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?
Exploring 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.
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.
Based on the book that I wrote with Kristen Hawley Turner, Argument in the Real World, one of the tools/strategies that I have been sharing in workshops this past year is the “MINDFUL” heuristic for readers and writers as they engage in academic arguments with, through, and about social media.
When we were wrapping up the book in early 2016, even before “fake news” and “alternative facts” became a phenomenon, Kristen and I designed this heuristic to fill in the gaps that we felt existing website evaluation checklists were missing.
In short, those checklists and other tools were created in the early days of the web when we – as educators and information consumers – generally placed the onus of responsibility on the creator for being accurate. This, of course, was a holdover from our view of the printed word having gone through extensive review and editing in order to be published. The power of books, periodicals, encyclopedias and similar sources came from the fact that they were curated by experts.
Yet, with the abundance of material emerging on the information superhighway, educators, especially librarians, knew that careful editing and peer review weren’t happening all the time. We needed to create a way for students to understand that some creators were thoughtful and accurate, while others were misleading or creating an outright hoax. So, we held those creators to task by engaging with such checklists as readers so we could bring a critical eye to what we were reading/viewing. We also encouraged students to never trust a blog, or Wikipedia, or other sources that were not well-vetted. (Of course, we have since changed our tune. A bit).
At any rate, website evaluation checklists worked okay, for a while at least.
However, this was before the vast majority of us became content creators in the Web 2.0 era. Blogs, wikis, and other forms of media were being created at a constant pace and, unfortunately, with different audiences, purposes, and degrees of veracity.
More recently, through social media, we are all creators, curators and circulators. Our roles as writers have changed. The role of the reader – as someone with agency and perspective in the online reading and writing process – also needed to take responsibility for the types of arguments being created and perpetuated.
What Kristen and I wanted to do, then, was to rethink this instructional strategy of website evaluation. We came from the stance of helping students –as both readers and writers of social media – to recognize that (borrowing from Lunsford, Ruszkiewicz, and Walters’ book title) everything is, indeed, an argument.
Retweets and likes are, despite the disclaimers, endorsements. And, by extension, arguments. The way that we see evidence presented in social media matters because it will inform our own stance, as well as the perspectives of others with whom we engage. We create arguments through the act of liking, retweeting, reblogging, or otherwise endorsing, let alone when we create our own updates, tweets, or blog posts.
Rethinking the traditional website evaluation tool meant that we need to consider the challenges that new media, new epistemologies, and new perspectives all bring. In other words, it was no longer enough to simply read the “about” page, do a WHOIS lookup, or even try to understand more about the language/discourse being used on the page/post.
We needed something different. Hence, MINDFUL.
We wanted to help teachers, in turn, help their students slow down just a bit – even a nano second before retweeting, or a few moments when crafting an entire post – and to think about how arguments in digital spaces are constructed, circulated, and perpetuated.
I think that MINDFUL is helpful in doing just that. Below, you will find slides that I have been using over the past few months as well as links to additional resources I discuss in the presentation.
Monitoring our own reading and writing means that we must be aware of and account for Confirmation Bias. Of course, helping students (and ourselves) to do that requires a number of strategies, which are outlined in the rest of the heuristic.
Identifying the claim means that we must separate the opinions that someone offers from the facts that may (or may not) support the claim. A refresher on Fact vs Opinion from Cub Reporters is a useful place to begin, even for adults.
Noting the type of evidence and how it supports the claim is useful. As a way to think through different types of evidence – In the claims they can support – it is worth taking a look at the Mathematica Policy Research Report “Understanding Types of Evidence: A Guide for Educators“
Focusing on the facts requires us to check and double check in the ways that researchers and journalists would. Despite claims to the contrary from those on the fringes, sites like Snopes, Politifact, and FactCheck are generally considered to be neutral and present evidence in an objective manner. Also, there are lots of objective datasets and reports from Pew Research.
Understanding the counterargument is more than just seeing someone else’s perspective and empathizing/disagreeing. We need to help students understand that arguments may not even be constructed on the same concept of information/evidence and in fact some of it could be one of the 7 Types of Mis- and Disinformation from First Draft News.
Finally, leveraging one’s own response is critical. Understanding the way that fake news and other propaganda is constructed and circulated will help us make sure that we do not fall into the same traps as writers WNYC’s On the Media provides a Breaking News Consumers Handbook for Fake News that is, of course, helpful for us as readers and viewers, but could also be a guide for what not to do as a writer.
My hope is that these websites/resources are helpful for teachers and students as they continue to be mindful readers and writers of social media.
This week, I head to Rhode Island for my second year as a faculty member in the Summer Institute in Digital Literacy in Providence. I’ve been fortunate to be part of the leadership team again, and I look forward to working with educators from a variety of contexts: K-12 teachers, librarians, higher education instructors, and more. One key portion of my work this week is to collaborate with Jill Castek (University of Arizona) to prepare a keynote session for Thursday morning, “Deepening Assessment, Digitally.”
My interests in deepening assessment have been, well, deep, for a number of years. In 2015, I published Assessing Students’ Digital Writing, a collection in which I had worked with seven National Writing Project colleagues to examine their students’ work through the use of protocols. Our discussions about their students’ work led to their individual chapters, and the collection as a whole reminds me that we can, with diligence and discernment, broaden the kinds of digital writing we ask students to do and, more importantly, the ways that we respond to their digital writing.
Since that time, I have become even more interested in how we can use various media (text, audio, and video) to respond to students’ work. Through many courses that I’ve taught, as well as presentations and workshops I’ve delivered, I’ve been meeting more and more teachers who are interested in providing, with technology, even more timely, specific, and goal-oriented feedback to their students. For instance, I am curious to know more about how we might carry on asynchronous conferences with our students using tools like Voxer or Kaizena, or how we might have students reflect on their own learning by creating screencasts in which they describe the decisions that they have made when crafting digital writing.
Thus, as I head into planning for my keynote this week, there are a few key questions driving the presentation that Jill and I will deliver.
How do you define “formative assessment?”
In what ways do we typically think about using technology for formative assessment?
How might we use technology to help students deepen meta-cognition and reflection?
We plan to have participants engage with these questions through some brief pre-writing, pair-share conversations, and by analyzing some examples of student work/reflection. For my part, I am returning to a video that my daughter and I recorded a few years ago, In it, Lexi reflects on a number of the choices that she made to craft a piece of digital writing. As I reconsider the video for this week, a few of the questions I want people to consider include:
In what ways could we prompt and encourage students to create screencasts like this in order to describe their decision-making process as digital writers? What, specifically, are the questions that we should ask of students so they can substantively engage in reflection?
If we are asking students to assess their own work in this way, how might we move beyond using rubrics as a way to provide feedback? What, specifically, would we as educators want to discuss/reply to in a student’s work at this level?
Ultimately, if we shift to deeper, more substantive assessment practices that utilize technology in new ways, what implications will this have for our curriculum and instruction as well?
There are, of course, quite a few days (very full, active days) that will assuredly cause me to think more about these questions and how to frame the talk for Thursday morning. Also, I will have time to talk with Jill, which I very much look forward to, and we will have new ideas to consider together.
Still, the core of the presentation will remain the same. Jill and I want to push participants’ thinking about both why and how they assess student work. In turn, we hope that the process will open up more opportunities for them to think about their own teaching, in their own context, and to take these types of questions and conversations back to their colleagues once the institute ends.
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.