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


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Preparing to “Turn the Corner” at DMAC18

Photo by Federica Galli on Unsplash
Photo by Federica Galli on Unsplash

The days do go fast at DMAC.

As a participant, I am reminded of the many, many moving parts that the facilitators for such an institute need to plan, and I have been fully engaged in the workshop for the past few days. Couple that with needing to continue working on all my regular tasks as a program director, faculty member, and consultant, and the time here at DMAC slips by entirely too quickly.

I need to pause. To scale back a bit. I woke up early this morning, and knew that I needed to reflect. To refocus.

So, here I am.

Without a doubt, I am enjoying the process. Since my infographic prototype post earlier this week, we’ve also tinkered with Audacity and the audio assignment, as well as iMovie and the video assignment. Fortunately, I’ve had experience with both these tools — as well as these concepts — so I’ve tried to focus more of my attention on the deeper, more theoretical implications of what DMAC has been pushing me to consider.

For instance, yesterday, we were asked to consider the politics of race and social media, deconstructing images and considering how to layer meaning with memes. I’ve certainly thought — and written about — memes before, but the new lenses of accessibility and social justice are all helpful reminders for me as I prepare to create my projects this weekend. Speaking of projects, my work is moving forward, but at a seemingly glacial pace. Again, being a participant reminds me that — when I am in the facilitator role — I need to be quite mindful of my audience’s needs, both technical and social.

Still, I am impressed by what we can do when we put our minds to it. For instance, Elvira and Rich created concise, compassionate short film yesterday:

https://platform.twitter.com/widgets.js

Giving students — and, when in workshops, teachers — the time and space to play, take risks, and be creative makes a world of difference. I’ve heard these types of opportunities called many things. Quickfire challenges. Rapid prototyping. Sandboxing. Whatever we want to call them, we simply need to do more of them. I will remember this in preparation for the fall.

Of course, the conversations with colleagues from around the country have all been productive and refreshing. Today, we head to the Ohio Union for the Innovate: Forward conference. This, too, will be a refreshing change, as I hear about the many initiatives related to digital learning that are happening here at OSU. While keynotes are always interesting, I look forward to seeing what faculty are doing in their face-to-face and online courses, and I’ve mapped out some sessions that deal with digital distraction, new environments and structures for learning, and building better online discussions. These may ebb and flow throughout the day, of course, but that is the thrill of going to a conference!

As we prepare to “turn the corner,” moving into the deeper, more substantive work of producing our audio, image, and video projects. Again, my work this week is largely in preparation for teaching the honors seminar this fall, “Our Digital Selves.” My aim this weekend is to have my infographic, podcast, and video in a near state of completion for Monday’s preview. What’s interesting in that part of the assignment is that we are supposed to create “no more than :60 (sixty seconds) of video and/or audio that illustrates your work in progress that you plan to share at the upcoming showcase.” Making a recording about our work in progress, rather than simply standing nearby to describe it, is another interesting pedagogical move that I am learning from the DMAC structure, and I look forward to that challenge.


Photo by Federica Galli on Unsplash

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DMAC18: The Image Assignment

Image of my Infographic prototype for DMAC18
Image of my Infographic prototype for DMAC18

Yesterday, Scott DeWitt introduced to our first task for DMAC, the Image Assignment. The main goal of the assignment is “to work with a collection of information that you can use to
compose a persuasive piece of displayable and/or distributable multimodal media.”

In short, we are making an infographic.

Our task yesterday afternoon was to create a prototype using good ol’ fashioned paper, scissors, glue sticks and other craft items. I know that this one isn’t much to look at yet, but that is part of the process… a process I will try to explain a bit more here.

First, I should say that I’ve had some experience with infographics before, though I am not a graphic design expert. Kristen Turner and I wrote about infographics as one chapter in our Argument in the Real World book, and I also had students in an honors class that I taught a few years ago create infographics, too. I’ve introduced infographics to teachers in workshops, too, yet this is the first time I have been asked/required to create an infographic (at least one that I will iterate and refine).

Second, our second goal emerging from yesterday’s work was around accessibility, and I have many, many ideas spinning in my head, as noted in a number of tweets I shared like this one.

So, our challenge before this morning was to think about an initial design for an infographic, create the prototype, and to think about how, eventually, we will create an audio or textual description of the infographic. We were able to review a number of infographics as samples, and I developed the one above. Here is my first, very quick attempt at describing it:

  • The title of the graphic is “Disrupting Digital Distraction,” and below the title are three main portions of the overall graphic.
  • The graphic is approximately three times as long as it is wide, with a white background and accent boxes in green, red, orange, and yellow.
  • In the first third of the graphic, there are six boxes arranged in two columns and three rows.
    • In the left-hand column (with green, then orange, and again a green accent box) are statistics about the prevalence of device use among adults and teens.
    • In the right-hand column (with yellow, then red, and again a yellow accent box) are suggestions for how to manage distractions.
  • The middle section of the graphic is approximately one-third the size of the first segment, and is comprised of text only. There are three sentences, with the first discussing “digital distraction” (highlighted in blue font), the second discussing “digital addiction” (highlighted in red font), and the third is a question.
  • The final section of the infographic includes four more accent text boxes, two columns by two rows. These boxes describe actionable steps for users to consider in taking back control of their digital lives.
    • In the left-hand column, there are again green and orange accent boxes.
    • In the right-hand column, there is a yellow accent box.
    • The final box, when reading left-to-right, top-to-bottom, is in the lower right-hand corner, and has two accent colors: red and green.

And, that’s about it for now… I know that I have lots more work to do, but this is a prototype and a rough draft, so I will take a deep breath and let it go. Being at DMAC reminds me of the ways in which I often position students and teachers, inviting them to create something quickly, and to embrace the messiness of the process. It is good for me to feel some of the same pressures in my own composing process, here, and I look forward to continuing the work on the image assignment.


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