Introducing Assessing Students’ Digital Writing

Assessing Students' Digital Writing: Protocols for Looking Closely. Edited by Troy Hicks. Co-Published by NWP and TCP.
Assessing Students’ Digital Writing: Protocols for Looking Closely. Edited by Troy Hicks. Co-Published by NWP and TCP.

By all measures, I am fortunate to work with so many incredible colleagues from the world of education, both K-12 and higher ed. Many times those collaborations happen in just a few hours, or a few says, and they then disappear.

However, sometimes they last for months or even years, and they transform into something much more powerful. Assessing Students’ Digital Writing: Protocols for Looking Closely is one such example of that powerful kind of collaboration.

Here is the book’s description:

Troy Hicks—a leader in the teaching of digital writing—collaborates with seven National Writing Project teacher-consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group’s work and recommendations for assessment of digital writing.

Screenshots of Students' Digital Writing
Screenshots of Students’ Digital Writing from NWP’s Digital Is Website

Moreover, each of the book’s chapters include online resources available at NWP’s Digital Is website. One note here is a huge shoutout to my friend and NWP colleague Christina Cantrill who has made the companion site on Digital Is a possibility. There are six different pieces in the collection, including:

My sincere hope is that the student work shared in this collection and online will spark dialogue amongst teachers about when, why, and how they can and should integrate digital writing into their classrooms. If you have questions, please let me know.


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Summer Institute, Stillness, and (Digital) Storytelling

Digital Storytelling on We Video
Digital Storytelling on We Video

We are in the middle of week three of our Chippewa River Writing Project’s Invitational Summer Institute, and I am sitting in the late afternoon calm of writing time.

At this moment, eight of the seventeen of us are here composing various pieces, including our digital stories. The rest are scattered around our building, or around campus, doing the same. Teacher writers who have found some time, space, and stillness to do meaningful work, both personally and professionally.

For me, it is digital storytelling — the recursive process of writing words, finding images, recording our voices, and repeating each of these steps over and over again — that makes for the most compelling type of writing that we do each summer. I am continually fascinated by the ways in which teachers work on this multimodal composing process.

Some begin with a hint of an idea for a story; others have a strong lead with a clear picture of the story they want to tell. Some begin with their own pictures, digital or digitized, and are able to easily form them into a timeline. Others are stumped, searching the web for countless images that will fit with their vision. Narration is scripted, recorded, revised, and re-recorded.

Joe Lambert, the Director of the Center for Digital Storytelling, offers some specific advice on this process in their Digital Storytelling Cookbook:

Finding and clarifying what a story is really about isn’t easy. It’s a journey in which a storyteller’s insight or wisdom can evolve, even revealing an unexpected outcome. Helping storytellers find and own their deepest insights is the part of the journey we enjoy the most. (10)

 

Digital Storytelling
Image by Casey Fyfe from Unsplash

We don’t often talk about how to gain insight from our writing processes, at least not in school. This is the joy and opportunity that we find in the summer institute.

Time.

Space.

Support.

All of these intangible elements combine to allow us to take risks, be creative, and open ourselves up to discovery. This is the space in which digital stories are born, are nourished, are revised, and, eventually, published and shared with the world.

This afternoon, we took some time to talk about revision, too, and it was interesting to hear how many of us talked about revising our digital pieces, especially our digital stories. Changing one word, just one small element of a script can result in an alteration of the entire timeline. The exact moment when a picture should appear, timed with our own voices or a sound effect, can make or break a digital story.

Digital storytelling, unlike any other form of writing, is a recursive process of discovery, a process that I continue to enjoy as a teacher, teacher educator, and storyteller myself. I look forward to sharing my next story soon.


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