Viral Marketing & LuLaRoe

            “Viral marketing assumes consumers, not firms, have the most influence in the creation of brands. Increasingly marketers attempt to tap into fan culture to co-opt fans’ creativity for relatively inexpensive grassroots marketing campaigns.” (Varnelis, pg.62)

New Techniques

            One new technique being utilized within viral marketing is the shift of power through web based applications. The power is moving into the hands of “consumers” instead of the producers. Previously, companies used television advertisements, billboards, and printed media to market their products. In the past, companies would shoot a commercial with a certain “demographic” in mind and would also aim to portray a certain essence about their product. (Varnelis, pg. 62) In the digital age, consumers are able to share their real world experience with one another. So which opinion would be considered a more reliable source for consumers, the company focused on generating revenue, or everyday people that have actually used the product and can attest to the quality?

 The application of viral marketing is much cheaper than traditional practices. This can be handled several ways. Companies can create their own web content and monitor feedback from consumers, or consumers can be the ones generating content and writing reviews about a specific company and their products. The book mentions “networking technologies” such as “e-mail” and “MySpace” which is a bit comical as these items are barely scratching the surface of the new media available now. (Varnelis, pg. 63) The current media stream is virtually unlimited as the marketing campaign can be in the form of Twitter posts, Facebook posts, blog entries, YouTube videos, SnapChats, Vines, Instagram photos, memes and more. The best part about this type of marketing is that there are no set hours. Consumers are able to access this content whenever it is the most convenient for them.

LuLaRoe

            To explore viral marketing further, I would like to take a closer look at the clothing line LuLaRoe. LuLaRoe manufactures different styles of shirts, dresses, skirts, and their most popular item, leggings. LuLaRoe leggings have been nicknamed “butter” leggings do to how soft they are. These items are not your typical fashions, as the prints are extremely unique and only a certain number of items are produced in the same print. LuLaRoe is sold exclusively through consultants and items are not available in stores. While some face-to-face sales do occur the majority of sales transactions occur through social media, namely Facebook. This is a perfect example of viral marketing since the description “butter” was created by consumers and also piques the interest of other consumers. Fans of LuLaRoe are also bound together with posts, memes, and communication about how confident and comfortable they feel while wearing these items.

Issues with Viral Marketing

            One downside to viral marketing is the possibility of negative or false content being shared. Varnelis states that “In the world of the enginet, it seems that marketers are increasingly coming to resemble political spin doctors, carefully leaking disinformation to the press in order to advance an agenda, thwart detractors, and manipulate public opinion.” (Varnelis, pg.64) Since viral marketing is mostly web based, it is open to virtually anyone to be able to create content regarding any product. This includes negative content or any false claims. In the case of LuLaRoe, it would be easy to spread news that the leggings turn your legs green and give you hives and some consumers may believe it. This of course is not true in my experience, but the possibility of false accusations is always out there.

            In relation to Green’s theory there also may be difficulty within the cultural literacy practice with this example. Where there is inclusion, there is the possibility of exclusion. In this case, there is a very specific set of terms that consumers can make sense of from the “context.” (Green) LuLaRoe names its clothing items after people. For example, a “Randy” is a quarter length baseball style shirt, and a “Nicole” is a specific type of dress. If you weren’t used to this type of jargon you may be excluded from the LuLaRoe hype until you researched or heard about it from a consultant or friend.

Thoughts on the Reading

            This has been my favorite read so far since it allows for non-linear understanding. You don’t have to read in a specific chapter order to gain full comprehension. Instead, certain topics grab your attention and you can apply it to an experience that is already common.

Citation:

Varnelis, K.(Ed.).(2008). Networked Publics. Cambridge, Massachusetts: The MIT Press.

GREEN’s Three Dimensions of Literacy Diagram

Images from: lularoe.com & http://images.memes.com/meme/860260

Blame the Content, Not the Platform

Is reading Rich’s article “the intellectual equivalent of empty calories”? (Rich) Absolutely not. In the article, Literacy Debate: Online, R U Really Reading?, literacy practices are plentiful. As the advantages or disadvantages of online reading versus traditional reading are examined, the reader is fully engaged. This article entices the reader to comprehend and analyze the two different sides of the argument, develop their own thoughts, opinions, and biases and encourages a response. Just because this article is being read in an online platform, does not mean the content is somehow tainted or less than printed articles. It does not take away from the literacy experience in the least.

Multiliteracies

“Visual literacy, media literacy, critical literacy, computer literacy, and other types of literacies are brought together under this umbrella term to suggest the need to expand the concept of literacy beyond reading and writing print-based texts.” (Serafini, pg.26)

 As the article represents two very distinct viewpoints, one side of the debate claims that reading on the internet with its non-linear format has a negative impact on the development of literacy skills and comprehension. This viewpoint is severely outdated as is the purposely “R U” text speak in the title. Utilizing the internet is one of many platforms. The platform is defined as the place in which the information is accessed. There is an unlimited number of books, articles, journals, blogs, posts, and more that can be found and read online. These texts could be published by people of any age, demographic, or geographic location. Authors may be top scholars in their fields, while others may be people inclined to share their opinions. Many of these postings can be well written and do not contain shorthand text speak. The level of literacy relies solely on the content that is chosen and not on the internet platform.

 While the “traditionalists” encourage the use of offline printed books, they are overlooking the availability of these exact same literary works in an online platform. In the online form of reading, users are also able to extend their understanding further by seeking the viewpoints of others in a virtual setting or online forum. This also brings in a social element as they are learning from the perspectives of others. Perhaps they are even tapping into other forms of literacy as mentioned above by seeking out alternative forms or media regarding the topic they have been reading about such as images or videos. “Even those who are most concerned about the preservation of books acknowledge that children need a range of reading experiences.” (Rich) In this age of new media, we have already expanded the scope of literacy practices to include multiple “reading experiences” which extend far beyond printed text. (Rich)

Least Restrictive Reading

            “The Internet has created a new kind of reading, one that schools and society should not discount.” (Rich) Imagine being a student that has dyslexia. The teacher gives you a reading assignment and you open your hardcover printed book.  Upon opening the book, all of your focus goes to the font that is used since it is difficult to decipher. It becomes increasingly frustrating as you try to decode what is being said, you can only hope you are not called upon to read aloud. “Some children with dyslexia or other learning difficulties, like Hunter Gaudet, 16, of Somers, Conn., have found it far more comfortable to search and read online.” (Rich) If this book were provided in an online platform, it may be much easier for students with dyslexia to comprehend. In the online version, the reader may be able to adjust the font type, the size, as well as the spacing. This is something that cannot be done with a printed traditional text.

            The same concept can also apply to English as a second language students or any second language learners. If students were provided both print and online versions of a text, they may be able to choose what is the most comfortable for them. Students may have a deepened sense of understanding if they could quickly and easily translate words and phrases they don’t understand using an online translation tool. They may also find visual images or graphs to assist in their literacy development.

Mixed Media

            “Web proponents believe that strong readers on the Web may eventually surpass those who rely on books. Reading five Web sites, an op-ed article and a blog post or two, experts say, can be more enriching than reading one book.” (Rich) An online environment provides further dimension because it holds mixed media such as text, imagery, videos, and more. The emergence and development of the digital age has certainly brought about a new wave of learning and literacy. Literacy skills should be consistently practiced and developed on multiple platforms. “Some literacy experts say that reading itself should be redefined.” (Rich) Instead of pinning one type of platform versus the other, it is even more important to combine the two mediums both print and online for a well-rounded literacy approach.

Reading online is reading too.

Citation:

Rich, M. (2008). Literacy Debate: Online, R U Really Reading? Retrieved September 22, 2016, from http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all

Serafini, F. (n.d.). Reading the visual: An introduction to teaching multimodal literacy.

Reflective & Sociocultural Literacy

 "The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives"

 (Gillen and Barton, 2010, p. 9).

            When is the last time you have truly examined your own literacy practices? Reflecting on my daily routine, it seems that literacy practices have become almost second nature. Throughout the course of the day, I am immersed into a literacy rich environment. Emails are consistently filling my inbox, text messages both work related and personal are making my phone ping and buzz, social media accounts are filled with notifications, articles are posted, books are read, and it all feels normal. However, when these literacy activities are given “careful and sensitive attention” we can really tailor them to our personal growth and “learning lives”. (Gillen and Barton, 2010, p. 9). Agreeing with the above quote, I can identify examples of this in my own life. When reading articles or blogs and interacting with other users virtually, I am able to entertain new viewpoints that I never would have thought of. My fund of knowledge is also expanded when reading posts from people all over the world and interpreting these ideas anyway I see fit. In my professional setting, I was able to explore an online discussion forum about the best software programs to use in classrooms. The ideas, thoughts and opinions from others really helped me to narrow down the best software solution. New perspectives are shared, analyzed, and critiqued, and the benefit of this interaction in unlimited. Reviewing further, it seems that this type of practice incorporates all three dimensions of GREEN’s dimensions of literacy and technology. I realize that I am afforded the opportunity to utilize literacy as a social practice because my literacy needs and goals have been developed from a very young age and continue to develop further. Not all people are provided with this same opportunity.

“Recent emphases in literacy studies and literacy education include a recognition of sociocultural accounts and perspectives...” (Durrant)

            

Sociocultural backgrounds play a large role in literacy practices. If basic human needs are not being met, it would be very difficult to focus on building literacy skills. What if school was not an option at all because your family had to focus on survival? To parallel this idea, Lankshear and Knobel describe one level of literacy as “functional literacy”. They state “The essence of being functionally literate is that it compromises a minimal, survival-oriented (and hence, negative) and passive state…Furthermore, it compromises a passive state, since being able to survive, being able to cope effectively in one’s social or cultural setting, is a matter of understanding or following, not of commanding and leading.” (Lankshear and Knobel, 2011, p.7) As referenced in the text, this survival level of literacy can be a reality in Third World countries. While I prefer to see this as a starting point for increased literacy development instead of a “passive state”, it is clear that some of these countries may not have the resources to be able to focus on literacy skills. If resources do not allow for advanced literacy practices, perhaps cultural specific norms are developed as a “cultural dimension.” (GREEN) If a certain set of parameters are set between a cultural group, they may be most comfortable “using operational strategies to receive and transmit meaning”. (GREEN) Even so, how is a person supposed to take command to develop more advanced literacy skills if such a skill is not emphasized in their sociocultural background? This is where “literacy as a social practice” could also come into play. In many cultures, families, friends, and sometimes even full communities rely on each other for support. Some Third World countries may rely on this support solely through face to face interaction. If even one person in each sociocultural group could gain access to a higher level of literacy, they could utilize "literacy as a social practice" while building on any existing "cultural dimensions" of literacy.

           

Citation:

Durrant, Cal; Green, Bill. "Literacy and the new technologies in school education: Meeting the l(IT)eracy challenge?" The Free Library 01 June 2000. 15 September 2016 <http://www.thefreelibrary.com/literacy and the new technologies in school education: meeting the...-a063132991>.

Lankshear, Colin, and Michele Knobel. Literacies: Social, Cultural and Historical Perspectives. New York: Peter Lang, 2011. Print.

GREEN’s Three Dimensions of Literacy Diagram

Welcome

Hi Everyone,

  I am an Education Technology Specialist across several different schools. I'm really excited to get started in this degree program, and I look forward to applying these skills to the students and staff I serve. I'm happy to be working with all of you, and wish you all the best in your studies!