these different ideas that people have cause they have all these different meanings
and how they’re supposed to um manage that process is just what sort of popped into my
head. I think that is absolutely huge. I’m thinking a lot about that because on Monday
I go to the Children, Media and Play conference in New York City where media producers are
gonna be gathering and what I anticipate experiencing there is that one way that media producers
know and and this is true for publishers by the way, for book publishers and children’s
illustrators, it’s true for all the media forms is that to manage the reality that audiences
negotiate meaning what media producers tend to do is slice and dice people up into demographic
groups- what girls will like, what girls 6-11 will like, what African American boys age
12-15 will like ya know what toddlers ages 3-5 will like, what, ya know what 7 year old
boys will like um and that’s one way that producers tend to sort of manage the complexity
of this idea that individuals negotiate meaning is that they’ll micro-target with kind of
sometimes ya know rigid demographic categories and that could be a coping strategy that media
producers use to acknowledge the fact that ya know uh an 11 year old girl in Nebraska
may not be the same kind of kid as the ya know11 year old in South Central Los Angeles.
So um but that creates another interesting uh challenge for both readers and writers.
So this concept of “Audiences Negotiate Meaning” has a lot of implications for all
of the fields that we’re going to be exploring: children’s publishing, children’s television,
children’s music and especially children’s film. What I wanna do uh next is take a look
at um a piece of media that has a real direct connection to the um the piece that you read
um the British screen film institute called, “Look Again.” And to do that what I’d
like you to do, I guess I’ll- I’ll screen share a little bit and show you where to go.
Tell me when, give me a thumbs up or a voice recognition when you can, when you can see
um when you can see my screen. Can you see my screen now? Can you see my email screen?
Yes. Yes? I heard one yes. Can everybody see my email screen? Cool. I’m gonna take you
to powerfulvoicesforkids.com. Okay so if you’re just do mute your microphone until uh there’s
an opportunity for you to talk. Uh this is a project that I developed uh in the Philadelphia
public schools called, “Powerful Voices for Kids” that was a 3 year initiative that
um allowed us to work with about 150 children ages 5 to 11 and about uhh oh 45 teachers
uh over 3 years and uh we got to really experiment with um having children authors and analysts
of media messages and um basically I thought that what I would do is show you um a couple
of uh elements from this little lesson plan called, “Learning Visual Grammar” um because
we rely very heavily on the British Film’s Institute’s great work in thinking about
how we could introduce basic concepts of understanding film with very young children. Children that
are only 5 and 6 and 7 years old and so these are only some of the uh activities that we
uh taught teachers how to begin to talk to children about film. Um the, the first uh
activity is to introduce the concept of the frame right? And make a rectangle with your
fingers by making to L’s with your hand connecting your thumbs on one hand with the
index fingers on the other, you make a little rectangle and now when you look through it,
you’ve got uh a frame. And then introducing the concept of the shot. The shot is what
is recorded between the time you start recording a video and the time you hit cut or stop recording.
Um I’m gonna play you a short video and what I’d like to do, what I’d like you
to do is I’d like you to clap your hands. I guess I’d like you to unmute your microphone
now. Clap your hands whenever you see the shot change. Okay? Um so let’s see if I
can um lets see if I can if we can um if we can if we can do that right now. Lets just
see. Um here we go lets clap along when we see the shot change. I’m muted! I’m talking,
I’m talking, I’m talking and Morgan said, “ you’re muted, you’re muted?” so
can you hear me now. Good show you can. Okay so these children basically took 3 images
of a dog and discovered that they could create time order- what happened first, what happened
second and what happened third. So when you’re 5 and 6 the idea that shots can be rearranged
to tell different kinds of stories depending on the time order becomes pretty important.
Now I want to show you a second video and that video show children playing the game
called "Spot the Shot." That game is available on the "Powerful Voices for Kids" uh website
and I think I'll show that to you now. Let's see if I can do that. Umm let's see. Here
I am at the website am I sharing. Can you guys see? Oh what am I sharing? You're sharing
the video. Ohhhh. Ok here uh where. here here. Hang on. I'm sharing the wrong thing so let
me let me go fix that. I'll undo a screen share, re-do screen share. That's what I wanna
be sharing. Uh having a producer! Oh my God! You guys totally wanna be appreciate this.
I'm sharing the wrong thing. Give me a thumbs up if you can see the "Powerful Voices for
Kids" website. Awesome. Good good good good good. Alright, so at this website, if we scroll
down to the bottom um uh I want I want to show you children who are playing the game
called "Spot the Shot." Basically, they're watching a short video and they're asked to
clap they're hands together every time the shot changes. Let's take
a look.. Ok so let's see here. So one of the things that
we experimented with uh which was uh those beautiful seven instructional strategies that
are uh in the British Film Institute Model was this idea that actually kids need some
practice to learn to to recognize the constructed nature of film and media and the same is true
when it comes to children's books. So one of the reasons why when we're introducing
a-a a work a picture book to children we pay attention to what do we learn here in the
um in the dust jacket flap. How does the dust jacket flap entice us? What do we see here
in the very introduction to the book when we're sort of invited to sort of see um "The
Fantastic Flying Books of Mr. Morris Lessmore and we're introduced to the author and the
illustrator when we're invited to recognize the publisher that children's children’s
literature actually has a certain structure and one of the most wonderful ones that children's
illustrators take wide advantage of is when their drawing moves across the entire two
page spread so that it's actually this idea that when you learn to read you’re learning
to navigate the structure of the book and that for those of us who are readers, that
structure is kind of invisible and automatic because we've internalized it already. But
that when you’re little learning about the structure actually supports the reading process
and the idea is that the same thing might actually be true when it comes to film right?
That learning to understand the structure of film right? The conventions of film, right?
Can actually assist and support the reading process. So right now so uh researchers in
both children’s literature an in children’s literature are examining how when children
learn to recognize a protagonist, rising action, conflict, resolution that that actually supports
a reading narrative cause you kind of know this is the structure that we're expected
to find. So I'm really interested in our, the opportunity that we have this weekend
to mmm interrogate children's film and so in some ways what um I want to do next is
turn to the uh kind of what's coming next part of this course cause I want to make sure
I have enough time to uh talk with you about um what we're going to be working on next
um week or two to set up our-our-our migration to the second part to the part two of this
course so we're setting up some nice uh concepts now but we're gonna drive them home in a little
bit. So let me do, go back to screen share and go back to uh this page let's see where
am I here? Where am I here? I lost it, where did it go? Oh there it is. Thank you. Thank
you. Um so I do invite you to take a look at some of the cool ideas that we developed
as part of the the "Powerful Voices for Kids" program. One of the things that we did was
we engaged kids in literacy activities by asking them to make a comic book and that's
the activity called, "City as Classroom." Uh we engaged kids in understanding the relationship
between authors and audiences and uh even very young children learn to think critically
about authorship. We explored remix play and the idea of remixing uh as a form of creative
play with young children. And we did an absolutely fascinating inquiry on current events as children
learn to think about informational media and news media and nonfiction in edutainment,
the blend of entertaining and informational text, in music videos and in song writing.
And each of these lessons, these ideas includes an activity that enables teachers to develop
the skills they need to uh use some innovative, instructional practices. Like for instance,
in this activity about song writing, we explore using karaoke experience um and then a creative
play activity that involves composing lyrics and learning about how to write a song. And
then we provide some videos down at the bottom that shows children in grades 4, 5 and 6 who
are engaged in that creative process. So if you’re designing a library program for4th,
5th and 6thgraders you might be able to use uh some of these lessons and if you're thinking
about how children move from being passive consumers to more active readers of media
text, you might enjoy taking a look at some of these resources as well. But now, let's
go back because um I want to talk a little bit about the field trip. Now I've navigated
to the place in the website that shows about our field trip. And I'm pretty excited about
the great programs that our being scheduled by the Providence Children's Film Festival
and I'm hoping that some of you may be able to join me on Sunday, February 16th for um
two short programs, one a really interesting program called, "Here This," which is about,
which is three short films about uh children with hearing impairments and then uh at 3:40pm
YSAS stands for "Your Shorts Are Showing" and this is a series of about uh six short
films all over the world, uh children's films, short films uh targeting children um that
are 10, about 10 years old. So on February 23rd, I invite you to join me for a film called,
"Gabriel" at 10am. That's for children ages 8 and up. And then for the youth filmmaker
show at twelve noon, which features uh films that have been made by uh children and teens.
If you are planning to come to the Providence Children's Film Festival, you can sign up
on the Titan pad here. Of course this is an optional experience but um there is absolutely
nothing more thrilling and I-I can let me just say this, underline this here a little
bit maybe I can underline this uh there is absolutely nothing more thrilling, there is
nothing more thrilling than sitting in an audience with real kids and real families
and watching them watch and talk about movies. It's, there's nothing that substitutes for
watching children watch media and then listening to them talk about it. And at the RISD Museum,
the beautiful setting of the RISD Museum is a perfect opportunity for us to be researchers.
We're gonna get to watch families as they watch films and we're gonna see a range of
different family behaviors. We're gonna think about the filmmaker's point of view in terms
of their creation of the film. We're gonna look at that audience behavior and families.
We're gonna think about how families use film as a tool for their children's development
and then after the Providence Children's Film Festival, we're gonna think about what are
the connections between the films that we watch and the children's literature that we're
gonna be digging into next so that will be bridge for us. We'll be thinking about the
relationship between these children's films and children's books so that will be quite
fun for us I think. Uh alright, so does anybody have any questions about the Providence Children's
Film Festival? I do actually. Um is it alright to bring our children? Of course, that would
be awesome! Thumbs up if it's okay for her to bring children. Everybody okay with that?
Okay, good. Yeah these events are free. Both of these are free so bring your friends. What
other questions do you have? Well, you might think, won't I feel weird going to the Providence
Children's Film Festival without children? Anybody want to fess up to feeling a little
weird about that? No? I have a question. Are we meeting at a particular spot, um or? Well,
the way, the way it works is that you enter into the uh anti room of the auditorium and
it's kind of a big, open space and you kind of hang out there. And then they open the
doors and they let you into the theatre. So, I'll be there 15 to 20 minutes early cause
I am inveterate people watcher. I love watching children and parents and families so I'll
come a little bit early. I also like to buy the swag, ya know there's you can buy a T-shirt,
and a poster and all that stuff. I love that, I love that stuff. So I'll be coming a little
bit early and what we'll plan to do is we'll watch the film and then we'll come out into
the anti room and we'll gather at a little table and we'll have a little like a little
debriefing. We won't have a full class or anything but we'll get to negotiate meaning
right? We'll get to share our diverse interpretations. Do you have any other questions about the
Providence Children's Film Festival? Okay, so after that I want to talk a little bit
about the um the experience that you had with flipgrid. I need your frank and honest reflections.
What did you like about flipgrid? What did you hate about flipgrid? What did you notice
about it as a tool for discussion? Who'd like to share? Um I'll start. Um when I used it
I watched the videos and I wrote down like a page full of notes and then just like I
could revert back to so ya know I wouldn't panic wouldn’t panic ya know so then um
I started playing it and it um just all started, it was natural. Like I looked over once and
then I just go to speak and it was just like, just a natural experience and I really liked
it. Like I was stressing for no reason. Haha. Thank you for sharing. Other responses. What'd
you like about flipgrid? What'd you hate about it? What'd you notice about it as a tool for
discussion? I really like the flipgrid interface. I thought um it was cool being able to watch
everyone's videos in succession and be able to see how um just the amount of likes they
got, the view. Um my only problem with it was just my internal, like uh trepidation
with speaking in front of the camera. I filmed mine like 14 times cause I felt like every
time I did it so I kept on being like swearing half way through it and having to do it over
again. So my issues with flipgrid are only self-inflicted but I thought, I liked the
interface. Anybody else feel like a little self-conscious from the flipgrid interface,
the way Katherine is describing? Yeah that's natural. Thank you for sharing that. I think
we all felt that way a little bit. Any other reactions and interpretations. What'd you
like about flipgrid? What'd you have about flipgrid? I liked and hated that you were
limited to a minute and 30 seconds. Why? Because I think it's good that you're limited because
you need to be concise with how you interpret what you're reading or watching but I also
felt like I did have to re-record because I wasn't getting all of my points across like
I wanted in the minute and 30 so it's almost like I wanted more time but I respected the
fact that you don't need that much time to really get it across so love hate relationship.
Thank you for sharing that. I think that that tension is 90 seconds is an eternity in broadcast
television but man it's hard to get ya know concise enough for it to feel like it's a
coherent and well reasoned response. On the flipgrid? Well I was just gonna say too I
think that's one of the things that I do like about it because like
you
know
when
I first started on Facebook I read everyone's post and kept going and going
and going
and
now twitter