From the book’s description on the Routledge page:
Don’t blame technology for poor student grammar; instead, use technology intentionally to reach students and actually improve their writing! In this practical book, bestselling authors Jeremy Hyler and Troy Hicks reveal how digital tools and social media – a natural part of students’ lives – can make grammar instruction more authentic, relevant, and effective in today’s world.
Teaching students to code switch and differentiate between formal and informal sentence styles
Using flipped lessons to teach the parts of speech and help students build their own grammar guides
Enlivening vocabulary instruction with student-produced video
Helping students master capitalization and punctuation in different digital contexts
Each chapter contains examples, screenshots, and instructions to help you implement the ideas. With the strategies in this book, you can empower students to become better writers with the tools they already love and use daily. Additional resources and links are available on the book’s companion wiki site: textingtoteaching.wikispaces.com
Additional resources related to the book can be found in the presentation that Jeremy and I have offered at a number of conferences as well as through the Oakland Schools webinar series.
My continued thanks to all the teachers who read and support my work, as well as to Jeremy for his passion, patience, and willingness to entertain countless hours of writing and revision!
The Marginal Syllabus team is part of the larger Hypothes.is Syllabi Project, which “leverages web annotation to collect primary source documents by theme and organize communal conversation of those documents.”
Here is a bit more from the Marginal Syllabus’s “About” page:
The Marginal Syllabus seeks to advance educator professional development about education in/equity through the use of participatory learning technologies. We are a dynamic, multi-stakeholder collaboration among:
Hypothesis, a non-profit organization building an open platform for discussion on the web
Aurora Public Schools in Aurora, CO, and in particular educators and administrators associated with the LEADing Techquity research-practice partnership
While this group will work together for one hour tomorrow night, I am looking forward to seeing how the conversations Dawn and I had while writing will come alive with the Hypothes.is annotations of other educators.
As a writer — both in the sense that I am a blogger and the author of texts for teachers — I am well aware of the fact that writing is never really “done,” it is just “due.” I am thankful that I have the opportunity to keep writing, keep sharing, keep updating. It is as important now as it has ever been.
When my colleague and co-author, Kristen Turner, and I were putting the finishing touches on our book, Argument in the Real World, last summer, we knew that the world would be experiencing digital arguments in many ways across the closing months of the US 2016 election cycle. However, we had no idea that “fake news” or “alternative facts” would become part of the Orwellian discourse. Over the past few months, the incredible team at Heinemann has been sharing a number of posts and videos related to the book:
Finally, here is a video in which I demonstrate how students can remix existing news content to analyze the implicit arguments presented in the news.
As teachers continue to work with their students to overcome the many challenges we continue to face with media literacy, we will continue to update the book’s wiki page and share more ideas. My hope is that this collection of resources is a good place to begin those difficult lessons and conversations.
During our workgroup meeting this morning, Maria Ranieri has asked us to engage in an analysis of our own social profile(s), and to reflect on our decision to engage in social scholarship.
For me, the choice to engage in social media began over a decade ago, while still in graduate school at MSU. The first entry for my blog was in 2006, at the NWP-sponsored Tech Matters advanced institute, and my first tweet was in May 2007 (also at an NWP-related event). In a sense, the growth of social scholarship in the past decade has mirrored my own journey. I’ve always lived in the world that leaned toward open-access, collaboration, and public engagement, and I have grown my network exponentially over my past 10 years at CMU.
Today, it was interesting for me to “Google” myself. I actually started with DuckDuckGo in order to get a (relatively) objective look at what “Troy Hicks” yields. Here is what I found, with my annotations. Interestingly enough, I am not in the “top 10” of Facebook profiles for “Troy Hicks,” and I actually think that is a good thing. I did click on the LinkedIn search, too, and I showed up second, FWIW.
Then, I did hop over to Google. Here is what the automated complete function showed with just “troy hicks” and the with a “troy hicks d” (because I wanted to see what would happen with digital writing).
Interestingly, the “brookings sd” is for a man, Troy Doyle Hicks, 52, of Brookings, SD, who died last November. As soon as the “d” was added after my name, however, it is interesting to see that the connections to “digital writing” as well as my books showed up. Not sure that I need to buy another domain name right now, but that was an option, too.
She concluded by having us ask one another about affordances and opportunities as well as constraints and challenges. There were many, many points made, but I will focus on one: my profile on Rate My Professor. I haven’t been on the site in years (I had only seen the 2008 post) and was interested to read the 2015 post about my ENG 514 class. I can reflect more on my experience of teaching that class, how I established timelines/provided feedback, and what I have changed since, but that is for another post.
The other point I want to make now was captured best by Jillian Belanger in a tweet:
Onward! Looking forward to my next steps as a social scholar.
Last year, when I first taught EDU 807, “Learning Tools in Education Technology,” one of my goals was to employ a wiki as a learning management system (LMS) so the doctoral students involved in the course could participate in a more open, collaborative form of social scholarship. I have long been an advocate of using wikis as an organizational space for my face-to-face classes and in professional development workshops, and it made sense to me that students involved in a doctoral program about educational technology tools would be able to adapt the wiki for their own uses as individuals and in small groups, and to collaborate in innovative ways.
One of the other elements of this course was that I asked students – both individually and in small groups – to regularly move across a variety of educational technology tools. For instance, we used at least a dozen different technologies including the wiki, Google Docs, VoiceThread, Vialogues, and (the now defunct) Zaption. There was also an attempt to integrate Twitter as a back channel conversation throughout the semester.
The ideal, however, met the reality of teaching an online course to busy professionals, and the struggle to move between spaces began to cause confusion and frustration. For all of us, the management of so many different tools was a challenge: Where are we discussing the readings this week? What is due next? Where is the link for that article?
My end-of-semester course evaluations reflected the types of concerns that students felt as they moved across so many tools in such quick succession. While they generally enjoyed and appreciated the course, it was clear that using the wiki in the way that I envisioned was one step too many, even for students in a doctoral program exploring ed tech. Sadly, our attempts to make use of the wiki on a regular basis quickly fell to the wayside. Also, as an instructor, I struggled to keep a balance with students turning in their work, providing feedback, updating the online gradebook in our normal LMS, Blackboard, and – on top of that – managing revisions and late assignments.
In short, my best efforts at using the wiki as an open, collaborative space for students to generate their own shared understandings of the course material and to create social scholarship became an unnecessary burden. In rethinking the course for this spring, then, I struggled to figure out how I would push back against the practices and discourses of the standard course management system while, at the same time, updating my course for this spring so as to avoid massive confusion on behalf of my students.
Hence, I am returning to our university’s LMS as the “hub” of our course activities. I struggle with this for a variety of reasons, not the least of which is the fact that I’m trying to teach doctoral students how to employ a variety of educational technology tools – building on collaborative, open source ethos – and yet I must return to an LMS that has a decidedly centered to the tool. I also struggle because I want students to know that social scholarship (openness, collaboration, messiness) does not always work on distinct the context of “taking” a course (modules, assignments, grades).
However, I will keep the idea of being “open” moving forward by asking students to blog on a regular basis, as well as to post additional course assignments as artifacts on their own digital portfolios. Also, we will use Twitter as a way to comment upon one another’s work, as well as to share ideas from other scholars.
I am not particularly pleased about having to give up on using a wiki, and yet at the same time I think by centralizing and streamlining many of the more mundane class activities in the LMS, I will be better able to help my students focus on broader goals of social scholarship and critically evaluating educational technologies. So, wish me luck as I reboot EDU 807 this semester!
One of my relaxing and still intellectually engaging tasks for this holiday break is to write a proposal for an honors course at CMU. Designed as a first-year seminar for freshman honors students to get them engaged in critical thinking, inquiry, and sustained writing practices, each seminar must tackle a major issue relevant to students’ lives. I am proposing a class entitled “Our Digital Selves: Building and Blending Our Personal, Professional, and Practical Digital Identities.” Here are the details, and I would definitely be interested in getting feedback from other educators about what topics, terminology, and technology I might explore with my students. If the proposal is accepted, I would teach the course in the fall of 2017.
Our Digital Selves: Building and Blending Our Personal, Professional, and Practical Digital Identities
Without question, we live, work, and play in a digital world. Though a divide still exists in terms of skills and access across demographics, it is reasonable to argue that the increasing ubiquity of mobile devices connected to the Internet as well as broadband in our homes, schools, libraries, and workplaces means that all of us – especially young people coming of age in the present moment – are now blending our personal, professional, and practical digital identities across multiple networks and with a variety of tools. However, the ability to upload a picture or post on one’s timeline does not, in and of itself, assure us each a place in digital segments of academia, the workplace, or civic life. In fact, a recent Rasmussen College survey showed that 37% of millennial students see the internet as “scary” and are not confident in their digital literacy skills. This first year seminar will challenge students to critically examine what it means to lead a digital life – personally and academically – and to rethink our understanding of what it means to be mindful, productive, and responsible users of technology.
This seminar would be designed with both face-to-face and hybrid components.
In the face-to-face sections of class, we would be engaged in small- and whole-group conversations about articles, chapters, books, videos, and other pieces of scholarship related to digital identity; we would also be examining case studies of digital literacy practices considering current professional standards (such as the ACRL Information Literacy Framework); and, ultimately, we would be producing students’ initial online portfolio using a social networking tool such as About.me or LinkedIn.
In the hybrid/online sections of class, we would be exploring a variety of digital tools to help students develop personal, professional, and academic skills including, for instance: shared document collaboration (Google Docs, Microsoft Office 365), bibliographic management (Zotero, Mendely, Endnote), presentation and publication (Infogr.am, Atavist, Adobe Creative Suite), and workplace communication (Slack, Yammer). We might also involve students from outside of CMU as part of our inquiry.
Across both the face-to-face and hybrid meetings, we would also be using our time to reflect upon the experience of being engaged in these various exercises with specific tools. In short, we would be metacognitive, critically thinking about our use of digital devices and social practices.
I welcome thoughts, comments, and questions… as well as knowing if anyone else with students from upper elementary school through graduate school would be interested in collaborating on this course to make it an open, immersive experience for everyone involved. If it gets accepted, I will put the call out there again in the spring, but I would be happy to hear from interested educators at any point.
Many thanks to Brooke Cunningham, creator of the LitBitpodcast and a doctoral student in the University of Tennessee PhD in young adult literature program, for inviting Kristen Turner and me to share our thoughts on Connected Reading with her listeners. Please listen to and share the episode!