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.


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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

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Prepping for KQED Summer Bootcamp on “Developing and Assessing Digital Writers”

Camp KQED Teach 2018 LogoThis week, KQED’s Bootcamp on “Developing & Assessing Digital Writers” kicks off, with the overarching idea that

[b]logging can help develop your students’ digital writing by combining traditional writing (text) with a digital platform (sharing online), along with the opportunity to incorporate other forms of media-making.

My role for the bootcamp will be to provide a brief, asynchronous presentation called “Rethink the Link.” And, in working with KQED’s Jordan Stewart-Rozema to prepare my session, I’ve been (re)thinking (over) a number of ideas.

In short, I want to help teachers consider when, why, and how we invite students to create hyperlinks in their digital writing, in addition to considering the typical questions of where, what, or to whom they will be linking.

To that end, I’ve been gathering up a few resources, beginning with Vannevar Bush’s essay “As We May Think” and his original conception of the memex as

a future device … in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory.

We will return to Tiffany and Bud Hunt’s essay from 20 years ago in English Journal, “New Voices: Linkin’ (B)Logs: A New Literacy of Hyperlinks” and explore M-W’s definition of “link.”

From the perspective of “link” as a verb, we will think about what a writer does by including a link, considering the kinds of reaction(s) she might want from her readers. As a noun, we will consider how the connection to other ideas serves the writer by invoking the broader academic conversation.

If you are interested in thinking about linking — and blogging more broadly — then there is still time to sign up. See you in the KQED Bootcamp community!


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Now I See It – ISTE 2018

Still need other options? Search on AlternativeTo.


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Ramping Up Revision – ISTE 2018

RESOURCES TO TRY


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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

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Review of Stover and Yearta’s “From Pencils to Podcasts”

New books about ed tech hit the market everyday, and it is sometimes difficult to find ones that truly meet the needs of teachers while being approachable and accessible. So, a few weeks ago, when I was tagged in a Twitter post about a new book, it definitely caught my attention:

Cover Image from Solution Tree Press
Cover Image from Solution Tree Press

Flattery aside, as an author and educator, I always appreciate shoutouts like these, and I was a bit dismayed that I had not yet heard about the book.

And, after a quick hop to the Amazon website where I previewed the book and read a review, I could tell that my own ideas about teaching reading and writing were, indeed, in line with those of Katie Stover and Lindsay Yearta.

With that knowledge in mind, I asked Stover if I could take a look at the book and, thanks to Solution Tree Press, my own copy arrived just a few days ago.

And, in much the way that Stover described the teacher’s endorsement in her tweet, I would certainly agree: From Pencils to Podcasts is a book that adopts the same stance toward reading, writing, and digital literacy that I, too, hope to imbue in my own work.

From the opening pages, the authors articulate their belief that “[t]echnology, when used intentionally, enhances teaching and learning as students have more opportunities to create, collaborate, communicate, and share” (6). I couldn’t agree more. Throughout the early pages of the introduction and into the fourteen chapters that follow, Stover and Yearta offer a variety of digital reading and writing tools that will be useful to elementary-level educators.

Cover Image from Solution Tree Press
Cover Image from Solution Tree Press

The book is segmented into four major parts. In part one, Stover and Yearta focus on tools to facilitate comprehension and analysis. Here, the authors provide many examples of teachers and students at work, as well as descriptions of the technologies that they employed. I was most intrigued by an example where a fifth grader and a college student discuss the shared reading using Edmodo. At one point in the dialogue, the college student records herself on video providing an additional response and clarification for her fifth-grade reading buddy (25). These types of small, yet powerful, examples are sprinkled throughout the book and demonstrate how readers and writers can flourish when supported through effective teaching and creative applications of technology. Also, Stover and Yearta provide links and QR codes throughout their book that lead directly to the apps/websites being mentioned, and they also have created a companion webpage with those links conveniently listed along with reproducible handouts.

In the second part, Stover and Yearta move on to discuss tools that can facilitate evaluation and revision. Again, the authors provide a number of different lesson ideas and technologies as examples, and one of the most unique twists is the application of digital video to the classic strategy of “reader’s theater.” They describe the ways in which students develop fluency as they engage in multiple readings of their selected book and, ultimately, produce and publish their own interpretation of the book using digital video (70).

The third section of the book offers even more opportunities for teachers to think about performance and publication as Stover and Yearta explore infographics, digital story retelling, publishing with a digital book creator, and incorporating speech-to-text dictation. Similarly, the fourth section pushes teachers to think creatively about new applications of existing technologies such as using timeline tools to create reading histories, conducting digital conferences using tools like VoiceThread, and composing digital portfolios with Seesaw or Weebly.

Additionally, throughout the book, Stover and Yearta share many case studies of teachers using tech in critical and creative ways. For instance, in the final chapter on formative assessment, they invite us into the classroom of Katharine Hale, exploring the ways in which she uses Lino and Padlet as spaces for students to capture their reading ideas, questions, and connections in-process.

On the whole, Stover and Yearta have designed and delivered a very useful book. My only concern is this: while the authors do present many examples from students and teachers, especially text-based examples such as digital discussion boards, as well as screenshots of the interfaces for various websites and apps, my one hope would have been to see more examples of student work, both in the book as well as through hyperlinks on the companion website.

For instance, Stiver and Yearta share overviews of many tools including infographics, digital movies, and a book creator app, yet the reader is left to her own imagination in order to visualize what these final products, created by students themselves, would actually look like. In other words, it would be helpful – especially for teachers new to digital reading and writing – to see even more examples of how students were able to utilize these tools in different ways, and to have them available online as mentor texts that teachers could click on and share in their own classrooms.

If a teacher is new to using 1:1 technology, the book offers numerous ideas that will be adaptable across grade levels. And, even if a teacher is familiar with many of the apps and websites, Stover and Yearta provide new insights into the ways in which these tools can be used. For any book that is written for teachers, it is a challenge to create a resource that is overflowing without being overwhelming, and with From Pencils to Podcasts, the authors have certainly accomplished their goal.

I am, indeed, flattered that a teacher has compared my work to theirs, and I appreciate their insights into the connection between emergent/early literacies and technology. For any K-6 educator who is new to using technology in her classroom – or wants to look at integrating technology with a fresh set of eyes –From Pencils to Podcasts should be on your summer reading list.

Disclaimer: At my request, I was provided with a free copy of the book by Solution Tree Press.


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Announcing “From Texting to Teaching: Grammar Instruction in a Digital Age”

9781138949287Today marks the release of my second book with my colleague and friend, Jeremy Hyler: From Texting to Teaching: Grammar Instruction in a Digital Age. Also, we are extremely grateful to Liz Kolb, who offered her endorsement of the book by writing the foreword.

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.

Topics Covered:

  • 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!

Rethinking Scientific Argument with StoryMaps JS

This past week, I was able to cap off a summer whirlwind of PD at CMU’s Biological Station, facilitating what we are calling our first Beaver Island Institute. The six-day event brought together middle school science and ELA teachers for an opportunity to engage in scientific inquiry, explore argument writing in science, and understand aspects of disciplinary literacy. I was fortunate enough to work with two other facilitators, one graduate student, and 16 teachers as they began to develop units of study that connect the Next Generation Science Standards, the Common Core Literacy Standards, and the ISTE Technology Standards. Our main focus was on thinking about how students can pose questions, gather data, analyze that data and refine it into useful evidence, and then make scientific arguments.

Among the many great opportunities that happened, we explored three technologies to support digital writing: infographics (using Piktochart), graphic designs (using Canva), and something new (for me), a tool called StoryMap JS (not to be confused with Story Maps or MapStory, though those both look interesting, too) as a tool for creating presentations that blend map coordinates, images, videos, and text into a coherent “story map” that, indeed, has the map at the center of the story. StoryMapJS is open source, and many news organizations have used it to tell visual stories.

A sample of existing maps shows a variety of ways that users have imagined maps, from the Washington Post tracking the growth of ISIS to the Milwaukee Journal Sentinel’s map of craft breweries in Wisconsin.

As you will see in the sample Story Map that I created below, the cover/title slide is a map that contains all the subsequent points on the map. If you made a story map that was as small as one block in a town, it would zoom in that close; similarly, you could have multiple points represented all over the world with a much wider map in the opening.

The additional slides in the presentation included a space for entering an additional location, uploading (or linking to) an image, and also entering some text. In this space, students could write just about anything — a narrative that moves characters from one location to the next, a poem that describes the location, an informational piece that describes the cultural or scientific value of a particular location, or even evidence for a longer argument (as we discussed this week). The story map, then, can be shared and embedded.

Screenshot from StoryMap JS Interface
Screenshot from StoryMap JS Interface

One additional tool that we used to help identify and, quite literally, pinpoint locations was GaiaGPS. Using their map tool, you can search for points of interest, zoom in and out to find other locations, and even drop pins to get exact GPS locations. I also learned from one of the participants that you can take GPS coordinates out of a Google Map, as seen in the close up of the URL bar below.

Close-Up of a Google Map Address Showing GPS Coordinates
Close-Up of a Google Map Address Showing GPS Coordinates

One idea that I was imagining was that students could, while out taking pictures and videos of a space, be sure to record their location with GPS coordinates (or enable location services in the mobile app) and then have those exact spots. They could create walking tours of their communities, of natural areas, of historical sites, or — as one participant shared with me this week — they could capitalize on the Pokemon Go craze and make a series of geocaches for others to discover… or historical markers tagged with a QR code or Aurasma augmented reality.

This entire week has been valuable for me in many ways, especially as I was invited to think about connections between science and literacy. My hope is that the teachers who were involved in the institute will carry many new ideas back to their classroom this fall and, in turn, engage their own students in scientific inquiry and building arguments with evidence, evidence that they themselves have collected and analyzed.

StoryMap JS, with the opportunities it affords, could be one innovative platform for students to then share their work. Here is just a brief sample of one story map that I created as a model for the teachers.


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Thinking Through a Digital Deliberation, Part 3: What is Gained, What is Lost

Summer Institute in Digital Literacy Logo
2016 Summer Institute in Digital Literacy

In less than two weeks, I head to Rhode Island for the Summer Institute in Digital Literacy. One main item on my agenda is to lead a “Digital Deliberation” session on “typing vs. handwriting.” So far, I’ve shared some initial thoughts on the debate, as well as a look at some particular concerns with curricula and web-based tools.

In this post, I want to look at “what is gained” and “what is lost,” as well as to bring in the voices of teachers. As with many of the great debates in education, there are many opinions on the matter… and most of them are based in nostalgia and some basic surveys, (though not necessarily in deep, substantive qualitative or quantitative data).

Voices in the Media

Of the responses that I got to my last blog post, a few of them pointed to articles in the popular media that discuss studies done with neuroscience and fMRI images that show positive correlations between handwriting and other functions, studies that suggest good handwriting is tied with academic achievement, and the neural pathways that are activated by cursive as compared to touch-typing. Look at a few of the headlines and, using some very basic critical discourse analysis, see if you can spot a trend.

If you need a hint, scroll down to the word cloud below, which is comprised of all the text that I copied/pasted from these articles:

Representative Language from Cursive Writing Articles (Word Cloud Created with Wordle.net)
Representative Language from Cursive Writing Articles (Word Cloud Created with Wordle.net)

Just as a side note, here are two pieces produced by National Public Radio and its affiliate, WNYC, that I left out of the word cloud.

So, what is the narrative that dominates the media? Well, it certainly has something to do with our children, their brains, and the powerful effects of cursive writing.

Also, I finally ran across two state-level curricula for handwriting, from Kansas and Utah. Why I didn’t find it last week when searching for handwriting curricula, I have no idea. Utah, coincidentally, has curriculum for keyboarding, too. There also appear to be some other handwriting/legislative updates documents on this site, sponsored by Zaner-Bloser (who also offer a handwriting curriculum).

Voices of Teachers

As you might imagine, it seems like the voices of teachers are a bit more even-keeled.

In 2012, my NWP colleague and creative teacher-leader Kevin Hodgson noted the ways in which his sixth graders struggled with the task:

… they began to type and I was curious to see their skills at the keyboard. It wasn’t so great. Some students took almost 45 minutes to write a single paragraph. Most were hovering over their keyboards (ergonomic alert!) with a single finger jabbing at keys, their eyes darting from paper to computer. When I asked how many had ever used any kind of keyboarding system, only a few raised their hands. Most of the programs were online games.

Hodgson concludes, “We don’t do our students any service by leaving out keyboarding from the school curriculum, and the ideal age is around second grade.”

Also, another NWP colleague (and Spartan!), Rachel Huntley, responded to my last post via FB with these thoughts:

As a Kindergarten teacher, I teach both handwriting (letter formation, placement, shape, etc) in conjunction with typing. I support the fact that to create digital composition beginning in 3rd grade, it benefits my students to be more familiar to keyboarding from the start. I have (and continue) to try new programs, apps, websites to facilitate this.

Those are two voices that jumped right into the conversation last week. A little more searching yielded a few other teachers with positive things to say about the need for keyboarding (with a healthy overall balance focused on handwriting as well). For instance, Jacqui Murray, a K-8 technology teacher, describes a lesson in which she asks her students to use the scientific method to measure their handwriting WPM as compared to typing WPM, all within a discussion of the school’s keyboarding curriculum. There is also this article from Education World about the importance of teaching proper keyboarding technique.  Finally, Gary Stager posted a literature review from a deceased colleague, Steve Shuller, which was written in 1989. The concluding section of Shuller’s report: “There is widespread agreement that elementary school students need keyboarding skills.”

Conclusion (for now)

As I continue to prepare for the Digital Deliberation session, I am still trying to figure out exactly how I will frame the debate. One thing is for sure, we can always look to Finland for some answers. There are many ideas for me to consider as I prepare a 30 minute, interactive talk on the topic… but I look forward to the challenge, as well as your continued comments, questions, and links to other resources.


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