Language and Literacy
Learning in a Multimedia World
Carol Westby, PhD
Bilingual Multicultural Services
Albuquerque, NM 87106
[email protected]
Changing Technology
50 years after the printing press the number of books
produced were equal to the number produced by European
scribes in the preceding thousand years.
How does technology affect what we
need to learn and how we learn?
Types of Literacies
• Academic literacies:
– language literacy,
– mathematical literacy
– scientific literacy
• Visual literacy: The ability to understand and produce
visual messages.
• Computer literacy: The ability to use a computer and its
software to accomplish practical tasks.
• Media literacies/technology literacy: Literacies in digital
mediums; Internet, involving hypertext, multimedia and
electronic forms of communication.
• Cultural literacy: The ability to understand and appreciate
the similarities and differences in the customs, values,
and beliefs of one's own culture the cultures of others.
Aspects of multiliteracies related to
increasing text complexity
• Multimodal ways of making meaning where the
written word is part and parcel of visual, audio,
and spatial patterns
New London Group (1996). A pedagogy of multiliteracies: Designing social futures.
Harvard Educational Review, 66(1), 60-93.
Gee. J.P. (2007). What video games have to teach us about learning
and literacy. New York: Palgrave McMillan.
Shaffer, D.W. (2006). How computer games help children learn. New
York: Palgrave McMillan.
Bauerlein, M. (2009). The dumbest generation: How the digital age
stupifies young Americans and jeopardizes our future. New York:
Penguin.
Carr, N. (2010). What the internet is doing to our brains: The shallows.
W.W. Norton: New York.
BUT, in general computer usage has had little effect on
academic language and thinking skills.
Placing computers in the homes of low income
students resulted in poor reading scores
Vigdor, J.L., & Ladd, H.F. (2010). Scaling the digital divide: Home computer
technology and student achievement. http://www.nber.org/papers/w16078
Graphic novels
Can promote increased reading and motivation in
struggling readers.
Canadian Council on Learning. More than just funny books:
Comics and prose literacy for boys. http://www.cclcca.ca/CCL/Reports/LessonsinLearning/
LinL20100721Comics.html. Retrieved 10/13/2010.
Aspects of multiliteracies related to
increasing text complexity
• Increasing salience of cultural and linguistic
diversity characterized by local diversity and
global connectedness (grobalization/glocalization)
Variations in McDonald’s Menus
Uruguay
McHuevo
hamburger with egg
Hong Kong
burger between rice patties
Norway
McLaks (salmon & dill sauce)
• Glocalization of:
– Sesame Street
– Japanese manga comics
Globalization of Japanese Manga (comics)
Reading Japanese manga
1.
2.
3.
4.
Most manga is read from RIGHT TO
LEFT, not left to right. Speech
bubbles, words and sound effects
are also read from right to left.
Start at the back of the book
Read from right to left, then skip
down to the next column.
When the pictures span over two
pages, read all the way from the right
of one page to the far left of the next
page.
Cultural Variations in Discourse
•
•
•
•
Who tells stories
Functions and genres
Narrative/expository structure
Content and thematic emphasis
Discourse Organization
Asian
Southwest American Indian
Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language
Learning,16, 1-20.
Story Grammar
•
•
•
•
•
•
Setting:
– 1. Both mother and father dipladacus were afraid to leav the vally.
– 2. Mother dipladacus was afraid of the great tyranosoras rex.
Initiating event:
– 3. So one day little dipladacus wint to the rocks.
– 4. He didn’t have anething to do.
– 5. Then he began to thro rocks at the mowntons!
– 6. The big tyranasoras rex heard him!
– 7. He lomberd forward fild with rege!
Internal response:
– 8. He was frightened but he was brave.
– 9. He knew what to do!
Attempt:
– 10. He began to throw rocks at tyranosores rex!
– 11. He hadd no more rocks!
– 12. So he began to hit tryranosores rex with trees!
Consequence:
– 13. Tryranosores rex fell into the water!
Ending:
– 14. And dip was saved. (Westby, 1982, p.7)
Story Structure Emphasis
• Australian Arabic: detailed settings
• Australian Vietnamese: context and setting of story
• Thai: context of narratives; mental states of characters;
moral coda
• Japanese: limited goal structure; hence lack of attempts
and consequences; consist of initiating events and
resolutions
• American Indians: describe landscapes, walking; events
sequence, causality not a focus
• Australian Aborigine: description of “where, what, why”;
non-reliance on temporal ordering
Purves, A.C. (1988). Writing across languages and cultures: Issues in contrastive rhetoric.
Newbury Park, CA: Sage.
Worth, S., & Adair, J. (1972). Through Navajo eyes. Bloomington, IN: University of Indiana
Press.
Differences between Western and
Chinese Expository Style
• Where the topic is located
• How subsets of information are ordered
• Whether or not discourse cues make
explicit the hierarchy and relationships of
ideas
• Whether conclusions are drawn based on
the foregoing.
Chu, H-C. J., Swaffar, J., & Charney, D.H. (2002). Cultural representations of
rhetorical conventions: The effects of reading recall. TESOL Quarterly, 36(4), 511-541
Western Expository
There are three possible positions one can take about male
and female creativity. The first is that males are inherently
more creative in all fields. The second is that if it were not for
the greater appeal of creating and cherishing young human
beings, females would be as creative as males. If this were the
case, then if men were permitted the enjoyment women have
always had in rearing young children, male creativity might
be reduced also. (There is some indication in the United
States today that his is so.) The third possible position is that
certain forms of creativity are more congenial to one sex than
the other and that the creative acts will therefore come from
only one sex in a given field.
Chu, H-C. J., Swaffar, J., & Charney, D.H. (2002). Cultural representations of
rhetorical conventions: The effects of reading recall. TESOL Quarterly, 36(4), 511-541
Qi-Cheng-Zhuan-He
Chinese Expository Style
Of all kinds of flowers in the grass and on the trees of the world,
many are very lovely. Tao Yuan-ming in Chin Dynasty favors
chrysanthemum. Ever since the Lee and Tan Dynasties, worldly
people favor the peony. I favor the lotus because it grows out of
mud, but is not stained by mud and it is washed by the water and
does not appear sensual. It is straight, going without branches. The
farther the fragrance spreads, the more refreshing it is. Every
single bud stands out straight. It is best to appreciate it from a
distance but not to lay a hand on it.
I would say this. Chrysanthemum, the hermit of the flowers; peony
the opulent of the flows; lotus the gentleman of the flowers. Aye!
the love of chrysanthemum is scarcely heard since Tao Yuan-ming;
the love of lotus, who else but me? the love of peony, countless
people.
Narrative Dimensions
EuroAmerican
African
American
Spanish
American
Asian
American
Topic
single
maintenance experience
single
experience,
or
thematically
related
experiences
single or
multiple
experiences;
conversationfocused
narrative
multiple (2-3)
similar
experiences
in one
narrative
Event
sequencing
yes
yes
optional,
de-emphasized
optional,
de-emphasized
Referencing
Explicit style
preferred,
except by
some low SES
groups, who
prefer
implicit style
Explicit style
preferred,
except by
some low SES
groups, who
prefer
implicit style
Pronouns
sometimes
omitted
Implicit style
greatly
preferred by
all SES
groups;
omission of
pronouns
common
McCabe, A., & Bliss, L.S. (2003). Patterns of narrative discourse: A
multicultural lifespan approach. Boston: Allyn & Bacon.
Universal Narrative Content
• Villainy
• Lack/loss
• Trickery/deceit
Many things confuse him. Dick and Jane are two gussick (Eskimo word for
white person—derived from the Russian word cossack) children who play
together. Yet he knows that boys and girls do not play together and do not
share toys. They have a dog named Spot who comes indoors and does not
work. They have a father who leaves for some mysterious place called
“office” each day and never brings any food home with him. He drives a
machine called an automobile on a road called a street which has a policeman
on each corner. These policeman always smile, wear funny clothing and spend
their time helping children to cross the street. Why do these children need this
help? Dick and Jane’s mother spends a lot of time in the kitchen cooking a
strange food called “cookies” on a stove that has no flame in it.
But the most bewildering part is yet to come. One day they drive out to the
country which is a place where Dick and Jane’s grandparents are kept. They
do not live with the family and they are so glad to see Dick and Jane that one
is certain that they have been ostracized from the rest of the family for some
terrible reason. The old people live on something called a “farm,” which is a
place where many strange animals are kept—a peculiar beast called a “cow,”
some odd looking birds called “chickens” and a “horse” which looks like a
deformed moose.
Salisbury (1967) ..4-5
Anglo-Australians Retelling
Aboriginal Narratives
Recall type
Original
Example
Partial recall
My uncle was chasing a
kangaroo.
The uncle was chasing
something
Distortion/
Reinterpretation
An den my uncle
grabbed it [kangaroo]
and said ‘you stupid
kangaroo’ blew his head
off.
The uncle was sort of
yelling and telling off the
person who was driving
saying, ‘What did you
do?’
Addition
An he went right along
this water pond.
They were in a cave.
Omission
My uncle was chasing a
kangaroo.
No mention of uncle or
kangaroo
Sharifian, F., Rochecouste, J., & Malcolm, I.G. (2004). 'But it was all a bit confusing...':
Comprehending Aboriginal English texts. Language, Culture, and Curriculum, 17, 203226.
Interpreting Narrative Content
• Linear/sociological: Arab & Moroccan groups
– Sequentially related activities; focused on actions
of characters in terms of their roles in story, e.g.,
JR’s action in terms of son of Elly and Jock Ewing,
husband of Sue Ellen, and brother of Bobby.
• Segmented/psychological: American
– Focused on characters, their motivations, and their
interrelationships, e.g., causes and consequences
of personality of JR, explaining what made him so
competitive or Pam’s emotional responses
• Thematic/ideological: Russian
– Searched for theme or message, rather than
attending to specific actions or motivations, e.g.,
program reflects reality in America or is a
propaganda for the American way of life.
Liebes, T. (1988). Cultural differences in retelling of television fiction. Critical Studies in Mass
Communication, 5:4 277-292.
Story Starters
• Mother sends Michael to the store to buy meat for
supper. On the way home, Michael plays with friends
and some meat is eaten by a dog.
• As Peter and Frank walk to school, Frank throws
Peter’s cap into a tree.
• A teacher finds some money missing from her desk.
• Elizabeth interrupts homework by trying on mother’s
coat and gets ink on it.
• John and Bill are playing ball and break a neighbor’s
window, but no one see them do it.
Domino, G., Hannah, M. (1987). A comparative analysis of social values in
Chinese and American children. Journal of Cross-Cultural Psychology, 18, 58-77.
Wang, Q., & Leichtman, M.D. (2000). Same beginnings, different stories: A
comparison of American and Chinese children’s narrative. Child Development, 71,
1329-1346.
Story Content
Chinese children
American
children
Social
engagement
Moral
code
Concern
Authority
Aggression
Autonomous
orientation
Narrative
concreteness
Emotional
expressiveness
Wang, Q., & Leichtman, M.D. (2000). Same beginnings, different stories: A comparison of
American and Chinese children’s narrative. Child Development, 71, 1329-1346.
Comprehension of Wedding Passage
Americans
time
gist
elaborations
distortions
errors
Indians
American Indian
Passage
Passage
American Indian
Passage Passage
168.0
213.0
304.0
276.0
52.4
37.9
27.3
37.6
5.7
.1
.2
5.4
.1
7.6
5.5
.3
7.5
5.2
8.0
5.9
Steffensen, M.S., Joag-Dev, C., & Anderson, R.C. (1979). A cross-cultural perspective
on reading comprehension. Reading Research Quarterly, 1, 10-29
Idea Units of Contrasting Importance
American Passage
More important to Americans
More important to Indians
Then on Friday night they had
the rehearsal at the church and
the rehearsal dinner, which
lasted until almost midnight
She’ll be lucky if she can even
get her daughter married, the
way things are going.
All the attendants wore dresses
that were specially designed to
go with Pam’s.
Her mother wore yellow, which
looks great on her with her
bleached hair, and George’s
mother wore pale green.
Her mother wore yellow, which
looks great on her with her
bleached hair, and George’s
mother wore pale green.
Have you seen the diamond she
has? It must have cost George a
fortune because it’s almost two
carats.
Idea Units of Contrasting Importance
Indian Passage
More important to Americans
More important to Indians
Prema’s husband had to wear a
dhoti for that ceremony and for
Prema’s in-laws seem to be nice
enough people. They did not
There were only the usual
essential rituals: the curtain
Since they did not ask for any
dowry, Prema’s parents were a
the wedding the next day.
removal, the parents giving the
daughter away, walking seven
steps together, etc, and plenty of
smoke from the sacred fire.
create any problem in the
wedding, even though Prema’s
husband in their only son.
little worried about their asking
for scooter before the wedding,
but they didn’t ask for one.
There must have been about 500
Prema’s parents were very sad
people at the wedding feast. Since when she left.
only 50 people could be seated at
one time, it went on for a long
time
Raisel’s Riddle
What’s more precious than rubies, more lasting than gold?
What can never be traded, stolen, or sold?
What comes with great effort and takes time, but then,
Once yours, will serve you again and again.
Chameleon Readers
• If readers in the 21st century are to promote
dialogue and mutual understanding between
civilizations, they must be chameleon
readers.
• They must be able to comprehend texts
written by persons from the diverse cultures
throughout the world.
Power Distance
Dutch University (Low)
Malaysian University (High)
Emphasis on students, not
Focus on official university seal
leaders
Photos of faculty/administrative
leaders conferring degrees
Buildings
Menu provides information about
seal and leaders
Marcus, A., & Gould, E.W. (2000). Crosscurrents: Cultural dimensions and
global user-interface design
Swiss website (individualistic culture)
Wurtz, E. (2006). Intercultural communication on web sites: A cross-cultural
analysis of web sites from high-context cultures and low-context cultures.
Journal of Computer-Mediated Communication, 11, 274-299.
Indian Website (collective culture)
Wurtz, E. (2006). Intercultural communication on web sites: A crosscultural analysis of web sites from high-context cultures and low-context
cultures. Journal of Computer-Mediated Communication, 11, 274-299.
Individualism
Glacier Bay National Park
(individualistic)
Emphasis on visitor, his/her goals,
& possible actions in coming to the
park
Collectivism
Costa Rica
Downplays individual tourist
Slogan emphasizing national agenda
Goal of Multiliteracies
• To create the conditions or learning which
support the growth of persons comfortable
with themselves as well as flexible enough to
collaborate and negotiate with others who are
different from themselves in order to forge a
common interest.
Cope, Bill and Mary Kalantzis, ‘Multiliteracies: New Literacies, New
Learning’, forthcoming in Pedagogies: An International Journal.
Retrieved from: http://newlearningonline.com/~newlearn/
wpcontent/uploads/2009/03/springerhandbook.pdf
The What of Multiliteracies
• Available Designs: available structures/
grammars/genres
• Designing: what students do to interpret or
make meaning from the available designs.
• The Redesigned: the literacies students
produce.
– Students take Available Designs, interpret them,
and then transform them for their own purposes.
New London Group (1996). A Pedagogy of multiliteracies: Designing social
futures. Harvard Educational Review, 66, 60-92.
What Students Need to Know about
Available Designs
• Organizational structures and syntactic
patterns for narrative and expository texts
• Visual perspectives, page layouts,
• Meta-language to talk about the designs
What students need to know
about Designing
• Text mode: vocabulary/metaphor, syntax, genre structure
of oral/written narrative and expository texts
• Visual mode: still or moving image, sculpture, view, vista,
scene, perspective, page layouts, screen formats
• Audio mode: music, ambiant sounds, noises, alerts
• Gestural mode: body language, movements of the hands
and arms, expressions of the face, eye movements and
gaze, demeanors of the body, gait, clothing and fashion,
hair style, dance, ceremony and ritual.
• Spatial mode: proximity, spacing, layout, interpersonal
distance, territoriality, architecture/building, streetscape,
cityscape, landscape.
• And finally, the multimodal patterns that relate all the
modes of meaning to each other.
Cope, B., & Kalantzis, M. ‘Multiliteracies: New Literacies, New Learning’, forthcoming
in Pedagogies: An International Journal. Retrieved from:http://newlearningonline.com/
~newlearn/wpcontent/uploads/2009/03/springerhandbook.pdf
What Students Need to Know
about The Redesigned
• Must have the decoding strategies, vocabulary, and inferencing that
they need when engaged in reading of traditional printed texts
• How to locate information
– How to use a search engine and read the results from a
search
– How to locate information on a webpage and be able to
make inferences about where additional related information
may be located by selecting a link to find information on
another site.
• Be able to critically evaluate the information
– Is it accurate and reliable?
– How was it shaped by the person who created it?
– Does it meet their needs?
• Must be able to synthesize the information – creating an intertext by
integrating written and graphic information and considering the
page layout and choice of fonts as they do so
The How of Multiliteracies
Pedagogy
Situated practice or
experiences
• Learning activities
should initially be
grounded in
experiences that are
meaningful to students.
These activities can
relate to personal
experiences from
students’ lives in and
out of schools
Knowledge Processes
• Situated practice or
experiences
– Experiencing
• The Known
• The New
The How of Multiliteracies
Pedagogy
Overt instruction
• Educators and SLPs should explicitly
teach students the metalanguage to
talk about the Available Designs,
provide strategies to promote
comprehension of the various
multiliteracies (for Designing), and
scaffold students as they engage in
The Redesign or production of new
meanings
• Goal of overt instruction: to enable
learners to gain metacognitive
awareness of and control over what
they are learning.
Knowledge Processes
Overt instruction
• Conceptualizing
– By naming
– With theory
The How of Multiliteracies
Pedagogy
•
•
•
•
Critical framing or analyzing
Learners need to know that there is no
one universal truth in any text/graphic;
what is told, shown, or studied is
selective
Learners critically select appropriate
tools, texts and technology for a task
Learners recognize how social and
cultural context influence selection of
particular Applied Designs and how
these factors influence meaning making
in Designing
Students develop a critical stance so that
they interpret various texts, graphics, and
sound in relation to a context – who
developed this Applied Design; what
were they trying to do? why?
Knowledge Processes
• Analyzing
– Functionally
– Critically
The How of Multiliteracies
Pedagogy
Transformed practice or
applying
• Learners use what
they have learned
about Designs in new
ways and in new
situations
• They take a meaning
out of one context
and adapt it so that it
works somewhere
else
Knowledge Processes
Transformed practice
• Appropriately
• Creatively
Multiliteracy in a
Native American Curriculum
Situated Practice
Overt Instruction
•Share experiences about salmon
and canoes
•Participating in a canoe journey
•Watch video, “Shadow of the
Salmon”
•Tribal representatives share
indigenous perspectives on salmon
•Read/listen to stories related to
ecosystem of which salmon is a part
(e.g., Salmon Woman and Her
Children)
•Do KWL (what I know; what I want
to know: what I learned)
•Discuss values/beliefs/customs
depicted in video/stories
•Facilitate use of metalanguage to
make explicit text design elements
and comprehension strategies
•Discuss parts/structure of video
•Discuss how words/video depict
important concepts/ concerns
Inglebret, E., Brownfield, S., & CHiXapkaid (Pavel, D. M.). (2008). Elements of an
effective government-to-government relationship between a tribe and a school. In
CHiXapkaid (Pavel, D. M.), Banks-Joseph, S. R., Inglebret, E., McCubbin, L., Sievers, J.,
& Associates, From where the sun rises: Addressing the educational achievement of Native
Americans in Washington State (p. 123). Pullman, WA: Clearinghouse on Native Teaching
and Learning.
Multiliteracy in a
Native American Curriculum
Critical Framing
Transformed Practice
•Examine multiple perspectives of
natural resource management
practices developed to revitalize
salmon population
•Explore multiple websites
•Analyze multiple solutions for
saving salmon
•Compare Native and
Western scientific solutions
•Determine whether conclusions
of statistical studies reported in
media are reasonable
•Write a letter to editor of local
newspaper presenting persuasive
argument relation historical
events, such as treaties between
US government and American
Indian tribes, and the current
status of the salmon
•Apply scientific and Native
knowledge to develop a solution to
loss of salmon
Inglebret, E., Brownfield, S., & CHiXapkaid (Pavel, D. M.). (2008). Elements of an
effective government-to-government relationship between a tribe and a school. In
CHiXapkaid (Pavel, D. M.), Banks-Joseph, S. R., Inglebret, E., McCubbin, L., Sievers, J.,
& Associates, From where the sun rises: Addressing the educational achievement of Native
Americans in Washington State (p. 123). Pullman, WA: Clearinghouse on Native Teaching
and Learning.
The Multiliteracies Map
Function Dimension
Technical competence and
“how to” knowledge – how to
make it “work”
Meaning Making Dimension
Understanding how different
text types and technologies
operate in the world and how
they are used for our own and
others’ purposes.
Critical Dimension
Understanding that there is
no one universal truth in any
story and that what is told
and studied is selective
Transformative Dimension
Using what has been learned
in new ways and new
situations
University of South Australia & South Australia Department of Education and
Children’s Services (2004). Mapping multiliteracies: Children of the new
millennium.
Evaluating Students’ Multiliteracies Skills
• Functional user:
– Can the learner decode the necessary signs and
symbols?
– Can the learner use a range of tools: pen, paper,
camera, video, DVD, computer, software?
• Meaning maker:
– Does the learner understand the purpose of the
activity?
– What meanings is the learner creating?
• Does the learner understand the vocabulary,
syntactic patterns, and discourse structures
needed for comprehension of the material?
• Does the learner know how illustrators and movie
producers use perspectives, close-ups, distant
views, facial expressions, etc. to convey meaning?
– What prior knowledge does the learner bring to
the activity?
Evaluating Students’ Multiliteracies Skills
• Critical analyzer:
– Does the learner recognize the perspective of
different characters? Does the learner recognize
how these perspectives are influenced by
characters’ age, gender, experiences?
– Can the learner explain why might authors/
illustrators use pictures, language, or sound the
way they do?
• Transformer:
– Can students produce their own texts based on
what they have learned
– Do students apply what they have learned in other
contexts, both personal and academic
Critical Analyzing
O/I Chart for Into to “I Have a Dream” video
Observations
Inferences
Many, many people carrying signs.
Signs say “jobs now”, “we demand”
Singing “we shall overcome”
Street is completely full of people from
side to side and as far as can see
Most people are Black, some are
White.
Two rows of men, mostly Black, walking
slowly side-by-side, dressed in suits
Big white building with columns; statue
of Lincoln
Very tall, pointed building
Large, rectangular pool of water
between buildings
Black man speaking at the front of the
building
Several policemen around man who is
speaking
They’re protesting something they don’t
like – that’s why people march
sometimes
Black people aren’t getting the same
jobs as white people
People are going to change something
Looks like Washington DC
Police might be afraid about what so
many people would do
Probably Black leaders who want to
create a good impression
White people want to show their
support
Maybe they’re in Washington because
they want the president to listen to
them
Think Aloud
• Students read silently as teacher reads aloud. Teacher thinks
through trouble spots:
– Make predictions: “From the title I think this will be
about...”
– Describe the pictures you form in your head about the
information. “I have a picture of this scene in my head
and this is what it looks like....”
– Develop analogies: Show how to link prior knowledge
to new information in text. “This reminds me of....”
– Make inferences from pictures and words: I think
Stanley feels frustrated because…
– Demonstrate fix-up strategies: Show how to make
sense of the passage. “I’d better reread.” or “I’ll read
ahead and see if I can get some more information.
– After you complete reading and thinking aloud,
encourage students to add their own thoughts to
yours.
Critically Analyzing by
Questioning the Author
• Students begin to see the difference between
what the author says and inferring what the
author means
Narrative Queries
• How do things look for this character now?
• How does the author let you know that
something has changed?
• How has the author worked that out for us?
• Given what the author has already told us about
this character, what do you think he’s up to?
• How is the author making you feel right now
about these characters?
• What is the author telling us with conversation?
Multiliteracies Map
Functional User
Meaning Maker
o Students use search engines
o Students identify characters’
to locate information on
feelings to events, reasons for
automatons and George
the feelings, and what the
Melies
characters will do as a result
o Students download automaton
of those feelings
videos and the Melies movie, o Students engage in sentence
A Trip to the Moon
combining activities to build
comprehension and use of
connective words and
dependent clauses
o Clinicians and students use
“think alouds” as they look at
the pictures
Multiliteracies Map
Critical Analyzer
Transformer
o Students and clinicians
o Based on what they have
engage in discussions using
learned about strategies for
“Questioning the Author”
negotiations from students,
techniques to interpret what
practice (role-play)
the author is trying to tell
negotiations that they need in
them
social situations (e.g.,
o Students analyze the
negotiating with parent to
negotiations between the Old
borrow the car; negotiating
Man and Hugo over the
with peer what movie to go
notebook; and between Isabel
to)
and Hugo over access to the o Students build an automaton
notebook and information
(from a kit) and explain to
about the Old Man
others how they did this and
how the automaton works