Featured videos: language, literacy, writing

Reading Together

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Author: Kassandra Bednarski

Multi-Modal Project

Multi-Modal Project

It’s funny because whenever I’m in class or talk to Kim/classmates and then leave class, I feel so confident in my multi-modal project and what I’ve learned thus far (no, but seriously, this has to be one of the most enlightening English classes I’ve taken [also the only one I’ve taken but still…]). And then, I get back to my apartment and start thinking about my project, and honestly? I don’t really like it and I don’t know if I have the creativity to pull it off or I guess, make it more creative. But really, what other option do I have?

So now you’re probably like… Just say your multi-modal project already!

Okay, okay, okay. I’m THINKING of doing a subset of spoken word pieces that kind of connect all of our readings and conversations together. Kim talked to me about “Ignite Talks” and more about blackout poetry and I have to say I’m really interested in all of that. I would take quotes from different pieces and add in my own analysis to create a bunch of small spoken word pieces and then potentially, I would “perform” them in video format. This idea really makes me nervous and I’m not entirely sure I like it, but I don’t know what else I could do. I’m wondering if it’s because I’m not creative (which is partially true) or because I’m not used to this much freedom in an assignment?

I was also thinking I could make kind of a family tree for all the authors and have their main quotes/points on there that show how all these readings are linked. We do similar projects in my multi-cultural sorority where we show the lineage of sisters, but I could do that with the authors we’ve read? I think I may like this idea better actually. I can see it in my head more, but I think the other one is more “multi-modal.” I don’t know. Help!

Michael Scott Multi-Modality Comprehension

Michael Scott Multi-Modality Comprehension

It’s funny because a majority of us start our blogs off by saying something along the lines of… “I don’t really know what to talk about, but…” or “I’m not entirely sure what this means, but…” But I really really DON’T KNOW. I’m sitting here on the fourth floor of the library slowly trying to make sense of multi-modality and Shipka’s piece, but I’m at a loss of words. And honestly, I’m hoping that the more words I type, the clearer my understanding and what I’m trying to convey becomes. Yeah?

…And I was typing that little confusing, circular (?) introduction, I couldn’t stop thinking about this little nugget: https://www.youtube.com/watch?v=UlKuohxl1so

So I’m gonna go out on a limb here and say multi-modality brings out my inner Michael Scott, and that I’m not the only one.

Part of me thinks multi-modality is such a “common sense” type of topic. Or, I don’t know. Maybe not entirely “common sense”, but I feel like once I watched the Kress videos, a light went off. I had one of those “AHA!” moments and everything he talked about–format, visuals, sounds, colors, texts–made sense. I think we’ve all inherently engaged in multi-modal components in either academia or any other literacy we engage in (and I would especially argue that we engage in more multi-modal components when we’re engaging in outside literacies and or things we don’t traditionally define as literacies). But, for whatever reason, we don’t teach multi-modality. I had never heard of multi-modality until this class. I’m a fourth year college student and this is the very first time I’m hearing about multi-modality? And, the only reason I’m learning about it is because I need this class for my TESOL certificate. So in this I see two divisions: one, teaching multi-modality to only those privileged enough to attend college (and that’s assuming every other university does in fact teach multi-modality) and two, teaching multi-modality to a select few in a select discipline(s). How radically different would our education system be if we not only taught what multi-modality is, but also incorporated those multi-modal components in classrooms? I think we would achieve a number of things through this incorporation, but two stick out to me the most: one, we would bridge the gap between students who learn in a more “traditional” sense and those who could and would achieve in a more inclusive, expansive (talking about literacies here!), and collaborative classroom (talking about the benefits of multi-modality here!)

Multi-modality isn’t just for the talented artists and creative minds out there. It’s literally an opportunity for each and every student to explore their interests, talents, and individuality in showcasing their understanding of any given topic. Multi-modality is inclusive, it’s expansive, it’s the new addition we need to our education system.

 

Image result for lightbulb moment

 

In another sense, I feel like I’ve only attained the surface level understanding of multi-modality. It’s so complex and yet so perfectly intertwined in every literacy. Right? I don’t know. How is multi-modality any different from expanding literacy practices and reading classroom literacies? What isn’t considered to be a multi-modal component? Okay, I’m starting to confuse myself again. No wonder studying multi-modality can be and is its own research area/emphasis!

 

Image result for lightbulb moment

 

I think something semi-worth noting here is that I felt mildly uncomfortable adding in the above images in my “sly” attempt at incorporating multi-modality. Is this because I don’t fully understand multi-modality or is it because I haven’t had enough practice in multi-modality to build up my confidence in it and explore its other components?

Welp. I really tried. I don’t know if I have a better understanding of multi-modality. A clearer one or a foggier one. I don’t know if it’s because I don’t fully understand multi-modality that I’m confused as to why people would be so against incorporating it into their classrooms or it’s because I’m not an English major? Is this common sense or am I minimizing it?

All in all, I am interested in pursuing this, especially as I hope to have my own TESOL classroom one day and want to make my curriculum as inclusive, achievable, and applicable as possible. I’m interested in applying all I’ve learned about expanding literacy practices (multiliteracy?), reading classroom literacy, and multi-modality (because really, aren’t they all intertwined and interdependent on each other?) into my classroom. Perhaps I’m just not up to date on the most radical educational shifts, but I hope that more and more teachers are empowered in these expansions of the classroom and curriculum to join me in creating that multi-modal classroom.

P.S. – I didn’t know how this fit but I’m really interested in the idea of modes. Specifically, how are TESOL classrooms affected by the idea that modes are socially created and accepted and thus, vary from culture to culture. Different cultures have different pools of knowledge, different signals… all dictated by daily cultural differences. Social environments influence the role multi-modality plays and also the modes that are used. And based on this, multi-modality can’t just encompass things like text, sounds, images, color, etc. It has to also include more personal anecdotes like experiences and cultural understanding.

  • ^^^ I think I have an idea for my multi-modal project? Diversity is really important to me. Inclusivity is also really important to me. And to be a bit more casual, but also serious: food is also really important to me. Would putting together a cookbook of different cultural dishes count as multi-modal? I could include images, colors, font changes… I mean, maybe it can be a digital cookbook type of thing? With sound? Or I can suggest songs to listen to for each dish to really experience the culture the food represents? This also speaks to the importance of experience and symbolism in multi-modality because at least in my family, cookbooks are sacred tales of culture and experiences passed down. They followed my family from Honduras to the United States (even with me to South Africa). They also follow the experiences of the women in my family from a time when traditional gender roles were more enforced to now. I don’t know. I got really excited thinking about this but I’m not entirely sure this would count as a multi-modal project? Let me know. I could be completely off track, as I tend to be.

 

 

Multi-modality ↑, Censorship ?

Multi-modality ↑, Censorship ?

There’s a lot of different directions I was thinking about going with for this blog post. I could have talked about all the different types of modes, the benefits to a multi-modal approach, my own experience in learning in an education system that doesn’t prioritize multi-modality, etc. So, I guess I sort of did all of that? I don’t know. I found this whole theme of multi-modality quite fascinating. As I was watching the videos and reading the text, I found myself going…. DUH! Of course! And it makes me wonder what separates my acceptance and intrigue in multi-modality from those who don’t think there are benefits to it (remember, I’m not an English major so I didn’t even realize these debates existed). I suppose I’ve tried to investigate that and really put my understanding of multi-modality out there.

To put it in simple terms, multi-modality is really just a multitude of ways of knowing and or learning something.

Here are some of the main lessons I learned from Kress’s videos and Baron’s text (Hey Kim, did you do that on purpose? Give us videos to watch and then a text to read that was filled with images as a connect to the multi-modal theme?):

  • Integrating multiple modes of communication can and does provide a transformation of the meaning one is trying to convey.
  • Integration of meaning-making systems (art, music, format, color, etc.) already exists, but we need to supplement that by integrating it better (also by accepting those aspects as forms of multi-modal communication) into our education system and curriculum for teachers to follow and empower students through.
  • Each mode depends on each other and influences each other. Together, they provide the ultimate understanding of meaning and opportunity for further analysis. Highest level of attainment, perhaps?
  • Whether or not people are aware of this, people practice multi-modal literacies every single day. It can either be intentional or spontaneous, happen naturally or randomly. And, because these interactions with multi-modal literacies are so inherent to everyday behavior, it should be integrated into the education system with ease.
    • My question is what is the barrier to integration?
    • Further down my blog post, I will use an example of a speech I used to show that I think multi-modality is often censored in society through social media, the news, etc. But, what I don’t understand, is why multi-modal integration is seen as non-traditional and given so much opposition? Multi-modal practices are already inherent in our education system, whether or not we choose to acknowledge them. What we should be doing is empowering students through these multi-modal approaches, which in turn is linked to expanding literacies and accessibility for everyone.
  • Why does our current education system focus on testing and writing as the only means to gauge students’ comprehension?  It’s a uni-modal system which inhibits children from interacting with and learning about other multi-modal systems that can help them in a variety of capacities, as well as encourage their success in other “non-traditional” areas.
    • #expandliteracypractices & #expandmultimodality
  • Multi-modal literacies expands the way in which we acquire information and concepts.
    • Being more of a visual learner versus a hands-on learner is one example of multi-modal learning we often use and know about… are we scared to define it as a form of multi-modal learning?
      • Using different formats & colors are forms of intentional multi-modality
        • Really, what isn’t a form of multi-modal communication? Similar to expanding our definition and what we consider a literacy, we need to accept all of the different, everyday forms of multi-modal systems so that we can better cater to all students’ learning.
        • This goes into the more “abstract” parts of literacies and comprehension
          • That doesn’t mean it isn’t important. Instead, I would argue it is one of the most important aspects as people unknowingly engage in the different multi-modal systems every single day and should be encouraged to use those natural interactions in those systems inside of the classroom, which for whatever reason, is seen as the only place learning can actually occur and come to fruition.

To be fair, I think small elements of multi-modality have been integrated in the education system. Things like PowerPoint presentations, bringing in relevant images, creative art projects, using music as a form of communication (I personally learned this in my 8 years in band), etc. But, as always, there’s so much more we can do. Plus, a lot of the time, students seek out multi-modal forms of communication by joining music groups, art organizations, etc. These multi-modal approaches should be integrated into the universal curriculum every student goes through and explained as a critical aspect of communication. Then, we can move towards an education system that accepts all forms of learning that makes both education accessible to every student, as well as every type of communicative talent.

 

LOS INTOCABLES  – ERIK RAVELO & DANIEL FERREIRA

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My second year on CSU Chico’s Speech & Debate team, I wrote a communication analysis on the art-photography project “Los Intocables” (translated to the untouchables) by Cuban artist Erik Ravelo and Brazilian artistic director Daniel Ferreira. Its aim was to raise awareness about the various issues plaguing the most innocent members of society across the globe: our children. The photos (shown above) simulate crucifixions of children from around the world, symbolically tied to their oppressors through no fault of their own. Ravelo and Ferreira highlight global present-day atrocities including pedophilia, school shootings, sex tourism, and war, calling for the need to protect our children. By depicting children in one of the most universally vulnerable poses of all time, they attempt to be the voice for those who cannot properly articulate their pain and who get caught in the crossfire of the adult-dominated world.

This art project was met with both positive and highly negative criticisms. For one, a writer at Complex Magazine praised the project by saying it was much needed and analyzing that “the children are crucified, in a sense, to each of their representative villains, their faces blurred, indicating a loss of identity. While the aggressors in the photos are against the wall in an almost criminal way, leaving their backs to the children, indicating a kind of disregard.” To which, Ravelo responds that this project is “a human installation. It’s art, it’s communication.” It’s clear that he meant to have his project as a form of activist art in order to inspire people to not only think about the atrocities suffered by children but also preserve and defend a right to to a safe and innocent childhood.

Obviously, when creating and publicizing a piece of effective activist art to communicate a point, there should be an emotional audience response to it. However, instead of focusing on the atrocities depicted, Facebook and other social media commenters took the opportunity to “complain about the images being pornographic”, as well as petitioning to have Ravelo’s artwork removed from Facebook. Specifically, an anonymous commenter claimed “this is not art… The more I look at this, the more ridiculous it becomes.” This shows our continued dependency on subjective determinations by individuals to decide what goes seen and unseen in public displays. And, arguably, this is only furthered on social media platforms and our continued integrated use of technology. Still, Ravelo was quoted as saying that he “still doesn’t understand why some people are mad at him , but they’re not mad about the problems.” His confusion stems from viewers being “offended by the photos but not by the problems” and his intention is not to offend, but instead, to make people think about a problem.” Is this because the audience feels negative emotions (such as guilt and rage) that they do not have a means to resolve or is it because they are willing to turn their backs (much like the oppressors in the photos) on serious problems in society such as systemic violence against children? I would argue that the true villains are those who would focus their efforts on getting Ravelo’s art removed from social media platforms rather than trying to make the world a safer place for children.

You can see similarities between Ravelo’s controversial art pieces and Banksy’s art pieces. Both attempt to communicate something to society, typically in the political and social realms. (Banksy is well-known for using satire as his means of communication). Yet, both artists are met with controversy and negative criticism. Why is that? This reminded me of the conversation we had in class about censorship and the idea of “free speech” and the like. And I really just don’t get it. Are we so used to being spoon-fed difficult topics of discussion? Are we so used to the media sugarcoating real life incidents? When we are so drawn away from the real meanings behind such multi-modal projects to the point that we attempt to dismiss them, we have a problem. We even see this theme of censorship in texts like The Adventures of Huckleberry Finn or To Kill a Mockingbird.

I DON’T FREAKING GET IT. 

I don’t exactly know why I decided to share portions of my communication analysis with y’all, but I guess I just saw it as another form of multi-modal learning. AND, an introduction to a question I’m constantly asking myself about censorship. I think censoring these kinds of forms of communication only takes away from our ability to comprehend and analyze difficult subjects.

 

So… I guess that’s where I’m at right now.

 

As a side note, I was thinking all weekend about being brave and sharing some of my own spoken word pieces, but…. I decided against it. Sorry. Perhaps I’ll be willing to share them for my multi-modal project (but that isn’t a guarantee). Instead, I’ll share my absolute favorite spoken word piece with y’all: https://www.youtube.com/watch?v=iz-vgDOjAck

 

P.S. – In case you didn’t notice, I was intentionally “multi-modal” in this blog post (using images, bold/italicized texts, format, a video, etc.)  :)

I feel like I’ve learned something…. so far?

I feel like I’ve learned something…. so far?

I have a confession.

I am one of those awful people who had a stereotypical view of English majors, and really, anyone who wanted to go into teaching. I’m sorry! I now consider myself somewhat educated on the matter  (I mean, I am pursuing my TESOL certificate now, in a semi-ironic twist) and will defend each and every one of you because I’ve learned so much from everyone in the class and… y’all are pulling me to the dark side.

I think I’ve mentioned before how Dr. Nandi ruined my life after I took her Sociology of Gangs class. And by that, what I really mean is that she opened my mind to a completely new way of thinking and complicated my already crumbling life plan. I no longer saw myself as an ambassador to a country, but instead, in the sociology field and even perhaps pursuing a masters in that discipline. So you can imagine my surprise when it happeed again. And I hope you take this as a compliment, Kim, because you have also ruined my life and contributed to my current path of confusion (but also excitement?).

Just like how we’ve talked about how certain teaching methodologies and content like the 5 paragraph essay contribute to a more robotic educational system that focuses on numbers instead of the individuality of students, I feel like I’ve had a bunch of robot professors. I never saw myself going into teaching because I assumed that that specific teaching style was an integral part of the profession. I never saw myself identify with a lot of the qualities and practices I saw my teachers engage in. And then…. I took Kim’s class in a seemingly random, yet perfectly planned scenario. I never saw myself in the TESOL program or seriously researching programs to teach english abroad until now. And I think the reason I’ve had such a big change of heart and really expanded what I know/how I think about things is because of the readings (isn’t that interesting? A lot of the times I feel like the academic reading I do is…. busy work or outdated, which was also a factor in our expanding literacies discussion, and yet here I am praising them). An important distinction, though, is the academic readings accompanied by Kim’s thoughtfulness in having an intentional discussion.

So, I guess this is where I’m at. I feel like I’ve learned so much about this discipline and really, how it cross-applies to so many others (and even just our daily life and how the education system has shaped any current educational behaviors we engage in now at the collegiate & post-grad level). I was hired this weekend as a judge for a national speech & debate competition in Sacramento and somehow, I found it relevant to have a debate with another coach about the fluidity (or lack of) and just general advantages/disadvantages of the 5 paragraph essay. We also talked about (of course!) expanding our definition of literacies, especially when empowering younger students who shy away from more traditional literacies, and the importance of creating/reading/analyzing classroom culture. It was actually really interesting because he then proceeded to (jokingly?) tell me to grade his 60+ papers and then tell him how I feel. And I guess I’m ignorant in that aspect of teaching (grading & just generally all the extra time required), but I don’t necessarily think it’s idealistic of me to want teachers (who are in positions of power relative to the enforcement of the education system) to see the bigger picture. To be advocates for students who otherwise would be engulfed by a “number hungry” system. To challenge failing expectations and standards of a system aimed at progressing education levels for all. To make sure what we learn in the classroom has some relevance to our outside lives and our future.

So… back to my paper, I really don’t know what to do. Someone mentioned in class (Alec?) that he was thinking of making his paper into a newspaper article, or even an entire newspaper. I personally really like this idea. While I think all of the articles we read tied into each other, there are inherent controversies in each. So, the newspaper format would allow me to have that connecting point, while separating individual arguments (if that makes sense?)

AND THEN. I started thinking about my own “teaching philosophy” (which is kinda funny because I was asked my “debating philosophy” this weekend and I just said I wanted a good debate. I wanted engagement with each argument and structure but I don’t have any limitations as to whether or not procedural arguments are off the table for me… which kinda reflects my teaching philosophy because I think I’m also quite liberal in that regard so as to not limit creativity and innovation). And in this, i started thinking about what my goals are and potential interests in regards to teaching are. I’m obviously in the TESOL program, which means I want to teach English abroad. However, I’m really focusing on how to move away from the idea that TESOL is a form of neocolonialism. While I think it is an aspect of teaching English abroad, it takes individual teachers to destroy that misconception and misuse. For instance, i wouldn’t want to work at a private school, because in my mind, it creates a wider divide in who (the privileged) has access to the resource (English). And, if we’re saying that English is supposed to be a universal tool that will empower everyone in the global world, everyone should have equal access to ESL learning. I’m another way, I would want to incorporate the cultural values and powerful stories of the students I am teaching. I don’t want to put myself on some higher level just because I know English. While English is a powerful tool, it does not dictate superiority. It is not more important than any other language or cultural diversity (this is something I’ll still playing with in my head).

Another potential opportunity I’ve been thinking about is teaching in prisons. To me, this would combine my newfound interest in teaching (both English and social studies) with my sociological/political background. In correlation with the reading, I thought about how we would create classroom culture in a non-traditional classroom setting. How we would break down educational stereotypes and empower those students who are in a much different atmosphere than the rest of society. I would love the opportunity to empower inmates who are unfortunately one of the most ignored/abused members of a marginzalied community. Education is powerful and to deny people that right is beyond me. So, I’m seriously considering this route and how I would apply each reading to that classroom setting. I also think these readings would go over well in that atmosphere because in a way, they are more progressive when thinking about expanding literacies and access to educational aspects. *Career possibility?!

OKAY. Back to the paper? I’m sorry this is all over the place, but as soon as you mentioned I could use this blog as my way of thinking through my paper…. I really just went with it.

AND HERE IT IS. My genius idea. Not really, but I’m pretty proud. Like I said before, I’m currently at a national speech and debate competition and I want to write my paper in a Lincoln-Douglas debate format (this is one of the events I used to compete in years ago). Basically, I would take the conversation I had with another speech &a debate coach and expand it. I would have an affirmative side (that focused on expanding literacies, being an abolitionist, not preferring the 5 paragraph essay, etc.) and a negative side (that focused on the current education system, loving the 5 paragraph essay, and maybe pushing more ENGLISH 130 classes… this is the side I would need more help on since I don’t necessarily agree with this side, so… if you have more resources for this, please let me know!). I would have each card/piece of evidence be sections from various readings and have advantages and disadvantages and rebuttals…. YES. God do I miss speech & debate. I think I’m going to create an LD case for my paper. It’ll have substance, it’ll examine both sides…. I love it. I’m excited. I hope you are too? I think I would have some sort of disclaimer or explanation at the beginning as to how LD is formatted so that way it’s easier to follow the arguments.

So, what do y’all think? Interesting? Fine?

I hope this blog wasn’t as chaotic and unstructured as I think it was (I’m kinda scared to go back and read back through it so I’m just gonna take a leap of faith and post it). BUT, thanks for allowing this blog to be my brain splatter because I’m now so much more confident going into the process of writing this paper…. or I mean, LD debate :)

 

#ExpandLiteracyPractices

#ExpandLiteracyPractices

Disclaimer: I really wanted to try to write this blog in the Schaffer format, but I started to get frustrated and continued to just put off the blog and I began feeling nostalgic (and not in a good way) about my high school English classes… Long story short: I’m ditching the Schaffer method while I still can.

I remember hating English class even though I loved to write. I hated writing literature papers even though I loved the books we read. It was a confusing time. I never really thought about the fact that it could be the way in which I was told to write that was the problem. I never realized how much of a…. (sorry Kim) dictatorship a lot of classes can be. And while that may be an extreme term, I think it really begs the questions of who is in control of what is taught, how we learn, and what’s accepted as learning or even growth. I think our education system is completely built on the attempt to find a formulaic answer for teaching, when in reality, that isn’t and can never be the case. And while that is broadly speaking… and I may have been motivated to write that after reading a news article about Secretary of Education Betsy DeVos and the continued eye rolling that followed… this sentiment can really be applied to the 5 paragraph essay. A lot of student individuality and creativity is drained by creating a formula they have to follow in writing. Now, I know there are supporters of the 5 paragraph essay and keeping some sort of outline in order to ease the stresses of writing. I get it. But, I disagree with how it is enforced, at least in my case. I had the majority of my teachers shove the 5 paragraph essay down my throat and it was really hard for me to see where each one of my sentences and opinions went in the outline they gave me (so much so that I often times took out a lot of my analysis). It wasn’t until my third or fourth year that I had a teacher that wanted my voice to shine through in the paper. She wanted more of my personal analysis, whether or not it fit in a given section of the outline. For years I felt like my voice was taken away or maybe just not prioritized in the writing I was doing. And, in this case, I hate the 5 paragraph essay format. I find it to be truly limiting (this includes the content of what’s written, the length, and the overall creativity and individuality of each student). However, even though I found this format to be basic and juvenile and…. at times, demeaning (is that too harsh?), I can see its basic pros. For students who for various reasons are lost when it comes to putting their ideas in some sort of paper/essay format, I can see how this method allows some organization and a building block for expanding their writing outside of this basic format. That being said, I hate how it’s taught right now. And I know there are exceptions to the rule where some professors will find creative outlets to engage in writing that isn’t as robotic (talking about you Kim!), but for the majority, the 5 paragraph essay, especially in middle school and high school, is seen as the one and only writing option. I actually just talked to my 12 year old sister yesterday via FaceTime and she told me how she hates her English class because she was to write this essay on a book and the teacher told her she wasn’t following the structure he laid out for her. And, she ended up telling me that it kind of ruined English for her because she doesn’t want to be writing papers like that for the rest of her life. And this is where I would say my heart broke a little bit. So, I summoned my inner-Kim and started talking about all the different kinds of writing she engages in on a daily basis without even realizing it (why is this my life now?!) and that the structure she is learning should only be a guideline. A guideline that teaches her about having a theme in her writing, about how to incorporate evidence and arguments and analysis, about how to have everything flow and be organized, etc. In other words, I may have encouraged her to rebel a little bit. I think it’s healthy and to be honest, I did the same thing and turned out fine (I think?). I just don’t want her to feel limited and constrained in the way I do when it comes to writing. And I don’t want her to be completely shocked when she comes to University and finds out that the years of being tormented about the 5 paragraph essay were for nothing because she’s all of a sudden allowed to express her opinions and is exposed to a variety of different writing techniques and usages.

As for expanding literacy practices… I’m learning that … It’s kinda like when I took English 4 AP Literature in high school and my professor, since the very beginning, said that he would in fact ruin all movies for us because we would start to analyze all the symbolism and dig deeper into every plot/character and see how the hero’s journey is oh so overused. I feel like that ever since I read Szwed and “Metaconcept.” I may be overexaggerating a little when I say I mention expanding literacies every day, but I swear I feel like I always bring it up in every class discussion we have and I constantly see how it would benefit me, my peers, and the students who utilize the ESL center.

P.S. – #expandliteracypractices is my new favorite hashtag and I may just have to create a twitter for the sole purpose of using it!