So, many things to think about based on Friday’s workshops, but first and foremost a hearty thanks to the 15 teachers who led these “new literacies” workshops:
There are multiple thoughts, and layers of thought, that I have about the day. First and foremost, this group did an outstanding job of dealing with the technology that was dealt to them in the computer labs on campus. Not that the labs were bad, but that there were some glitches here and there and one computer froze completely on the digital storytelling presenters, causing them to lose most of a collaborative project they were producing. There were minor glitches in scheduling and the like, but overall the day went smoothly and I thank everyone for their flexibility and patience.
Second, I am happy to report that over 50 teachers attended the seven sets of workshops. Now, this may not sound like a large number, but the fact that these teachers had to pre-register and also attend the Bright Ideas conference on Saturday meant that they were committing to a full weekend of PD. Given that Bright Ideas only had 250 total pre-registered people, that means that 20% of them chose to come to this set of workshops. To me, that is amazing. Last summer, we struggled to get even five people in each of our sessions on technology (part of that was timing, I am sure), but to have 50 show up in one day was incredible.
Which leads me to my next thought — this was the culmination of many years of work for our Writing Project. Having been a Lead Site from NWP’s Technology Initiative for the past three years, we were looking to really put into action a professional development model from all that we had learned (one of the primary goals of the grant). Last spring, when all of the lead sites met in San Francisco, the research group that NWP hired to evaluate the Tech Initiative had said that the data from our sites pointed to the fact that doing professional development related to technology was “both different and harder” than the already difficult task of delivering literacy PD. So, to see seven workshops, five of which were run by our own TCs, come to fruition last week made for a great culmination of our work. Of course, now we need to market these workshops more directly to schools, but that is on the horizon.
Another interesting part of the workshops came in my discussions with Rick and Mitch about the one that they led on graphic novels. I had originally planned for them to be in a computer lab, hoping that they might introduce participants to a program like Comic Life or any number of online comic creators. For a variety of good reasons — mainly that they had more to do in three hours than they could have reasonably accomplished in two days of PD — they decided not to use the computers. As Rick and I talked about the “technology” components of these workshops, I had to keep reminding myself that the focus, as always, is on literacy.
Thus, the “New Literacies” being part of the title and, as Knobel and Lankshear would argue, part of the mindset that one must take when engaging in these practices, even if they aren’t necessarily digital. Renee and Angie shared this quote from a recent Knobel and Lanskshear article that I think sums it up well. The authors argue that there is a new mindset that we have to adopt in the post-industrial world, one that recognizes the influence of technology at a deeper level than to just say, as the first mindset does, that things have only become more “technologized”:
For us, new literacies are informed by the second mindset and reflect the kinds of assumptions and values that define this second mindset. They do not have to involve the use of digitalelectronic apparatuses such as computers or the Internet, although they mostly do. They must however, be imbued with the second mindset.
Discussing New Literacies
Michele Knobel, Colin Lankshear. Language Arts. Urbana: Sep 2006. Vol. 84, Iss. 1; p. 78 (9 pages)
Thus, as I think about Rick’s concern that I wanted them to use the computers despite all the ideas that they wanted to cover related to reading and writing comics, understanding visual literacy, and engaging reluctant students, I have to wonder how much we need to be talking about this new mindset first, technology second. Even with our best efforts to do so, I think that I may have been pushing the technology aspects of these workshops more than, perhaps, I should have. However, I think that everyone who presented (as I helped them prepare and talked to them during the day) did keep their attention on literacy practices. So, this is not to say that we did anything wrong, but more to say that we need to remain ever-conscious of how we frame these issues as we present more and more PD.
So, those are the thoughts for now. I hope more will come after I read some of the evaluations for the workshops and from any comments, questions, or ideas that come from all of you. Thanks to everyone who has written me about, helped facilitate, or actually attended these workshops. It was a great day, and I look forward to doing something like it again soon.