Open with Intention: Digital Diligence at the Moment of Connection

Everytime we touch a device (or activate it with our voice), we do so with the goal of doing something. Maybe it is to look up information. Maybe it is to play a game. Maybe it is to buy something. Maybe it is a combination of these three common uses, and one leads to another in unexpected ways (and, without hardly a thought having gone into it, we wind up with another digital download charged to our accounts or a package that ends up on our doorsteps).

These brief examples, for me, are indicative of what we can do when we approach our interactions with technology — and with one another — from a stance of digital diligence. In addition to opening up our screens with a purpose (which can, to be clear, be for entertainment, if that is indeed our choice at the time given where we are at in our school or work day), we also need to think about what it means to approach with a stance of creating and connecting, not just consuming.

For instance, in thinking about how I interact with my own devices (and invite students to consider what they are doing with their), I wonder: how can we question our own motivations as the screen lights up? While it becomes increasingly faster and faster for our screens to recognize us (from passwords to fingerprints to facial recognition), there is still a split second in which we can move away from a mindless act of accessing the device and, instead, to evaluate the decision that we are making.

One way to do this might be to look retrospectively at what we have done in the past as a way to predict what we might do in the future. With the advent of apps like Screentime, we can quickly see where our time is being used and, as we plan for the day or week ahead, we can look at past patterns and determine when and how particular apps have added value to our relationships, study, and work, and which ones have detracted from them. Assessing our usage of apps can give us insights about what we might want to click, or not, when we activate our phones. Making the choice to stay away from an app that sucks away our time, or clicking on a particularly tempting link, while difficult, is possible.

To be clear, this is not a new idea. As one example, we can look to Manoush Zomorodi’s Note to Self podcast, and the “Delete That App” part of the challenge. We can also look at ideas like Sally Kohn’s TED Talk, where she encourages us to fight the urge to click on clickbait. What I would like to do is extend these ideas as part of a lesson we can teach students, even those in elementary school and certainly those in middle and high school, and as a part of an English language arts curriculum.

In short, I would invite students to set a purpose for using the tech, in much the same way would would invite them to set a purpose for reading. This isn’t a perfect analogy, but it is something that I was thinking about as we look to the common strategy of purpose-setting. Just as we would ask students to use these questions in strategic ways when approaching a text, there are a few questions that we might ask as we approach a use of tech.

Setting a Purpose for Reading Setting a Purpose for Using an App (or Browsing the Web, Playing a Game, or Otherwise Using Tech)
What do you know about this topic?
  • What do you know about this app (website, game, etc)?
  • Have you experienced it before, or is it new to you?
What do you know about this genre?
  • What do you know about the way that this app (website, game, etc) functions?
  • How might it be similar to or different from other apps (websites, games, etc) that you already use?
What do you hope to understand/comprehend as a result of reading?
  • As a result of using this app (website, game, etc), what do you hope to have gained?
    • Is it primarily for entertainment? To learn a new skill? To provide more context/knowledge about a topic?
  • About how long do you plan to use this app (website, game, etc), and why is that an appropriate time frame?
  • How will you know that your experience using this all (website, game, etc) has been successful?
    • How will you feel? What will you come to think about in a new way?

 

Again, all of my thinking on these blog posts in the weeks ahead (as with all blogging, really!) are tentative. I would appreciate any and all feedback, helping me refine what I am sharing so I can translate that into substantive lessons for my book.

How might we be able to use these purpose-setting questions with students to help them open their screens with intention?


Photo by Le Buzz on Unsplash

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Teaching Digital Diligence: Writing My Way Toward (More) Intentional Technology Use in English Language Arts

As the change in calendar is likely to do for all of us during these first days of the new year, I am looking back (and ahead) at an unfulfilled goal from 2019, and thinking about what I need to do to get back on track with a book project that I first shouted out last July: Digital Diligence. My work on the book has stalled, and this semester affords me a bit more flexibility to write, so I begin here.

As I noted in that post last summer, I define digital diligence as an intentional and alert stance that individuals employ when using technology (apps, websites, software, and devices) for connected reading and digital writing, characterized by empathy, purpose, and persistence. This is clunky, and needs reworking. Yet, it is what I have for now, and it is the core argument of the book, which will be designed as a professional resource for teachers of English language arts.

I want to explore the idea that we, as teachers of literacy, need to interrogate the ways in which our students are using — and are being described by others, including the news media, as using — their devices. Or, to play on the common trope, we should consider the ways in which our technologies are using us and work to help our students push back against these models. The past few years have been dominated by stories of device addiction, a loss of privacy, and (continued) lack of thoughtful technology integration into teaching and learning. What I hope to do, then, is use this book project as a way to re-center the conversations about students’ uses of technology in a more proactive, purposeful manner.

For instance, we often see headlines about technology addiction and the negative influences that social media, smartphones, and gaming are having on our (and our students’ lives). Also, in preparing my materials for promotion, I revisited the 2017 supplement to Pediatrics, focusing on “Children, Adolescents and Screens: What We Know and What We Need To Learn,” in which I co-authored an article. The titles of the articles alone, in addition to the arguments made in them, are all still pertinent. Yet, they all tend to skew toward negative connotations and a fear-based approach to exploring the topic. Even a search on this New Year’s Day for “technology addiction” has yielded a number of recent articles, including a year-end NYTimes piece from Kara Swisher noting that “a lot of tech is still addictive, and digital hate will continue to travel halfway around the world before the truth gets out of bed.”

I don’t deny that these challenges are real (I face them myself, and with my own teenage children). Nor do I deny that there are significant problems with educational technology, as Audrey Watters’ summary of the past 10 years worth of failed ed tech shows us. There have been, are right now, and will continue to be many, many problems with all things related to ed tech.

Yet, I do want to push the conversation about how teachers teach with these technologies (as well as how students can create and learn with them) into a slightly different direction this year. Whether we say we are beginning the third decade of the twenty-first century or closing out the second decade, the simple fact is that we can’t ignore teaching a more active (and activist?) stance of digital citizenship/literacy in our schools. As noted above, a stance of digital diligence will continue to push our thinking, helping other educators become more aware of the ways in which we talk about and, in turn, teach toward a more robust view of educational technology in our classrooms.

Thus, to motivate myself to work on the project, to stay focused, and to gain insight from colleagues, I have decided that I must create and share a brief blog post about one key concept from the book each week for the next few weeks. I need to do this to stay on target with my writing, and I might as well share some of my thinking along the way in hopes that it can foster a broader conversation.

In talking with some colleagues over the holidays, I had thought about doing these as “live” video sessions on FB or YouTube, yet I know that my schedule is likely to remain busy in the weeks ahead and, instead, I will commit to a regular goal of producing one blog post per week, and seeking feedback. I will see how this works through January, and then move forward from there. 

To that end, this is entry one of this digital diligence web series. Nothing fancy here, just some initial thoughts on what I mean by “digital diligence” and how I hope to explore this concept more in the weeks and months ahead. I am always seeking feedback from colleagues, and if you are willing to try some of these ideas in your classroom and provide some feedback on what you and your students experienced when using the technologies and lessons, I would greatly appreciate it.


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Saturday Morning Sessions for NYSRA 2019

This morning, I am honored to facilitate a two-hour workshop at the New York State Reading Association’s annual conference, “Creating Your Digital Writing Workshop,” as well as a one-hour session, “Research Writing Rewired: Examining Multimedia Non-Fiction as a Mentor Text.”

Creating Your Digital Writing Workshop

Guiding Student Writers as They Work with Digital Tools” post on Middle Web

GDoc Handout (Force Copy)

During the first session, we will be delving into a number of digital writing tools such as blogs, digital stories, and infographics that can contribute to what you are already doing in your writing instruction as well as appeal to a new generation of students. In this interactive session, we will explore how new ways of thinking about well-established practices in the writing workshop—student choice and inquiry, conferring on writing, examining author’s craft, publishing writing, and broadening our understandings of assessment—can be updated for the digital age. Tools might include:

Research Writing Rewired: Examining Multimedia Non-Fiction as a Mentor Text

GDoc Handout (Force Copy)

In the second session, we will explore how, in our networked world, the research writing process that we once learned has become obsolete. 3×5 cards and outlines are giving way to bibliographic management tools and mind mapping software. Moreover, students are now able to engage in the research process by reading and evaluating the work of others while simultaneously using the technology in their pockets to do their own primary research. By exploring a Pulitzer Prize winning multimedia piece from the New York Times — “Snow Fall: The Avalanche at Tunnel Creek” — we will think critically and creatively about how students can combine media to create an informative, engaging work of non-fiction using tools such as Adobe Spark.

Also, we will draw from resources from my co-authored Corwin Literacy book, Research Writing Rewired, and the book’s companion site.


Photo by Lilly Rum on Unsplash

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Teaching and Learning (Digital) Literacy in Higher Education

This morning, I am honored to present for the College Reading Educators during one of their session at the New York State Reading Association’s annual conference. My talk will focus on the idea that, without question, learning continues to change in the twenty-first century. Higher education faculty have always valued the teaching of reading, writing, and thinking — and see that our very notion of what it means to be literate is evolving. How, then, do we enhance and extend traditional literacy practices in this digital age? This brief talk will provide some background on Dr. Hicks’ work as a teacher of digital writing, connected reading, and critical thinking for both undergraduate and graduate students, many of them pre- and in-service teachers, at Central Michigan University. Links from the presentation are embedded in the Google Slides and include the following:

Scholarship

Tools for Connected Reading, Digital Writing, and Disciplinary Thinking


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Summer 2019 Publications: RRQ and English Journal

While they both require individual or institutional subscriptions to read, I am pleased to share my two most recent co-authored publications:

Turner, K. H., Hicks, T., & Zucker, L. (Advance online publication). Connected Reading: A Framework for Understanding How Adolescents Encounter, Evaluate, and Engage With Texts in the Digital Age. Reading Research Quarterly, 0(0). https://doi.org/10.1002/rrq.271

From the Abstract

Since the emergence of the World Wide Web and e‐reading devices in the late 1990s and early 2000s, reading research has focused on issues of website credibility, search and navigation strategies, and the ability to comprehend text on‐screen as compared with in print. What has been missing, however, are data about the specific texts that adolescents are reading in these digital spaces, what devices they prefer, and the strategies that they employ… The authors propose a new framework of connected reading, a model of print and digital reading comprehension that conceptualizes readers’ interactions with digital texts through encountering (the ways in which readers seek or receive digital texts), evaluating (the ways in which readers make judgments about the usefulness of digital texts), and engaging (the ways in which readers interact with and share digital texts)…

Canady, F., & Hicks, T. (2019). Reconsidering Student Inquiry through Digital Narrative Nonfiction. English Journal, 108(6), 25–31.

As an alternative to the traditional research paper for an English 11 class, a digital narrative assignment positioned students as multimedia storytellers.

Thanks to my colleagues with whom I have collaborated on these pieces, and for everyone who has shared continued words of encourage and support upon seeing these new publications.


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Recap of #ILAChat from August 8, 2019

Earlier this month, I was invited to be a co-host of ILA’s chat, focused this month on the “dos and don’ts” in writing instruction. As a prelude to a Research Address at this fall’s annual ILA convention, the entire conversation was robust, and I am particularly appreciative of Dr. David Kirkland‘s erudite responses and questions.

As just one example, his response to the first question pointed out a stark truth:

https://platform.twitter.com/widgets.js

This resonates for so many reasons: personally, professionally, historically, institutionally. I appreciate his keen insights and the ways in which he continues to push my thinking about literacy and social justice. I very much look forward to hearing his message as part of the Research Address and, for the full archive of the chat, visit ILA’s post on Wakelet.


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Archived Webinar: “Multimodal Composition: Beyond Boring Nonfiction”

Earlier this summer, I was invited to collaborate with colleagues from the organization who runs Wonderopolis, the National Center for Families Learning, to co-lead a webinar with their Developmental Editor, Wendee Mullikin.

We discuss ways in which teachers can use Wonderopolis as engaging texts for their readers, pivoting into ways that these “wonders” can then become mentor texts for students as digital writers. To consider more of my thinking on this, please review my post from earlier this year for the Educator Collaborative blog, “From Wonder to Writing: Invite Students Into Inquiry Through Online Articles.”

The Vimeo link is now live – enjoy!

Wonderopolis: Multimodal Composition–Beyond Boring Nonfiction from NCFL on Vimeo.


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