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.”
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:
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.
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:
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)…
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:
The most difficult part of teaching writing is the fact that we rarely teach writing at all, but only aspects of it or, worse, figments of it because we don’t fully understand what writing is. #ILAchathttps://t.co/EoHfTFi6OT
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.
For the fourth consecutive summer, I am honored to present the Thursday morning keynote at the Summer Institute in Digital Literacy. Over the past year, I have become increasingly concerned about dire headlines that move beyond the “kids these days” kinds of arguments we have heard in the past to a deeper, more disconcerting tone that suggests our brains, as well as our culture, are disintegrating. Thus, for my next book project, I am working on a new idea, one that I hope will catch hold amongst educators and parents: digital diligence.
From my work over the years on digital writing and connected reading, and from two decades of teaching, I feel that we need to change the tone of the conversation about educational technology. As we look at 1:1 and BYOD programs, as we consider the hundreds of possible tech tools we could use to scaffold learning and support creativity, why is it that we seem to keep moving back to the most reductive, mundane uses of tech? In our conversations about digital access, usage, and, even “addiction,” are we (educators, parents, medical and mental health professionals, and the media) asking the right questions? Moreover, are we modeling and mentoring tech use for our children and students, or simply managing it?
Thus, today, we will engage in two activities that, I hope, move us toward digital diligence. By this, 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. In particular, we will take a digitally diligent stance to better understand how knowledge is created within the Wikipedia community and explore opportunities for civil dialogue using social media.
In the first post of this series, I outlined some of my general reading habits, and in the second, and third, I was thinking about some of the (semi) automated or organization newsletters that I get on a regular basis. Without bots or a whole team to help move things along, I am always interested in the ways that other educators put together their regular newsletters (as I think about if and how I might choose to create one of my own).
There are three that I receive — and read — regularly. Let’s look at each in turn:
Monday afternoons at 3:45 EST, right at the end of the school day, Burns’ Class Tech Tips hits my inbox. In the top segment of the newsletter, she points directly back to her blog, and each of those posts are usually about a specific teaching strategy and/or tech tool. Concise and focused, she makes it clear when she is getting compensation for affiliate links, and promotes her own books. Still, she makes a point to send the reader toward freely available content, both on her blog as well as other education-related sites. To that end, I appreciate that she is both promoting her own work in a reasonable way, sharing openly-available resources, and still figuring out ways to monetize the blog.
More importantly, her voice speaks to the harried classroom teacher, though not in an immediate, “do this, get that” kind of instantaneous reward kind of way. For instance, one post on the use of Adobe Spark (and a subsequent webinar she offered for free) provides at least four different lesson ideas, all of which could be a one-day, one-time lesson or extended in useful ways. In short, her posts are timely and useful, and they help me see what is happening in the day-to-day conversations about educational technology.
Tom Liam Lynch’s Gradgrinds
A longtime friend and colleague through NCTE, Lynch’s writing has always fun to read and provided me with critical insights on the role of technology in education, specifically in ELA. Every Tuesday morning at 7:00, Lynch shares his latest thinking on recent articles and updates on projects. I appreciate that he offers these quick takes, and his headlines and taglines usually capture the gist of things. For instance, in “Is TV to Blame for Older People—Not Youth—Falling for Fake News? A Study Suggests Yes” he points to an article in the Atlantic and cites a Pew report. Good stuff, delivered in an intellectually humorous manner (coupled with a screenshot from the Simpsons).
In fact, it is interesting to me to see what, if anything, Lynch reports on that I may have seen earlier in Downes’ daily updates. If both of them are talking about it, and I hadn’t read it yet, I will be sure to go back and open the link. Many posts are a “less than a minute” read, yet in that short space Lynch points to other resources and usually leaves me with a more substantive idea to ponder or question to ask. While there are a few too many “Share Gradgrind’s with a friend or colleague” notes peppered throughout the newsletter, I understand that could be just a part of the normal template he uses. He, too, notes that he uses affiliate links.
Doug Belshaw’s Thought Shrapnel
Though I have only met Belshaw briefly at an LRA event, I do appreciate his perspectives on digital literacy and, of course, through his regular Thought Shrapnel newsletter. As another educator and scholar who uses MailChimp, it makes me wonder if that might be a good option for me to explore next. Also, in a trend I am seeing many other places, Belshaw makes a clear call to “become a patron” through Patreon. Hitting the inbox at 1:30 AM EST on Sunday mornings, I can expect to see some insights from Belshaw each weekend, though he has taken a break during December.
In terms of the content, Belshaw’s commentaries are normally longer, sometimes quite a few paragraphs with embedded quotes and hyperlinks. These, from what I can tell, are not a verbatim repeat of what appears on his website, so it is good to see that the content here is different from what I would see in an RSS feed or daily aggregated newsletter of some kind or another. Also, I appreciate the insights that he offers and new directions in which he points my reading. Like Lynch, I may see a link from Belshaw that was earlier reported by Downes, and it makes me want to ensure that I have my browser ready for more tabs.
For each of these newsletters, I would like to say that I devote as much time to reading them as the authors who composed them put into the writing process. However, I know that this simply isn’t the case, even when I am able to devote time to reading through a full issue of any one of them. Still, as I have tried to note throughout this series, I appreciate what these colleagues offer and, though I am not quite at the point where I am willing to click through on sponsored posts and affiliate links (see my own policy on this), though I do begin to wonder if I should. I pay the professional journalists for their expertise… so, shouldn’t I pay my colleagues for their expertise? I am still struggling with this.
At any rate, this dip into my daily digital reading habits has been helpful for me as I think about how I triage my inbox, make use of other news sources, and reconsider how I might set up my RSS feeds again in the new year. For this next week, I will be shifting my focus away from reading all the daily news and, instead, into a book that I will be using with my EDU 807 students this semester, Neil Selwyn‘s Distrusting Educational Technology: Critical Questions for Changing Times.
As noted in the first post in this series, I’m trying to unpack some of my daily digital reading habits. In addition to the (semi) automated daily newsletter that comes from social media updates, there are also a regular stream (sometimes a flood) of newsletters that come from various groups.
With the daily headline-style of newsletter (EdSurge and SmartBrief, in particular), I generally skim and may pick one or two pieces to delve into more deeply. The good news for these types of newsletters is that, with my “normal” news consumption of NPR (donation) and the New York Times(subscription), many of the links go back to these sources and I have already read/heard them anyway. These aggregators do send me out to other sites, including their own, to see a bit more of the education-related news of the day. From these sources, I’ve also been pushed out to Slate’s education reporting a few times, and I am thinking about subscribing there, too.
One that I appreciate, generally focused on Michigan, but touches on national news, too, is Robert McClain’s Student&Educator newsletter. He used to request a subscription fee (which I paid for at least a year), but it appears as though it is now free (as I haven’t re-upped my subscription in quite some time). I am not even sure how I ever got signed up for this one (no easy way to do it on the site), and it is probably best to email McClain himself to get put on the Constant Contact list.
Then, there are the organizational newsletters. I do appreciate and read these in as much detail as I can, just to have a sense of what is going on in the organization (at a 30,000-foot view at least) and to better understand what other professionals with similar interests are reading and blogging about. Also, deadlines. Knowing when conference proposals are due is pretty essential. While some are little more than advertisements for upcoming conferences or online events, many of the organizational newsletters point me to interesting tidbits that I would have missed in my regular social media feed or, perhaps, echo what I’ve already seen in my feed.
None of this, of course, is perfect. Some days, like over the holidays here, I still have time to read and digest a good bit of news (general and work-related). Other days, my feet hit the floor in the morning, my head hits the pillow at night, and I barely remember what happened in between. Reading, on those days, is a bit tough. Yet, the newsletters — even just skimming the headlines — help me stay in touch. If nothing else, I can pop open a few tabs and save them for reading at a later time (which I will need to discuss in terms of using Zotero, but that is another post).
And, a final note. If it isn’t obvious already, I have tried to indicate above how I pay for these services. Good journalism, even in aggregate, isn’t free. I am either giving away my data (and some privacy rights), or paying for the service, or a bit of both.