GAMING LITERACY INTERVIEW ANALYSIS CLASS NOTES 10/15/13
Ch I wanted to talk a little, you talk about yourself as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use? Maybe not quite proper/ refering to an earlier conversation
B you know, what everyone else knows how to use, word, frontpage, powerpoint, excell, spreadsheet thingsprograms
Ch so it's interesting, games aren't really considered software are they? Ch guided the conversation
B they are – Agrees- reluctantly
Ch so you know lots of software points out B’s expertise
B yeah, but it's just games (laughing) games are no big deal
Ch so what kind of crossover did you find between learning the games and learning the software everyone needs to know? Obviously it wasn't real hard for you to learn, frontpage
B I think it's because I had ah, background exposure experience is how he learned programs
Ch what background? Asking B for elaboration/more information
B Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it. Everybody should know this…
More direct focus on literacy:
Ch that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program. And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications
B well like a lot of games, in the beginning, there's menus. You don't just start playing. There are menus, you get to customize your decal your spray, clothes, (laughing) It's not all playing the game it's a lot of process to prepare for it, there's like box, scripts, you practice it, and you're not playing with other people, you're just like fooling around. casual-just- minimizing/fooling around
Why does B want to minimize his accomplishment? Why doesn’t B want to connect his gaming expertise with literacy?
Ch OK so all those things - same kinds of processes, same kinds of moves - so navigating menus is something you learned from games that can carry over - anything else?
B I think that is the main thing, I can't connect a First person shooter with Microsoft word, that would be a real stretch= resistance (the hypothesis in this conversation is not a fit)
Ch how about file systems and gaming spaces?
B you know, you're right, (acknowledgement) because the game, the games are still software, and they're still files, so there are certain organization of a game that is different from regular files
Ch - so what's another thing - so playing those games when you were a little kid set you up to be able to disentangle that DOS system more easily than your stepfather, so what were you doing?
B like I was navigating through menus
Ch you got used to trial and error
B I wasn't being graded - there's no - all right man, let's pass this class you've got to
Ch so you're completely comfortable with messing it up and starting over.
B Oh yeah
Ch I think the print generation has a lot of hangups with that - what's something else
B there's a song by Natasha Ben ? I hear it on the radio - it goes like, she says in her song, that we're taught not to make mistakes, we really can't live that way
In this interview, the interviewer(Ch) and the interviewee (B), went back and forth with what seemed like a struggle to get information. Not until the end did it seem like a comfortable conversation, but then the interview notes end, so our analysis ends not knowing how the rest of the conversation went. B, the interviewee seemed to be in a casual, very nonchalant, mood when he gave his answers. The interviewer, Ch, was constantly probing him for information which seemed to do one of two things. B became confused on the elaboration Ch was giving, or simple B was uninterested in how technical his comments were becoming or with the entire interview itself, and he remained casual and minimal throughout. It also shows a different dynamic that is not always seen interviews. I think this is a good example of a case where the interviewer may have to think on their feet and really find questions to get information from their subject where as some interviews turn into successful conversations that flow between both people. There were also a lot of areas that gave away thoughts of B. He repeated certain words and phrases that tells the interviewer something.
Class notes:
- Repetitions
- Use of certain words
- “just” minimizes
- Like, and, um, ah
- Who holds the floor
- Who spoke more
- Who controls the conversation
- How do the questions/statements possibly influence the interviewee to say certain things- be careful not to do this!
- Interview discourse
o Being sure to stay with the right discourse/appropriate discourse for the conversation
o Should we move in and out of discourses
o Should the interviewer try to get the interviewee to see or say something by changing their discourse?
o Do prior relationships affect the interview?
§ Interviewee will hold back based on authority & different discourses will be used, and same goes for interviewer: different discourses/different tones will be used, there will be different features of communication based on authority/prior relationship between the two persons
o Game/techie discourse (B-student)
o Teacher discourse (Ch-authority/instructor)
Instructor is finding the connection
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