CFP: Better Practices: Experts and Emerging Instructors Explore How to Better Teach Writing in Online and Hybrid Spaces

those that teach high school students preparing for college, as well as those at two- and four-year institutions — continue to extend and adapt their teaching practices in a post-pandemic world, we know that there are still no “best” practices, yet we continue to get better. We want to learn from you! http://bit.ly/better-practices

Better Practices FlyerAs online literacy instructors — including those that teach high school students preparing for college, as well as those at two- and four-year institutions — continue to extend and adapt their teaching practices in a post-pandemic world, we know that there are still no “best” practices, yet we continue to get better. We want to learn from you!

In this edited collection, we invite co-authors to propose chapters that explore on-the-ground practices anchored in research and expertise in online writing instruction, delivered in formats that are easy to read and immediately applicable by new-and-aspiring online teachers. We ask that all contributors draw from the OLI principles as outlined by either GSOLE or CCCCs and are informed by at least one other guiding document of your choice that fits the theme of your chapter and your teaching context (e.g., CCCC Principles for the Postsecondary Teaching of Writing, NCTE Professional Knowledge for the Teaching of Writing, WPA/NCTE/NWP Framework for Success in Postsecondary Writing, ACRL Framework for Information Literacy for Higher Education, etc.). 

Each chapter within this digital publication will include course materials, accompanying text where authors narrate their experience and reflect on course content, and video interviews. Each chapter will be co-authored by an expert in online writing instruction specializing in the particular theoretical approach alongside a colleague teaching the approach for the first time. This parallel view offers readers expert knowledge of research-based practices as well as insights into the questions and challenges new instructors will encounter as they apply this approach for the first time.

Topics/themes to be explored could include: 

  • Ungrading/Contract grading
  • International/Global Contexts
  • Support for Multilingual Writers
  • Design and Accessibility 
  • Social Justice and Anti-Racism
  • Culturally Responsive Teaching
  • Reading/Literacy Support
  • WAC/WID Initiatives
  • Multimodal/Digital Composition
  • Bridge or Accelerated Learning
  • Or, other writing-related topics

Proposals, submitted via Google Form, should include the following:

  • Contact information for both co-authors (name, institutional affiliation, position, email)
  • The broad topic(s) or theme(s) of online literacy instruction better practice(s) that will be addressed in the chapter
  • Brief overview of theories/scholarship that inform your teaching and this practice (apx 250 words)
  • A description of your online teaching context and students (apx 250 words)
  • A description of the “better practice” and how you implement it (apx 250 words)

Proposals due May 31st with editors notifying authors by July 15, 2021.

Authors of accepted proposals will be invited to participate in an iterative, inquiry-driven process of chapter development throughout the fall of 2021. Instead of drafting chapters in isolation, the community of contributors will regularly meet to discuss practices, draft chapters, and give feedback. Attendance is, of course, voluntary, though highly encouraged. At the end of this process, authors should have a complete initial draft of their chapter. 

Please submit by entering the necessary information into this Google form.  

Please contact editors Amy Cicchino (atc0057@auburn.edu) and Troy Hicks (troy.hicks@cmich.edu) with any additional questions. PDF Version of Flyer

Resources from Moving Writers Forward: Using (Free) Dictation, Audio and Screencasting Technologies to Provide Feedback

Moving Writers Forward

Using (Free) Dictation, Audio and Screencasting Technologies to Provide Feedback

Webinar for CMU’s Center for Excellence in Teaching and Learning

When they are engaged in the writing process, students need timely, specific and goal-oriented feedback. During this workshop, we will briefly discuss research-based elements of successful writing instruction that focus on feedback. We will then explore how to make textual feedback more efficient with a comment bank and voice-to-text dictation, audio recordings and screencasts to efficiently provide feedback to our writers.

Photo by Sergey Zolkin on Unsplash
Photo by Sergey Zolkin on Unsplash

Resources to Try


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Renewing Revision – Teaching Targeted Peer Review – MRA 2018

Renewing Revision: Teaching Targeted Peer Review

2018 Michigan Reading Association Annual Conference

Saturday, March 17, 1:00 – 2:00 PM

Room 251 B

Resources to Try

Resources from MACUL (March 9, 2018)

Here, please find resources for my workshops at MACUL 2018 on March 9.


Friday, 10:00 – 11:30

Now I See It: Integrating Video Tools

Many districts are currently implementing BYOD and 1:1 models to support blended and online learning, often on different platforms and different devices. Because of this, video is coming to the forefront as a primary tool for teachers. Teachers are utilizing video for instruction, remediation, and assessment. They are creating their own videos, using others’ videos to provide content for students, and having students create their own video artifacts. Thinking about how to assess student learning of the content they watch – as well as content that they create – is critical, and teachers must be aware of tools that can support both formative and summative assessment. During this workshop, we will learn how to use a wide range of resources to create videos through screencasting and animation, provide feedback quickly and easily on videos, use video for assessment, and use video to create community and support discussions.

Still need other options? Search on AlternativeTo.

Special promotion sponsored by MyVRSpot.

Resources from MACUL (March 8, 2018)

Here, please find resources for my workshops at MACUL 2018 on March 8.


Thursday, 10:00 – 11:00

From Texting to Teaching: Grammar Instruction in a Digital Age

Studies about Grammar

Tech Tools for Future Use in the Classroom

Books by Troy and Jeremy

Other Links 

Additional Reading Resources


Thursday, 3:00 to 4:30

Renewing Revision: Teaching Targeted Peer Review

Resources to Try

Recording of “Exploring the Craft of Digital Writing, Grades 2–8”

Enjoy this archived recording of “Exploring the Craft of Digital Writing, Grades 2–8” with Dr. Troy Hicks and the Center for the Collaborative Classroom.

More and more, our students encounter a daily dose of digital texts, ranging from websites to social-media messages, from class assignments to YouTube videos. As they encounter these texts, what are the strategies that they need to be close, critical readers and viewers? Moreover, as students craft their own digital writing, what do they need to be able to do as writers, producers, and designers?

Resources from the Session

Additional Resources


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Wisconsin Education Chat – 1-23-18

dukygcxw0acjjfl

Tomorrow night — Tuesday, January 23rd from 8:00 to 9:00 CST — I will be facilitating the #WisEduChat with a focus on “Teaching Digital Writing.” Here are the questions we will explore over the hour:

  • Q1: Thinking about writing instruction in your classroom, what’s going well? What’s puzzling you? What do you want to try?
  • Q2: Now, let’s talk about digital writing. How would you define it? How does it compare to typical “schoolish” kinds of writing?
  • Q3: How does digital writing change our work with students?
    What changes with our curriculum, instruction, and assessment?
  • Q4: When assessing digital writing, what are we looking at? Process? Product? Quality of writing? Quality of digital workmanship?
  • Q5: What are some of the digital writing tools that you are using…
    or that you want to try?
  • Q6: What specific assignment ideas do you have in mind? What genres, audiences, and purposes (as well as tools) might you explore?

Also, I’m pleased to note that I will be in Wisconsin at least twice in the year ahead. This conversation via Twitter will be a good one to get things started!

  • Wisconsin Literacy Research Symposium in Appleton, WI, June 21-22, 2018
  • NWP Midwest Conference in Madison, WI, August 3-5, 2018

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Reflections on Participating in KQED’s “Finding and Evaluating Information”

Photo by Markus Spiske on Unsplash
Photo by Markus Spiske on Unsplash

Over the holiday break, I’ve participated in an open course for educators, “Finding & Evaluating Information,” sponsored by KQED. Though the course ended last week, many of the materials are still available online, including this GDoc that contains a list “greatest hits” (and resources) from all the participants.

Among the many lessons posted by other participants, I created my own, Ethical Photo Editing (Personal, Professional, and Journalistic) that is designed to help students understand the decision making they would need to make when representing images through digital media, depending on the context. Also, one of the participants pointed me to an article by Poynter, “Three ways to spot if an image has been manipulated,” which I found quite useful.

Another one of the activities, adapted from the New York Times Learning Network’s “Media Literacy Student Challenge | Explore Your Relationship With News,” asks you to

Do a personal 24- to 48-hour news audit in which you record all the news you get now, where it comes from, and how well it meets your needs and interests.

This short course reminded me of the power of experiential, inquiry-based learning. As I am redesigning a media literacy course for teacher candidates, I am thinking that one of these types of brief activities each week could be incredibly useful, so I will return to them again in the future.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Free Webinar on 1/23/18: Exploring the Craft of Digital Writing, Grades 2–8

1/23/2018 Webinar AdExploring the Craft of Digital Writing, Grades 2–8

A Complimentary Webinar with Dr. Troy Hicks and the Center for the Collaborative Classroom.

Join us for an hour of inspiration and learning with Dr. Troy Hicks as he leads us in an exploration of the craft of digital writing. More and more, our students encounter a daily dose of digital texts, ranging from websites to social-media messages, from class assignments to YouTube videos. As they encounter these texts, what are the strategies that they need to be close, critical readers and viewers? Moreover, as students craft their own digital writing, what do they need to be able to do as writers, producers, and designers? Join Dr. Troy Hicks as he shares insights about the craft of digital writing and its implications for our students, grades 2–8.

Date and Time

Tuesday, January 23, 2018
4:00–5:00 PM EST

Register Now!

This webinar is free but you must register to attend. To register, visit bit.ly/digitalwritingJan23

Questions?

Please contact events@collaborativeclassroom.org.

Please note: This webinar will be recorded. If you are unable to attend the live session, register to receive a link to the recorded webinar. The recording will be made available 5–7 business days after the live session.

Sponsored by Center for the Collaborative Classroom and the National Writing Project.

Reflections on Panel Discussion: The Current State of Ed Tech

Delia DeCourcy and I prepare for the panel discussion at Sylvan's owners' meeting.
Delia DeCourcy and I prepare for the panel discussion at Sylvan’s owners’ meeting.

Earlier this morning, I was invited to speak with my colleague Delia DeCourcy, Executive Director for Digital Teaching & Learning, Chatham County Schools, on an educational panel for Sylvan Learning during one of their annual owner meetings in Houston, TX.

The topic was the current state of educational technology, and I was able to share some insights and resources on the questions below. In particular, they are in the process of updating their Sylvan Sync digital learning platform, and they wanted to glean ideas about what they could be doing with this tool, in particular, as well as with broader initiatives related to digital literacy and citizenship.

In interest of full disclosure, please know that I was invited to speak at this event by Sylvan’s Vice President for Education, and my travel costs have been covered. I received no honorarium, nor do I have a financial interest in Sylvan Learning.

That said, here are some thoughts and resources.

Question 1 – How has ed tech changed the way students learn today?

On one level, we could say that learning is more personalized, that students can get immediate feedback through automated scoring, and that they are able to make better decisions about their own learning. We have many great technologies that will help — especially with some of the more mundane aspects of memorization and ensuring comprehension — and there are ways to use those, within reason, and for purposeful learning.

At a deeper level, however, I would encourage us to think about the approach to learning — and the assumption about what “good” learning is — that underlies these practices. What is it, exactly, that we are asking our students to do with technology, and asking the technology to do with and for our students? In this case, we need to look at the pedagogical assumptions underlying the tool, the website, the program.

As it relates to the way that many educational technologies are packaged, I would want us to think more about the ways in which we can use technology to help students do more than consume, to answer questions that fall on the lower levels of Bloom’s taxonomy. Instead, we need to teach them both how to be conscientious consumers of technology and media as well as how to be creative producers of their own products. They need opportunities to represent their learning in many ways, with many forms of media from the written word, to an audio recording, to recording themselves solving a problem with a digital whiteboard demonstration recorded as a screencast.

Question 2 – What is your experience with students as “digital natives”? Are there any assumptions that need to be rethought?

First, we should remember that the term “digital native,” used as shorthand to describe kids who have grown up with persistent and ubiquitous technology, was long ago dismissed by the ed tech community. There is a great article that pushed back on this phrase from both a cultural and intellectual standpoint.

That said, yes, that are quite a few assumptions that we need to consider who millennial students are, what they value, and how they learn. There are technical, social, and academic aspects.

From the technical standpoint, millennial may be on their devices all the time and have exceptional proficiency with a number of apps, websites, games, operating systems, and so forth, yet is safe to say that the vast majority of them still need explicit instruction with technology when we consider higher-level thinking, communication, and problem solving tasks. For instance, I seriously doubt that most students know how to use more than 10-20 basic features in a word processor, most of those having to do with font selection, size, and color. We talked about the use of Ctrl+F for find/replace as a basic tool, but also an opportunity for editing and revision.

We need to acknowledge the social context in which these texts are situated. If you are writing an academic paper for a college course, you better not use spaces to indent. You need to learn how to use tabs. If you are producing a flyer that will be distributed on social media, you better understand the effects of warm and cool colors on a reader/viewer.

So, there are many assumptions that need to be thought, including those that we — as adults and educators — have, including the fact that (though we may not know everything about technology) we do have many experiences as readers, writers, and thinkers that we can reference and build on as we teach students to be thoughtful, productive users of technology.

Question 3 – Has technology created a set of new fundamental skills? What are they? Whose role is it to make sure students have these skills?

Yes, technology has created a new set of fundamental skills, both technical ones (like how to use a device, install a program, and operate software) as well as social ones (such as being a good digital citizen who uses social media in a responsible manner, treats intellectual property in an ethical manner, and engages with technology in a critical, yet creative manner).

Depending on who you ask, that particular set of skills can be very granular — knowing how to keyboard efficiently, being able to operate XYZ program — or they can be quite broad like, as noted here, being a “good digital citizen” which includes many technical and social skills.

We all play a role in teaching students these skills. Of course, parents are their children’s first teachers, so modeling an effective approach to using technology across a variety of contexts, managing one’s own screen time, and setting expectations for children about their use of technology and media is important. Then, yes, the responsibility will fall squarely on the shoulders of educators, as it so often does for all other “wrap around” elements of our work in terms of emotional, financial, health, and other elements of a child’s whole self and education.

We discussed a few resources that could be helpful in this quest, including Common Sense Media’s incredible curriculum for digital citizenship.

Question 4 – What should our centers be doing to make sure we continue to support students with technology expectations of schools and ultimately the job market?

At a minimum, we should be teaching students how to evaluate their own uses of media and technology, to help them be metacognitive about the decisions they are making, both in and out of school. At the next level, I think that we should be teaching them how to explore, evaluate, and employ digital tools and information in creative, academically-appropriate ways. Then, we need to teach them how to collaborate effectively with one another, as well as with others (peers and adults) outside the walls of school.

Open Q & A with Audience

What advice would you give teachers who want to help students identify real news from fake?

As it happens, this is something that I have been working on quite a bit lately. That said, to be very concrete and concise, I will point out two resources, one a website and one a strategy:

What writing types/formats provide the best digital literacy practice for students prepping to enter college or the workforce?

First, let me begin by saying that, just as I would want for my own children, I want all kids to learn how to read and write, both with pencil and paper, as well as with smartphones and laptops. These are tools. So, let’s not confuse the tool with the task.

That said, I would also want for all children, including my own, the opportunity to write in many different genres, for a variety of audiences, and a whole continuum of purposes. So, we know from research on best practices that students need models, they need practice, and they need feedback. They need all of these things, all the time.

Check out Traci Gardner’s list from chapter 4 of her Designing Writing Assignments book:  “Defining New Tasks for Standard Writing Activities”

Is informal language (text speak) ever okay in school writing assignments?

Yes. Depending, of course, on the assignment.

For instance, in writing an essay on text speak, you would certainly want to include examples. If you were writing a story. Even in informal writing assignments (quick writes).

But, as has always been the case with grammar, when we get our writing to a point that it will be made (more) public, we want to make sure that we are using an appropriate tone, with appropriate vocabulary. Context matters.

We also tossed out a number of other ideas/tools in various parts of the conversation, including:

There are, I’m sure, more… but this is what I could recall from the conversation this morning. My hope is that the conversation was useful for those at the event, and that this round up is useful for my readers.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.