A Snapshot of My Daily Digital Reading Habits

In order to rethink my relationship with ed tech, I need to start by thinking about what my current relationship entails. My goal is to blog for about 30 minutes a day, so this creative constraint/daily deadline will keep me focused. For this week, I want to focus on how I read about educational technology (and, by extension, digital reading, new literacies, and other related topics). Of course, I try to stay on top of the normal news, too, and sneak in some pleasure reading from time to time. Yet, I am going to focus on the aspects of my daily patterns, mapping out an arc of what I do in a typical day in order to stay on top of ed tech news. In short, my reading patterns look like this:

  • Wake up/breakfast time: Quick scan of social networks, especially if I have been tagged, and to see what Nuzzel has automatically generated in my own daily newsletter (which is intertwined with my Twitter)
  • Daily triage of the inbox: here, I parse out email updates that I want (as compared to the countless promotions sent by the companies and services I use). There are three general genres of email updates that I pay particular attention to. While the amount of time I spend on any one of these items on any given day may be small, they each offer some insights that are useful and often having me clicking open anywhere from 2 or 3 to 8 or 10 new tabs for later reading.
  • I then usually attack the day’s email, which, for purposes of this series of blogs posts, I will not count as “reading,” since it is quite utilitarian.
  • Later in the day, depending on the academic work that I have at hand, I will do additional reading, returning to the tabs that I have opened and diving into Google Scholar or my library database. Sometimes those tabs stay open a long time. I’ll write through that problem more, too.

Over the next week, I will explore each of these sources in a bit more detail. I will also describe some reading strategies that I use, hearkening back to a series of posts that I did while Kristen Turner and I were working on our Connected Reading book (here, here, and in a six-part series: 1, 2, 3, 4, 5, and 6). I also want to make a concerted effort (as I have many times over the years) to get back into RSS reading, and to think about how I use Zotero to keep track of my reading. I am thinking that there must be a better way to do all this, and perhaps I can think through it with a concerted effort in January. And, with that, I have hit my 30 minutes(+). So, I will look forward to writing a bit more, later in the week, about how I am using these reading practices and what I may be able to do different in the year ahead to be more focused and efficient (at times), as well as more substantive and with intention (at other times).


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

Photo by freestocks.org on Unsplash

Preparing to “Build a Better Book”

As often happens in my professional life, earlier this year, I was invited to lead a session broadly related to teaching writing and digital literacy, specifically for middle school students. Unlike my previous experiences, however, this particular opportunity came from CMU’s Center for Excellence in STEM Education‘s partnership with the Build a Better Book Project. In short:

The Build a Better Book project, based at the University of Colorado Boulder, works with school and library Makerspaces to engage youth in the design and fabrication of accessible picture books and graphics… Through the Build a Better Book initiative, middle and high school youth develop technology skills and learn about STEM careers as they design and create accessible, multi-modal picture books, graphics and games that can be seen, touched and heard!

So, in this case, I was invited to lead a session on a topic that I had quite a bit of experience with (teaching character development in writing), but needed to think critically and creatively about how to present the idea, taking concerns about accessibility into account. And, as often is the case, I turned to my PLN for help.

Originally conceived as the “Tactile Picture Books Project” at the University of Colorado Boulder, I quickly discovered that another digital literacies scholar, Bridget Dalton, was part of the research team. Reaching out to her, she shared her scholarship about the project and the four core experiences for any tactile book workshop:

  1. “Introduction to the design task and audience”
  2. “[t]actile sensory immersion”
  3. “[t]eams’ making of tactile pages to retell a picture book” (and presentation of that book
  4. “[r}eflection on the experience.”

In the sense that students will already be immersed in the process, I’m fortunate that my lesson will come on the second day of a multi-day experience, focusing mostly on steps 3 and 4. They will have had some experience understanding the design task and the audience of visually impaired readers, as well as some tactile sensory immersion. When I see them on day two, my goal will be to help them think about ways that authors describe and develop characters in picture books. So, I am working on the retelling, but also the annotating. Taking what I learned from Margaret Price at DMAC earlier in the summer about annotations for accessibility, I will ask students to both write descriptions of the character as well as to use tactile materials for creating far, mid, and close-up representations.

The challenge, of course, is that helping them figure out how to create tactile books – as well as annotations – that accurately and creatively represent those characters.

Thus, I wanted to find a children’s picture book that – both literally through images as well as figuratively through language – “zooms in” on a character. I want them to write/create three different perspectives of the character – long shot, medium shot, and close up – both in writing and with crafting materials.

To that end, I again turned to my PLN to find an appropriate picture book, and Colby Sharp suggested Mother Bruce, by Ryan T. Higgins. His suggestion did not disappoint. Mother Bruce is perfect, with images of Bruce the bear from afar, from nearby, and in extreme close-up. Coupled with a flipped lesson from Aron Meyer on “Using the Zoom-In Strategy to Enhance Narrative Writing,” I will use a series of images from Mother Bruce to then have students think about descriptive words for illustrating characters in terms of shape, size, and proximity.

So, these slides represent my general thinking about how I will approach the lesson. We will look at the generic images, do a read-aloud of Mother Bruce, then look again at the images in the book more carefully, with a lens for both annotation and tacitly illustrating them:

Build a Better Book Lesson - Slide 1
Build a Better Book Lesson – Slide 1 (Images from Mollie Bugg)
Build a Better Book Lesson - Slide 2
Build a Better Book Lesson – Slide 2 (Images from Ryan T. Higgins)
Build a Better Book Lesson - Slide 3
Build a Better Book Lesson – Slide 3 (Resources adapted from Sight Word Games and Interesting Things for ESL Students)

So, the lesson focuses on the words…

  • What would a description of Bruce need to include when we “see” him from a distance? At a mid-range? Close up?
  • How can we use different words to describe shape, size, and proximity?

And the tactile elements…

  • What would his fur or nose feel like from far away? Close up?
  • What about the additional features of his body and face? Eyebrows? Snout?
  • How can we change shapes and texture to help the reader know that the image is a far shot, mid shot, or close up?

My goal will be to have them create the three tactile representations, as well as write the annotations for the tactile books as a way to supplement the readers’ experiences. Though we will probably not have time in my workshop to invite the students to audio record these annotations and connect them with Makey Makeys, that would be one extension that could make the text even more accessible, and is in line with the Build a Better Book pedagogy.

In sum, this is an interesting way to cap off a busy summer of professional learning. When the CMU STEM Ed Center invited me to do this work at the beginning of the summer, I had no idea what I would do. Yet, the challenge was given to me, and I kept thinking about the possibilities with each opportunity that I had to learn throughout the summer. I look forward to seeing how students responds to the lesson and, in turn, what they might do to more completely and complexly represent Bruce through both their annotations and tactile pages.


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

With Literacy and Learning for All (NWP Midwest)

With Literacy and Learning for All

As students move from novice to expert in various fields of study, they must become familiar with specialized vocabulary, patterns of thinking, and specific uses of language. More than just integrating reading and writing strategies across the curriculum, as effective teachers we must invite students from diverse backgrounds to become fluent in what are now being labeled as “disciplinary literacies,” the spaces where content knowledge, literacy skills, and critical thinking all connect. Bring your favorite device, because in this interactive keynote we will explore a variety of tools and ideas that can help our students learn how to read, write, and think like disciplinary experts in our own classrooms and beyond.

Resources

Activities

  1. See, Think, Wonder with Padlet Wall
  2. Frayer Model/ Definition Map
  3. “4Cs Activity” – Connections, Challenges, Concepts, Changes
  4. 4As Activity” – Assume, Agree, Argue, Aspire
    • Wonderopolis: “The excitement of learning that comes from curiosity and wonder is undeniable, and Wonderopolis helps create learning moments in everyday life…”
    • Tween Tribune: “… a free online educational service offered by the Smithsonian for use by K-12 grade Teachers and students…”
    • Examples
  5.  Lightning Round

Photo by rawpixel on Unsplash

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

Ramping Up Revision – ISTE 2018

RESOURCES TO TRY


Photo by Štefan Štefančík on Unsplash

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

2018 Wisconsin Literacy Research Symposium

Digital Writing, Digital Teaching

“Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.” ~ ACRL


Photo by J. Kelly Brito on Unsplash

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

The Next Decade of Digital Writing

Cover from Voices from the Middle (Vol. 25, No. 4, May 2018). Courtesy of NCTE.
Cover from Voices from the Middle (Vol. 25, No. 4, May 2018). Courtesy of NCTE.

With the support of Sara Kajder and Shelbie Witte, I am pleased to share that I recently published a “Leading the Call” article from  Voices From the Middle, “The next decade of digital writing.”

Through NCTE, they have made it available through open access, and here is the abstract:

The author, a leader in bringing digital tools into the writing workshop and writing classroom, discusses how the use of digital tools in the classroom has evolved in the first decade of this century, especially in the writing workshop. He examines ways several ELA teachers are using specific tools to assist with literacy learning in the classroom right now and makes some recommendations regarding the future of digital writing instruction.

Read more here: Hicks, T. (2018). The next decade of digital writing. Voices From the Middle, 25(4), 9–14.


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

Prepping for DMAC 2018

Photo by Christopher Gower on UnsplashToday, I made my way to Columbus in preparation for the Digital Media and Composition Institute, also known as DMAC. In more than one way, this has been a career aspiration of mine for well over a decade, and I’m very much looking forward to the immersive, sustained experience of working with colleagues over the next 10 days.

I first learned about DMAC, then CIWIC, when Cindy Selfe and Gail Hawisher were still at Michigan Tech, from my mentor and dissertation director, (and, eventually, co-author on Because Digital Writing Matters), Danielle Nicole DeVoss, as she had pursued her own graduate studies there. To make a long story short, I feel like part of my academic heritage is deeply rooted with CIWIC/DMAC, and in many ways I feel like I am returning “home” though I have never actually attended the workshop.

At another level, this spring is also quite important for me as a moment to pause, reflect, and refocus. Since 2003, I have had the incredibly good fortune of leading countless conference sessions, day-long workshops, and multi-day or even multi-week institutes. This has come about from my long and productive relationship with the National Writing Project. I’ve been humbled and honored to have started the Chippewa River Writing Project at CMU, and to have been invited to dozens of writing project sites – as well as other school districts and professional organization events – over the past decade.

However, one of the things that I miss is simply being a participant in a workshop, to be fully immersed so I can soak up ideas and wisdom from other participants and facilitators. This is not to say that I don’t enjoy opportunities for leadership, because I certainly do, and I’m looking forward to at least half a dozen different opportunities this summer, not least of which is facilitating our own weeklong CRWP leadership institute, returning to Rhode Island to help facilitate the Summer Institute in Digital Literacy, and also coordinating our Beaver Island Institute for science and literacy. I look forward to all of these, and to my time at ISTE and NWP Midwest, among other conference events. All this will be wonderful, too.

Still, there’s something to be said for just having one’s mind in a state of “being.” DMAC will allow me that time and space. And, I will get to meet other like-minded scholars, reconnect to my writing roots, and think critically and creatively about digital composition. In short, it will be intellectually engaging and fun.

And, I’m at a point in my career where, not needing to “pivot” or “redefine” entirely, what I really need to do over the next ten days is get refocused. I have a number of specific projects that I want to work on over the next 10 days, many of which are connected to my teaching, scholarship, and service.

With teaching, in particular, I’m trying to imagine the possibilities for a class I am teaching this fall, a seminar class for honors freshman, that I have entitled “Our Digital Selves.” There’s quite a bit of work that I need to do this summer in order to figure out exactly how I want to teach the course. First, I’m looking to a colleague and leader in the field of digital badging for composition, Stephanie West-Puckett, and the work that she has begun at URI with Writing 104. Titled MakerComp, she helps her students move toward self guided inquiry and significant projects, bundled in a system of badging.

Additionally, I’ve been “away” from writing for a significant amount of time. I have certainly been busy with some smaller projects this year, I have not gotten refocused on a book-length project since the publication of Argument in the Real World, From Texting to Teaching, and Coaching Teacher-Writers in 2017. I have a number of writing opportunities ahead of me, as well as potential collaborators with whom I would like to work, and so these next few days will give me lots of time to consider possibilities and develop project proposals.

Finally, of course, I am interested in learning how other people design professional development experiences for their peers and colleagues. I’ve been struggling to try to figure out how, exactly, to help re-invigorate our own writing project site’s work, connect to our masters in educational technology program, and consider new possibilities for CMU’s education program at large. I hope that watching the DMAC team in action as facilitators will be good for me, too.

In short, I need DMAC.

I am deeply fortunate to have a patient and flexible wife who is managing the chaos at home, as well as an employer in CMU who has given me significant financial support to attend this DMAC Institute. I am thankful for these blessings in my life.

And, I’m looking forward to the work ahead.


Photo by Christopher Gower on Unsplash

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