Whatever happened to Colonel Mustard in the Library?

Put me on the ‘now what?’ boat too.  Echoing Megan, okay, so there are 36 principles I’m willing into buy into — traveling across generational, cultural, and academic bridges—how do I make them work for my students?  Low and behold, the bright-minded among us, Liz, created a pretty remarkable three-identity translation.  I strongly applaud her work and agree with all three.  Taking inspiration, if I may, want pivot ever so slightly…

In regards to the projective identity, another idea might be how do the other characters perceive Jane?  Despite Gee distinctly pointing out the difference, “Remember that the projective identity is the interface identity between one’s real world-identities and the virtual identity. The projective identity is the space in which the learner can transcend the limitations both of the virtual identity and the learner’s own real-world identity”, what happens if a virtual identity isn’t even a century away?  What happens when you want to keep students present and cognizant of that world’s rules? (63)  To me, I’d turn to the next best comparison, public versus private identity and discussing how authenticity appears there.

Perhaps its just because I’m on Dowtown Abbey withdrawals or Liz has me in the classical Jane Eyre mindset, but I can’t help but delineate Gee’s concept to Lady Mary.   For the non-PBS enthusiasts, this particular character doesn’t have a strong history of kindness.  Then, she gets married and has all these warm, wonderful, private moments with her husband—one of which specifically acknowledges the public v. private fact: I’m glad you think I’m nice, even though no one else does.

The virtual-world, for all books we discuss pre-1990, was a steep social, class hierarchy—how characters are selectively viewed out in society (as compared to online). Complications escalate when reputations precede characters, characters are/are not privy to such facts, how this all informs their identity/action, etc. etc.—abundant classroom discussions ensue.

And, if I can rewind to his first identity to comment on the following: “Of course, the students are not ‘real’ scientists and are not going to become real scientists any time soon” (55).  Extrapolating this idea to my composition classroom, I take large, hefty disagreement.  It would seem, ‘students as scientists’ is as lightly applied and removed as one’s hat.  I want students to become real (without quotations!) lifelong readers and writers.

While I am trying not to base Gee’s learning theory on my own limited experience, its hard not to travel down that slippery slope; Tetris, Mario Tennis, Donkey Kong, Mario Super Kart, or Sean White’s snowboarding game did not provide me  “learning, and learning in deep ways” (215).  Comparatively, I’d venture to say Clue, Monopoly, and the obvious Game of Life, provided a much deeper learning experience—but then again [playing my own devil’s advocate] aren’t video games today’s Hasbro equivalent?

One thought on “Whatever happened to Colonel Mustard in the Library?

  1. ssexton2

    What are your thoughts on the games on the IPad? I find the video games to be much different (where learning is concerned) than the games on the IPad. For example, playing a game of chess on the IPad seems to involve much more critical thinking/learning than a game of Mario Kart.

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