A Response to Carr's "Is Google Making us Stupid?" and Ulmer's "Introduction: Electracy"

Nicholas Carr’s article “Is Google Making us Stupid” illustrates a somewhat skeptical view of progressing technology.  As a student who never experienced a time of encyclopedias or library card catalogs, the article resonated of particular interest for me.  When I was five, my family purchased a computer – I played games on it, typed stories, used Paint.  As time and technology progressed, so did my expertise – I graduated into a world of laptop computers, followed by cell phone which are essentially miniature computers and can even make phone calls.

Yet the article presented several points that are essentially, undeniable – at least for me.  Cage’s description of Bruce Friedman, who now has trouble reading long passages such as War and Peace, is a perfectly logical exhibition of my own experiences.  Even as I was reading this article, I was tempted to skim the “less important” parts in order to absorb the information more quickly.  What does that say about me?  Does this mean then, that I am the perfect example, product, and affected candidate Cage is describing?

I also appreciated the section of the article that correlated changing technology to the way we describe our minds’ processes, particularly the example of how previously we described our minds as “working like clockwork,” whereas now we describe our minds as “working like computers” (Cage 2008).  This is another direct example of how deeply changing technology has affected society – it has even changed the way we describe our minds.

In Ulmer’s “Introduction: Electracy,” there were two aspects that stood out significantly to me.  The first was an aspect of the plain and simple definition of electracy – that it is partly technological but also partly institutional.  I have always thought of the changes in technology to be solely technological, but this definition alone made clear to me that of course, the reason behind changes in technology lies in the desire of the public; the public’s desire to adopt changes and progression.

I also appreciated a question within the article, which asked, “What is the skill set that someday may be assumed of electrate people native to an Internet institution?”  I would like to further that question by making it personal – what changes will be expected of me in the later years of my lifetime?  I think of my parents, who have deemed themselves “hopelessly technologically challenged.”  It is strange to think that more than likely, I will one day become the older person who lectures the younger generation about the “good old days” when I had to use the Internet to do research.  But where will the progression go?  Is too much progression a negative thing?  Could all of this progression, which is happening so quickly, be causing laziness among us?  Could it be taking away our desire to research, to seek and to learn?

Mission Statement

The first time I remember being asked what I wanted to be when I grew up was when I was seven. 

The question fell under a section in my School Days memory book, a book I filled in annually with memories and details of each school year.  Although I did not wonder about the question at the time, as I reflect upon it now, I am astounded that a book would ask a child of seven what career goals she wanted to accomplish over a decade later.

Although my answer to that question when I was seven was “a nurse,” by time I filled in the second grade year of my School Days book, I had laid out for myself the same dream that I have today.  I wanted, and still want, to be a journalist.

Now, I am a third-year Communications Studies major at Furman University, with plans to work at a major magazine after I graduate – preferably as a columnist at Good Housekeeping.  I am still fascinated by stories, perspectives, and retellings, just as I was a seven year old.  I still love to read and even to be read to.  My progression is now, I live and breathe words.  Now, I find intrinsic value in that every word in a language possesses its own distinct, articulate meaning.

It is my hope that my experience in Digital Communication this semester will afford me the opportunity to broaden my understanding of digital journalism.  Although I have always seen myself as a print journalist, I am faced with the undeniable truth that the field of journalism is rapidly changing.  New ideas are constantly emerging, and I hope to be prepared to not only face these changes and new way of thinking, but to embrace them.  I believe this class will teach me these emerging techniques and ideas with regard to not only words, but photos and videos as well, and that it will prepare me to enter my field as a capable journalist, with a thorough understanding of the different forms of digital communication.

The topic I hope to explore throughout this class will be focused on the digital communication engaged by the Furman University Admissions Office.  I am an Admissions Ambassador at Furman, and also serve as a member of the Admission Ambassador Executive Board, so I am particularly interested in investigating the techniques employed by Furman Admissions to attract prospective students to the university.  It will also be helpful to the Admissions Office to see if its employees are engaging all the technological resources that are available.  My research will allow me to either confirm the status of the Admissions Office with regard to its technological engagement as satisfactory, or present me with the opportunity to aid the office in further developing its technology.