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Good afternoon.

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Hi, Prof. Daily, How are you?

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Good. How are you doing Dr. Fountain?

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Or is it okay if I call you Amy for this?

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You are welcome to call me Amy.

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Our linguistics community is,

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we just have this practice

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where we're extremely first[br]namey with each other.

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So I'm just most used to[br]be addressing that way,

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to being addressed that way.

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Excellent. All right,[br]I like calling you Amy.

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And you are welcome to call[br]me Diana or Prof. Daily,

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which is the students call me.

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And so, can you tell me a little bit

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about what you created,[br]I guess, chapter about

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for "Humans R Social Media?"

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Sure.

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So I am a linguist and we linguists

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are big fans of language.

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And that means that some of us

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are also big fans of languages.

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So one of the things that I'm[br]really, really interested in

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is the linguistic diversity around us,

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particularly that we find[br]in indigenous languages

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here in Arizona, but also elsewhere.

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So over the years, I've[br]gotten very interested as,

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I am a white lady, I am[br]not an indigenous person.

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But I got really interested[br]in indigenous languages

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because their structural[br]properties are super interesting.

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And in the process of[br]doing that, I met humans

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who speak them, imagine a world, right?

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And they, so I got interested[br]also in issues of equity

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around language use,[br]especially as that relates

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to the indigenous languages around us.

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So, here in Arizona, you might know

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there's 22 federally recognized[br]tribes, native nations,

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they're all sovereign nations.

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And each of those[br]nations has at least one,

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most of them have multiple[br]heritage languages.

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And these languages are spoken[br]by people here on campus.

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They're all living languages.

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A lot of us, white people[br]aren't aware of that.

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Outsiders aren't often aware of that.

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And the languages are so[br]cool and so beautiful.

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But they're just not represented online.

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And so, and I know some younger speakers

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who are working hard to bring[br]their heritage languages,

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indigenous languages[br]into the digital world,

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use them in social media and stuff.

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But they just face a lot[br]of structural barriers.

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And so I thought that would[br]be a really interesting thing,

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maybe to share more broadly[br]with students in your class

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where I'm assuming some students[br]will know about this a lot,

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because they're in that situation

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and others might really not[br]have experience with it.

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So that's what we'll discuss.

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And I'm really excited to do it.

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I'm very, very excited that[br]your work is in the book

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and that I get to know you[br]and talk to you about it.

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And is there a particular[br]moment in your background

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that made you more aware of languages

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in the world and their importance?

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So yes, there have been multiple ones,

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but I'll pick one key moment for me

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with respect to the indigenous[br]languages of Arizona.

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I did my PhD in linguistics[br]and anthropology,

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and my language of study was Navajo,

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which I had studied in the[br]classroom, but did not speak.

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And I worked with a peer[br]who was, I actually,

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I think he was an undergraduate[br]student here at the UofA,

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who was a heritage speaker,

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first language speaker of Navajo.

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And as I got to know him[br]better, brilliant young man,

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I learned about him that he was,

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had among his first[br]languages, Navajo, Hopi,

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Spanish and English.

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DIANA: Wow.

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And he is just a student.

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Like, I met him in a class[br]and he was just a nice guy.

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And I found out he spoke[br]and then we arranged a deal

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where we could help each[br]other out on things.

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And he helped me with my dissertation.

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And it was such an eye[br]opening experience to me

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thinking about the[br]richness that's right here.

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And at the same time I had[br]heard from friends and family

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and I was sort of raised in an environment

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where we always talked about[br]native American languages

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as though there was one[br]and it was called Indian,

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and as though it was gone.

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And I'm like, oh no, no, no,[br]this is really important,

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and he was really important.

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And so that was a big moment for me

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during and after the dissertation.

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That's amazing.

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And it really intersects[br]with our I Voices program,

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that is a program that we teach,

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it's a student media lab here,

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and the "Humans R Social Media" textbook

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does use some of the media[br]from the I Voices program

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including student voices.

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And one of the things that we base that on

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is this concept of funds of knowledge,

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this idea that students[br]come into our classrooms

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with really, really important[br]knowledge in their lives.

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And when they've used[br]technologies a lot in their lives,

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which generally they[br]have in this generation

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and upcoming generations,

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their knowledge around these technologies,

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the ways that they've used to work them,

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the cultural moments where they've learned

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how to navigate various things,

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whether it's racism online

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or learning how to use work[br]arounds or various things,

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all of this knowledge is super important.

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A lot of the times just their experiences

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with understanding what a[br]platform really means culturally,

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in a way that it would[br]never say explicitly.

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This knowledge is so[br]important for students

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to be able to have[br]recognized in a classroom

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is important knowledge.

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They don't walk in as[br]blank slates or canvases.

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And this is a really good[br]example language wise

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if you're coming in and you're learning

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all about the internet

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as though it includes[br]everything in the world,

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and you know that you[br]have this entire rich body

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of knowledge and[br]understandings and language

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that's not included on it,

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it is important to at[br]least have that recognized

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as a gap, and ideally as a gap

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that can maybe be filled[br]in by you as you grow up,

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that you can make that knowledge[br]part of this online world.

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And, anyway, this is a[br]really nice introduction

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for students to do that.

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And I appreciate you[br]ushering them through it

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and us through it.

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And we're looking forward to[br]the chapter and to seeing you.

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I'm looking forward to it as[br]well. Thank you very much.

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Thank you, Amy.

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I was about to stop the recording.

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I don't need to stop the recording.

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I just have to stop, so let me do that.