I. Welcome Back...and Announcements

• Feel free to look at the "#BlackLivesMatter in the Classroom" workshop that OSU graduate students will be doing at the end of the month if you are interested. The materials are located at one of the new top tabs.
• Next week, we will all read four chapters together of Spoken Soul (1, 6, 7, 8).  Then, we will divvy up the rest of the book for a "literature circles"-styled pedagogy. Here is what we need to divide up today: Chapter 2 (writers), Chapter 3 (preachers and pray-ers), Chapter 4 (comedians and actors), Chapter 5 (singers, toasters, and rappers), Chapter 9 (education), Chapter 10 (media), Chapter 11 (“Ebonics” humor), Chapter 12 (identity).
• Best wishes to Miriam who takes her Orals THIS FRIDAY!! 
  

 
II. Becoming Digital Griots: PART ONE (a writing activity)
Given the ubiquity of the "digitized academic," let's think of what it would mean to approach the digital work that is expected of academics differently. What it would mean for US to be digital griots?  What would we do? What would we create?  In classrooms?  In communities? In our scholarship?  Why?  How?
(your writing should have an implicit definition of digital griot)

III. Inkshedding Activity

IV. Discussion of Adam Banks's Digital Griots: PART TWO

1. We will do a re-mix here of the Believing and Doubting Game.  First, find a part of the text that made you rethink a position/writing style/classroom/language ideology. Explain what Banks says and what/why you are rethinking.  Be prepared to share this aloud.
   
2. Find a part of the text that you want to hear more about.  In other words, if Banks were here, what would you ask and/or say to him?  Explain that. Be prepared to share this aloud.
   

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IV. "Funk, Flight, and Freedom” - 2015 CCCC Chair Adam Banks’ Address

What does this address add to our knowledge and discussion of Digital Griots?

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V. LUANA'S HYPE: Spoken Soul
@5:55pm