My Digital Reading Practices, Part 5

In response to one of my earlier posts this week, Will Richardson asked:

So without going down the rabbit hole completely, how do you decide what feeds to read, which Flipboard magazines to sub, which Twitter users to trust enough to follow, etc.? It seems like there’s a whole ‘nother layer to “preparing to read” that used to be provided by editors, reporters, authors, et al who came with a built in reputation of trust. How do we assign trust in an easy-to-publish world where everyone can create and contribute?

As always, Will asks great questions and I have been mulling this over since yesterday. Let me start a reply by backing up one step, then jumping into that rabbit hole.

What is Digital Reading Comprehension?

First, much of the literature on reading comprehension and the Internet has relied on the fact the most people begin reading online by doing a search. That is, most studies look at how students go about searching to begin with, how they choose to click on those search results once they appear, and how they evaluate the credibility of the webpages that they find. This is good work, and Julie Coiro is the person I trust the most when it comes to looking at online reading comprehension. It’s important to know when, how, and why people look at search results and then continue in a hyperlinked reading experience.

That said, while looking at how students evaluate search engine results and the credibility of individual web pages is a perfectly reasonable and smart approach, it is not the only approach to reading digital texts. Will and his colleagues at PLP have documented time and again the many ways that we can connect and learn online through social networks. That is, we don’t necessarily go searching for things by starting at Google, Yahoo, or Bing.

Instead, we have others send us stuff (sometimes when we ask for it, often times through “passive” search on our own social networks, and, as is the case with emails from that one annoying friend or family member, when we don’t want it at all). This is not necessarily objective and neutral information from credible sources. Instead, we get caught in our “filter bubbles” and are likely to read and view many of the same texts that others with our same ideologies share via FB, Twitter, etc.

So, what does this mean for us — and our students — as digital readers?

Curating the Curators

First, I think we need to turn the tables on how we go about finding digital reading material. We need to curate the curators, both machine and man.

Yes, the Internet search has been and will remain a key way of finding new information on a topic. However, we can also teach kids to be strategic in finding curated material, via RSS, from smart and thoughtful people, but making that our own.

In some ways, is the difference between going to the library and simply looking for a book as compared to going to the library and talking with the librarian about a topic. If we teach kids (and ourselves) multiple ways to find good information, it is much more likely that they will find diverse perspectives as well as credible information. With the Internet, surely there are at least two sides to every story, and probably hundreds more.

Second, to fall down Will’s rabbit hole of a question, I would say that my own decision-making process is guided by two primary means, and then a number of secondary strategies.

Number one, I begin by looking for the topics I am interested in and will simply trust, for better or worse, the curated material that others have presented. Similarly, I will trust someone who has many followers on Twitter and also produces a variety of good tweets that include links, strategies, and helpful interactions. Perhaps this is a bit naive, as some people have millions of followers and produce nothing worth reading (the old, “what I ate for breakfast” blogging problem). In this sense, Twitter is not another form of entertainment for me; instead it is a source for personal and professional knowledge. If someone is just advertising a product or into shameless self-promotion, then I am not interested in following him/her.

The second way that I do this (and I admit that it takes time and doesn’t always work out) is that I follow some of the trails and see where they are going. For instance, if a colleague on Twitter for trust mentions another person and the context of the tweet suggests that I might want to follow him/her, that I will click on his/her twitter feed and take a peek at it. This whole process takes me anywhere from about 10 to 30 seconds, which doesn’t sound like much but really is an investment of time.

Similarly, when using a tool like Flipboard, if I see that story has risen to be “popular” or the app has automatically suggested another content feed for me, then I will peek out at it briefly. If it appears to be good, then I will subscribe. I have to trust the wisdom of the crowd, just as I would trust a good librarian. Yes, sometimes the crowd leads me astray (I could certainly benefit by decluttering my Twitter feed), but the fact is that I am a highly motivated reader with the ability to skim and determine importance. If I see something that is not useful, I breeze by, and the amount of good reading material that I get from my PLN far outweighs the bad.

Other Digital Reading Strategies

Another strategy is that I pace myself with the feeds. For instance, I may open up my Feedly to look at news from Central Michigan University, but I usually only do the about once a week. I simply don’t need to keep up on it every day.

On the other hand, the folder in my Feedly for edubloggers is something I check quite often, usually about every other day so I can scroll back through the last 48 hours of headlines. Over the course of an entire week, I may spend about an hour in Feedly and an hour in Flipboard, each of which may launch me into another hour or so of linked reading.

I also get those regular e-mails and my main twitter feed, which may also each result in another hour or so of reading. The rest, quite honestly, it’s just browsing to make sure that I am catching the major headlines both from more formal journalistic sources as well as my PLN.

During this reading time each week, I will likely find some new sources that — because they are being recommended by existing colleagues and edubloggers that I follow — I will, as Will states, “assign trust” to and begin to follow. Now, this doesn’t happen every week, as I have plenty of feeds to keep track of. In fact, it probably happens about once every month or two that I pick up a new blog feed that I really want to stay on top of. In that sense, my digital reading practices are, paradoxically, quite slow.

Lastly, it is often the case that I may see something in one of my feeds and not click on it at that moment, only to find that — two or three days later — I find myself googling for an article that I barely read member seen the headline. For instance, this week, I know through both my twitter feed and one of the e-mail updates that there was a major article about Murdoch, Klein, and the Amplify tablet in the New York Times. I didn’t have time to read it the other day, but I did catch the headline, I was able to quickly find it this morning.

As I think about how my digital reading strategies align with the tried and true comprehension strategies I listed the other day, I see some cross over as well as some areas that are distinctly different:

Activating background knowledge

 

  • Carefully building my RSS feeds and PLN to reflect my needs and interests, as well as opposing opinion
  • Setting up Google Alerts to be notified of certain names and terms that appear in the news or scholarly publications
  • Approaching my reading (Feedly, Flipboard, Twitter) intentionally each day
Questioning the text

 

  • Clicking on links to see original sources
  • Taking notes and pulling out quotes
  • Reading four ways: upon, within, beyond, against
Drawing inferences

 

  • Knowing the background and slant of the writer, his/her history as a reporter/blogger/scholar
  • Understanding the context in which the work is published (own blog, organizational blog, scholarly journal)
Determining importance

 

  • Skimming and scanning major headlines and stories to determine importance for me as a reader
  • Searching within the document for key words (Ctrl+F)
  • Checking other sources that the author cites
Making mental images

 

  • NOTE: this is not so much a comprehension strategy I use with non-fiction, both because it really is something that lends itself to narrative and because many non-fiction pieces are supplemented with audio, video, or images
Repairing understanding

 

  • Right-clicking to bring up the dictionary if I encounter and unfamiliar word
  • Searching within the document for the first instance of a term if I missed it in my original reading
  • Jumping to the end and seeing which citations are used for which rhetorical effect
  • Clicking back on a previous link
  • Clicking ahead on a link to see why an author included it, then returning to read that article after finishing my reading of the first one
Synthesizing information

 

  • Writing
  • Writing
  • Writing
  • Seriously, I write. A lot. Through my notes in Zotero, condensing ideas into Tweets, writing my own blog, comments on other blogs, and (of course) scholarly writing for articles and books. Writing is the best way for me to synthesize reading.

Conclusion

All of this is just to say that I do make a very conscious effort to curate even what has already been curated for me. There is no way to keep on top of everything, and I don’t even pretend to try.

Over the course of the past 10 years or so, as I have learned to use RSS (and, yes, Will’s original blog was the first one that I followed with my original Bloglines account!), I have pulled together feeds that are useful for me. Twitter has, to some extent, supplanted that. I try to keep a “balanced” reading list, inviting some RSS sources that will, I know, help me see beyond my own filter bubble.

Moreover, I actively use and adjust my online comprehension strategies so I can make meaning as I go. Often, as I wrote yesterday, that means finding key quotes and staying with one article (web-based or PDF) before clicking off to read something else. That takes a very conscious, active effort on my part, as the natural tendency is to keep clicking.

I don’t know that I am any closer to digging myself out of the rabbit hole. I don’t know that I, or any of us, ever will be. Still, IMHO, I have a good lantern and all the other caving tools that I need to keep exploring as a digital reader. I hope that Kristen and I can figure out how to summarize and share these strategies in a way that is most helpful for teachers and students.


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Citelighter Releases New Features

Citelighter LogoAs I have stated before, I generally don’t do product endorsements, but once in a great while there is something that comes along that I think has great value for teachers and students as digital writers.

Citelighter is one of those tools.

I found out about Citelighter last summer, and used it as a tool in various presentations and workshops. Last fall, they contacted me and I’ve been in touch with their development team, mainly Kevin West, and I think that they are in this for all the right reasons: to help teachers teach and students learn.

Just to be clear up front, I have received an upgrade to a Pro account from Citelighter, as well as some other goodies like bookmarks and post-its to pass out at conferences. Beyond that, I am am not a paid endorser.

So. with that out of the way, what is happening with Citelighter that makes it a nifty tool? First, it is a web-based bibliography management tool, easy for students to install in a browser and to use across various computers. As the video shows, it is quite easy to use Citelighter as a way to document and reflect on web-based research.

Second, they just released some great new features, mainly a PDF Capture & Storage Function for Pro customers. Lastly, they are starting a pilot project for teachers with Citelighter Analytics.

Check out the details in this PDF: Citelighter Analytics Pilot Study Invitation. Needless to say, I think that Kevin and his colleagues are on to something very useful for students from upper elementary school into college. At the very least, I encourage you to sign up for the free account and to get familiar with the services.

And, Kevin can be contacted at kevinw@citelighter.com

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Workshop on Historical Thinking and Argumentative Writing

As it always does, summer continues to slip by in a blurry mix of vacation days, professional development days, and some that are a little of both. Last week, we hosted our 2012 CRWP Open Institute, and the week before I partnered with another CMU professor, Tim Hall, to lead a three-day session connected with the Teaching American History Grant Year 4: America in Revolution and Conflict. Before the workshop becomes, well, history in my own memory, I wanted to recreate some of the planning that led up to the event, as well as my thinking over the three days as we co-facilitated the workshop.

As it always does, summer continues to slip by in a blurry mix of vacation days, professional development days, and some that are a little of both. Last week, we hosted our 2012 CRWP Open Institute, and the week before I partnered with another CMU professor, Tim Hall, to lead a three-day session connected with the Teaching American History Grant Year 4: America in Revolution and Conflict. Before the workshop becomes, well, history in my own memory, I wanted to recreate some of the planning that led up to the event, as well as my thinking over the three days as we co-facilitated the workshop.

Workshop Planning

When Tim and his ISD partner, Beckie Bush, contacted me about the possibility of co-facilitating the workshop, I was immediately interested given my obvious work with teaching writing in the broadest sense, as well as teaching writing in the disciplines. Together, we agreed that we would use two professional texts for the workshop, aimed at inspiring both historical thinking and a better understanding of argument writing.

Beckie and Tim asked me to bring a focus on argument writing, with the clear goal of integrating credible, web-based sources and, to the extent possible, digital writing with multimedia tools beyond slideware. When we first met, we immediately began constructing a working agenda via a wiki, and I knew that Zotero would be a key component of our teaching and learning. While somewhat fearful that the topic would be one that teachers would find mundane, Tim helped guide us through thinking about Truman’s decision to drop the bomb as a time-period appropriate dilemma that we could use to teach historical empathy and argumentative writing.
Thus, we decided on two main tasks for the teachers to complete over the three days by engaging in a digital writing workshop that would involve lots of research, collaboration, and development of both a written individual essay and a group multimedia presentation from one of three perspectives: Truman’s advisors who supported the bomb, those in his cabinet who were against it, and the scientific community. As Tim led the group through many exercises on historical thinking, DBQ (document-based questioning), and historical empathy, I took the lead on teaching the argument writing.

Day 1

During this day, my primary role was to begin a discussion about the similarities and differences between persuasion and argumentation. With resources from Smekens Education Solutions, and our crowdsourced Google Docs, we began thinking about the subtle differences that teachers will have to make as we move away from teaching “persuasion,” (with its strong reliance on rhetorical appeals and one-sided arguments) and “argument,” (which requires the writer to acknowledge both sides and use reason to support a claim).

Argumentation Persuasion
  • Opinion
  • Facts and Statistics (Both Sides)
  • Support
  • Position
  • Stance
  • Evidence
  • Interpret
  • Refute
  • Debate
  • Validity
  • Agreement/Disagreement
  • Persuade
  • Conflict
  • Details
  • Validate
  • Information
  • Balanced
  • Attitude
  • Acknowledgement
  • Grapple
  • Issue
  • Problem
  • Logic
  • Reasoning
  • #@!%*&? (Cursing or strong language to get a point across)
  • Position
  • Support
  • Emotion
  • Passion
  • One-Sided
  • Propaganda
  • Advertising
  • Facts and data
  • Spin
  • Influence
  • Appeal
  • Aggresive
  • Credible
  • #winning
  • LOCK
    • Loaded Words
    • Overstatements
    • Carefully Chosen Facts
    • Key Omissions

These will be big shifts in the years to come as we implement the CCSS, and I relied on a number of resources to guide us through our thinking about how to create an argumentative essay including Hillocks’ book, the NWP Writing Assignment Framework and Overview, the ReadWriteThink Persuasion Map, a small sample of They Say/I Say Templates, and the Purdue Online Writing Lab’s List of Transitional Words.

Also, on this first day, we talked about how the essay (written from your personal perspective in 2012) would differ from the group multimedia project, meant to be delivered as a factual report to a (fictitious) Congressional inquiry in 1950, built only from evidence available at that time, most of which came from the Truman Library. This was quite interesting, as it forced us to take two different approaches:

Individual Essay Group Mulitmedia Presentation
Mode Argumentative essay (reliant on logical reasoning and multiple forms of evidence from WWII-present) Persuasive presentation (reliant on logic, but also emotional appeals of the era; most evidence was textual, with some images and film footage)
Media Composed in Word or Google Docs, with use of Zotero Composed with a multimedia tool such as Prezi or Capzles
Audience Peers, teachers, general public (op-ed) Peers and teachers, set in roles at a fictitious Congressional Hearing in 1950
Purpose To create a coherent, sequenced argument for or against the dropping of the bomb based on its short and long-term consequences To create a well-reasoned, yet impassioned case for one of three positions about dropping the bomb
Situation Situated in the present, and with historical knowledge from dropping of the bomb, through Cold War, up to present Situated in the past, without knowledge of historical effects beyond 1950.Using the media of today to make a presentation for that era.

Day 2

Screenshot of "Think Aloud" for Argument EssayMy notes here on day two are brief because, for the most part, it was a work day. Lots of trouble-shooting with Zotero as people got their accounts synced up with the web plugin and standalone, connected to our group library, and worked on their multimedia presentations. There were many, many quick conversations with teachers about the affordances and constraints of the technologies — as well as many frustrations — but by the end of the day most of them felt pretty good about the work we were doing. Also, I worked with them to do a “think aloud” of my first draft of my attempt at the individual essay (look at revision history for Jun 20, 1:42 PM). This brought up interesting conversations about the trap of writing though a lens of “presentism,” the use of “I” in writing for history class, and how to best use the They Say/I Say templates and transition words as a way to get started (note the highlights).

Day 3

Screen Shot of "Final" Essay on TrumanMoving into the morning of day three, we talked about ways to effectively integrate peer response groups and did a “fishbowl” model with my essay. Again, this yielded some interesting results as this group of history teachers worked with me to think about what was valuable in terms of both historical thinking and the quality of writing.

We looked at an online rubric generator as a way to keep our conversation focused on assessment, and also discussed the “checklist” type of criteria (Five transitional words/phrases; Three “template” transitions from They Say/I Say) as compared to the parts of the essay that could be judged in a more evaluative sense:

  • State a clear claim and back it with appropriate evidence, from the WWII era through today
  • Develop three main talking points (diplomatic, social, military, political, economic), with two or three sub-points (specific example)
  • Identify and rebut at least two significant counter-arguments

In all of this, we talked about what counts as “evidence,” and many elements were listed including political cartoons, as this screen shot from my “final” essay shows. Also, we discussed the fact that we have to be open to sharing our rough draft thinking with students, even though (by nature) most teachers are perfectionists. One participant noted that if I, as an English professor, was willing to share my writing in this way and not just try to impress the crowd with an amazing essay on the first attempt, then they as middle and high school history teachers should be willing to do the same. I heartily agree.

Then, we moved into the last part of the workshop where groups presented their cases to the “Congressional Hearing.” We tried to complete a speaking and listening guide, as well as some work with Bernajean Porter’s Digitales Multimedia Evaluation Guides, but I have to say that we mostly just enjoyed the presentations. There were, of course, some creative dramatics involved, and here are a few of their results.

 

Reflections

Much of what I have to say about this entire workshop can be summarized in the simple, yet powerful mantra from NWP in that teachers must be writers. When I asked them at the end how they felt about the process, they wouldn’t want to do the group work and the individual essay at the same time. Many felt overloaded, both with tasks and technology. So, there is some tweaking to do. But, some of their final thoughts we captured in conversation were useful:

  • What else would you, as social studies teachers, be looking for in the writing?
    • Background information about the topic: era, people, place (set the stage)
      • Historical thinking gurus: one of the advantages of this approach as a process of thinking is that it gives students a chance to apply what they have learned and then they are able to do something with it
    • Defining key terms/vocabulary
    • Key/relevant statistics/data
    • Citations: analyzing primary and secondary sources
    • Gathering data from their classmates/community
    • Cause and effect, sequential, compare and contrast

And, with that, I will put this particular PD experience in my own history, at least for now, until I have another opportunity to do a workshop on argumentative writing, when all of this will come in quite handy.

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Fox News HackJam

At the WIDE-EMU Un-Conference, Andrea Zellner introduced us to Hackasuarus and the idea that we can remix websites as a form of digital writing and expression. So, given the very limited time that we had, I wanted to try to make something that was a political commentary. This was an interesting digital writing process, as I had to quickly learn how to use the Hackasaurus “X-Ray Goggles” then identify a website that I wanted to critique, find alternative images to place in that website (alternate logo and alternate ad) and use a photo editing service to hack together two sections of the image (to remove a banner ad) before posting to Flickr.

That’s a heck of a lot to do in just 15 minutes, and it raises questions about what we are able (and should do) with students in our writing classrooms, but here is my final image:

Fox New Hack Jam

Quite a neat idea, and one that I need to consider as I think about teaching ENG 201 next semester…

Post created by Troy HicksOriginally posted on the NWP HackJam blog, 10/16/11.

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Preparing for NWP/NCTE 2010

Photo courtesy of NCTE

Well, the week is here.

So, now that it is Monday of my biggest and busiest professional week of the year, I need to hit full stride.

NCTE and NWP 2010. Hooray!

NWP AM  2010
Image courtesy of NWP

Although I tell myself each year that I’ll cut back, do a little bit less, and just enjoyed my time at the convention, it seems a year after year I find more and more things to do. This year is no exception, and in reality I’m thankful for the many opportunities that these two organizations continue to offer me each fall as I network with my colleagues, present new ideas, and grow as a professional. In some ways it’s fitting that this happens right before Thanksgiving, because it does make me thankful for all the people with whom I am going to interact with in the next few days (although I will say that I’m usually exhausted by the end of it all!). So, as I am preparing for multiple sessions, I want to share some of my thinking, as well as the details on when and where I’ll be, during these busy days coming up.

Thursday, November 18, 2010

Upon arriving in Orlando on Wednesday night, there really won’t be any time from the moment we get on board the Disney Express until we crash at our hotel. That means a bright start on Thursday morning as Sara and I make our way from the Yacht and Beach Club over to the Contemporary Resort for the NWP annual meeting. Right away, at 9:30 AM, I’m presenting with one of our CRWP co-directors Kathy Kurtze and two other NWP colleagues in a session called “Reading in the Summer Institute.” Goals for the session include inviting people into our thinking process about how, when, and why we choose particular texts, inviting participants to share their own texts that they use in the Summer Institute, and thinking more broadly about how we can respond to texts through a variety of professional types of writing and with various technologies. As with every NWP session that I have been a part of over the past seven years, this one provides new opportunities to think about what it means to teach teachers, and I’m excited to work with Rick, Ann, and Kathy to lead this session. In particular, I am really interested in hearing how other sites are engaging teachers and reading responses through the use of technologies such as digital stories, podcasts, discussion forums, and other types of read/write Web. After the session, we will ask people to contribute to a collaborative Google Doc where they can share their reading lists with one another. I look forward to seeing what will be happening with NWP’s new social network as well as the Digital Is collection of web-based resources.

After my morning session with NWP, I will have a little bit of time to hang out and talk with some other colleagues there. Before too long though, I’ll have to make my way back over to the Coronado, as Sara Kajder, Bud Hunt, and I are on tap to repeat our session from last year’s annual convention, Three Reports from Cyberspace. During the session last year, Sara was, unfortunately unable to join us. That said, her spirit still infused the interactive, multi-layered discussion while Bud and I led the room of about 200 teachers, as well as some online colleagues who couldn’t be at the convention. When are asked to present the session again, we jumped at the chance, and we think that there will be a whole new series of opportunities to open up conversations about how on why to use technology in our classrooms. In particular, Bud is going to talk about infrastructure, Sara is going to talk about assessment, and I’m going to talk about pedagogy. At that point, we’ll open up the floor as we did last year questions, comments, links, and insights from the audience. What we hope to do this year, even more so than what we did last, will be to continue the dialogue. We all began by collaboratively composing a welcome letter in a Google document, which we then each posted to our blog, the presentation wiki page, and the NCTE connected community. While many conference presentations comes and go, we hope to inspire an actual dialogue where our colleagues able to share their reports from cyberspace, and we might find stories, examples, and other types of data that will support the argument that digital learning matters.

Once we finish with the cyberspace reports, we will immediately run down the hall in the Coronado and present at NCTE’s middle level get-together. Sara will lead the way on this session, followed with lots of tech support and ideas from Bud and me. This is a wonderful honor for me, since being asked to be a featured speaker at NCTE is something that, quite honestly, I never really imagined. I remember attending my first and NCTE conference in Detroit in 1997, and I saw many of the people that I’ve been reading in my undergraduate methods courses, hearing about from other colleagues, and wondering if they were, in fact, real people. As an undergraduate, this experience opened my eyes, and now I know that those who are featured speakers at the NCTE annual convention really set the tone, pace, the conversations for our entire organization. So, working together to deliver the cyberspace reports and then moving to the middle level get-together is a wonderful opportunity for Sara, Bud, and I to set our own ideas in NCTE’s broader conversations related to literacy. One of the things that we want to make clear is that we are not using technology for technology’s sake, and that we want NCTE to continue taking a leadership role in promoting digital literacies in curriculum and instruction practices, as well as in decision-making about school infrastructure and assessment.

That rounds out a busy Thursday or sessions, followed that evening by a gathering of my CRWP colleagues to celebrate the second year of our writing project’s work and the fact that we are bringing ten site leaders to this year’s annual meeting. I look forward to hearing from them about their experiences at the annual meeting, many of them attending for the first time.

Friday, November 19, 2010

Friday morning brings us to my favorite part of the NWP annual meeting, the General Session, where the Executive Director  speaks, as well as the keynote speaker, other site directors, NWP teacher consultants, and various guests. It is, by far, one of the most exciting moments of the entire trip every year. We are bringing 10 CRWP teacher consultants with us this year, and I look forward to being at the session with them. Energy, excitement, enthusiasm that this two hour meeting generates propels the writing project forward through the doldrums of winter and into our planning for spring and summer months. So, needless to say, it’s something that I want to attend. Also because the rest of my time on Friday will find me at NCTE, it might be one of the few opportunities I have really connect with NWP colleagues, unless I can make it back for a tweet up later on.

Also on Friday, NCTE will be premiering its 100th anniversary film “Reading the Past, Writing the Future.” Two years ago was fortunate enough to be invited by John Golden to be interviewed for this film while in San Antonio. At the time, I was still working on my book, and didn’t really know what would be happening with my career in digital writing. Two books, a new writing project, three NCTE webinars, and too many PD sessions to count later, I’m kind of curious to see what I sounded like two years ago, and whether or not the things I said I’ll been reported in San Antonio still ring true. I’m told that they do, from those who have reviewed of the film, and I’m still honored to be a part of the many among many distinguished voices that will be heard in celebration of NCTE’s past, present, and future. One of the things that I enjoy most about NCTE is the fact that, as colleagues, I do feel comfortable roaming the hallways of the convention center, easily talking with my mentors and peers as well as those who are just now entering the profession. This dialogue that happens across generations of teachers happens in few other places, and I really enjoy the opportunity to be a part of it, and I hope that this film contributes to NCTE’s rich history and exciting future.

Saturday, November 20, 2010

The NCTE adventure continues on Saturday, first with a “tech to go” session on writing with wikis, and then participating in the Google monsters session with Bill Bass, Andrea Zellner, Tara Seale, and Sara Beauchamp-Hicks.

Photo courtesy of Bud Hunt

First, Tech to Go. Sara Kajder has, over the past three years, invited a number of teachers to participate in NCTE’s just-in-time, nearly one-to-one personal development experience teaching English for technology: “Tech to Go.” While topics vary from video production, blogging, collaborative wordprocessing, using apps for the iPhone, the Tech to Go sessions have become a destination for many the past few years. In the three sessions that I have led, I’ve enjoyed the intimate conversations with colleagues, all who are able to ask genuine questions about why and how they might use particular technologies in their teaching. Moreover, I appreciate the opportunity to be standing there with the computer and be able to put their hands on the mouse and keyboard, rather than standing on the front of the giant lecture hall, unable to have an interaction, perhaps teaching them just one small thing that they can take back to their classrooms.  While we know that seeing these tools in action in front of a large audience is sometimes inspiring, I also know that many teachers benefit from the one-to-one support types of sessions offered. So I’m looking forward to being a part of to go again this year.

The other component of that day is the Google Monster presentation. Last year, Jeff Golub invited Sara, Bud, and I to do the reports fromcyberspace session. Attendees in that session included Bill Bass, Tara Seale, Andrea Zellner, and Sara Beauchamp-Hicks. We wondered if there was a way to do something with all of these teachers were already trained as Google certified teachers similar to the reports from cyberspace session. I suggested that we extend his reports from cyberspace model to a Google monster session, and they snapped up the opportunity and submited a proposal. So, here we are with kind of a cyberspace reports, part two, but Google style. Although my role in this session is technically listed as responder, I’m actually going to act as more of a moderator of as Bill, Andrea, Sara, and Tara offer their insights about how they use Google tools to solve their daily tasks and problems as educators. Like the cyberspace report session, this should be interactive and invite comments questions and interaction from the audience. It will be lightning fast, so there’ll be resources posted online for later. All in all, very excited about the opportunity to watch Sara present to a large audience, see her enthusiasm for teacher education and technology shine through along with Bill, Andrea, and Tara.

Saturday afternoon and Sunday bring a little bit of a break this year, at least in the sense that while we are wishing many of our colleagues safe travel home, we will have a little bit of downtime where we are actually able to attend some sessions and connect with other colleagues. Again, this is one of the most exciting parts about being at the convention. These sessions are always useful, as the one session that I went to last year on fair use has completely changed my thinking on why and how to invite students to use copyrighted materials and creating digital media. It’s amazing to think that one hour-long session really fundamentally change the way I go about teaching and writing. But this session has, and I’m thankful for opportunities such as this during the annual convention. What I normally say to myself when I jump on the plane is that if I can come back with one good, solid, thoughtful idea that I can integrate into my own teaching and writing, then I’ll be all that much better for. A usually come back with much more, but it’s my goal to seek out that one nugget, that one session that I know will provide me with some answers and movie forward to next year. I look forward to finding that session sometime on Saturday or Sunday.

Monday, November 22, 2010

Just as many people are heading home from the convention, I’m still warming up. On Monday I’ll actually be a part of two different workshops. First, I will be a part of the ACE workshop, hosted by Ewa McGrail, and presenting on the topic of using Zotero and and RSS for researching. I really do want to hone this presentation, and think more carefully about how I can talk to teachers in a future book, article, and/or presentation about fundamentally rethinking what it means to teach argumentative and informational writing at the secondary level. This stems in part from a blog post I wrote last year about rethinking the research process. Given the requirements of the common core standards, not to mention standardized assessments by which we are measured, and our students are measured, I really do want teachers to think more critically and carefully about how digital writing tools such as a bibliography manager, an RSS reader, social bookmarking, and any number of other interactive, web-based digital writing tools may help students become more active, engaged, and the research process. Also, given the many commercially licensed products that are out there nowadays, I want teachers to see that they really can organize their research process with free web-based and open source tools. So, I look forward to constructing a hour-long workshop and getting feedback from peers.

Later in the morning, I leave ACE and  head over to the CEE colloquium: “Multicultural, Multiliterate: Writing the World.”  Kristen Turner and Jonathan Bush invited me to be a featured speaker during this year’s session, sponsored by the commission on writing teacher education. They wanted to focus on the multigenre approaches as well as multimodal technologies. Featuring, Tom Romano and Christina Ortmeier-Hooper in the morning, I’m fortunate enough to be speaking about multimodal composition in the late morning. One of the unique challenges of presenting at the NCTE annual convention this year will be the fact that there is limited or no wifi connectivity, and this day is no exception. For many years now, there are a number of us who have lamented the fact that these conventions do not have free, open, and adequate wifi access. If we really wanted to our colleagues to move forward with digital writing, this is an absolute essential. At any rate, that means that my session will focus on mobile learning, and that is a cool new area for me to explore and present on.

That said, the goal for the afternoon will be to move to EPCOT center to both capture and critique the ways in which we see cultures presented there. So, a large degree what we’ll be doing later in the day will involve mobile devices, so that’s where I’m focusing my attention during my presentation. I want to get people thinking about how and why they might choose audio recordings, video recordings, snapshots, twitter messages, and other forms of digital writing that can happen on their mobile devices and across networked spaces in order to both capture their reflections in the moment and prepare to make a digital composition later on. I will probably invite them to use Facebook, Flickr, Twitter, and Cinch. Other tools are, of course, welcome! One of the goals that they have for the moment in terms of simply capturing digital assets is that they can go back to their computer later create into a digital story, wiki, or other type of digital writing media. We want people to be comfortable using their mobile devices to stay connected both with their small groups, across the entire CEE group, and in preparation for preparing pieces of multi-genre pieces of digital writing. We are following up this colloquium with the webinar December, the time and date still yet to be set, as an opportunity to read/view/listen to one another’s texts and respond to them.

http://www.cinchcast.com/cinchplayerext.swf

Since we will be in EPCOT Center Monday afternoon, my hope is that Sara and I will be able to enjoy one last dinner alone, or perhaps with a small group of colleagues, before we hit the road on Tuesday. She will be heading back to the UP while I stay in Florida to visit with my dad. This is one of the bittersweet parts about  NCTE; once you convene with all your friends and colleagues for many days, everyone heads home for Thanksgiving, exhausted, yet refreshed at the same time. I get tired just looking at my schedule is coming week, yet at the same time I am genuinely excited about the opportunities that continue to be presented to me. My hope is that my message across all the sessions remains consistent: if we engage students as writers, and we offer writing tasks and technologies that are both timely and useful, we as teachers will be able to open up our pedagogy, expect more from them as writers, and begin to see their worlds and different ways.

I look forward to continuing conversations with many of you face-to-face next week in Orlando.

Travel safe, my friends.

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Notes from Erin Reilly’s “Remix Culture for Learning” at SITE 2010

The Gap Between Life and Art: Remix Culture for Learning

Erin Reilly, University of Southern California


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Notes from Doug Hartman’s Talk at MRA 2010

Doug Hartman, from MSU’s Literacy Achievement Resource Center, spoke at MRA 2010 on “The Future of Reading and Writing at the Present Time: Preparing Students and Teachers for the 21st Century.”

Update – 3/30/10 – Embedded Slideshare Presentation

He outlined four shifts that are happening as we continue to think about new literacies and technologies:

  • Shift 1: The technologies students use for reading and writing are changing
    • Linguistic texts to semiotic texts (images, audio, etc)
      • The balance is tipping towards semiotic texts
      • Semiotic texts are increasingly digital
      • Digital texts are ever more online
      • Reading and viewing across these texts
    • Questions to pose:
      • Do our curriculum, standards, and assessments include the range of technologies that our students use?
  • Shift 2: The strategies that students use to read and write these texts are changing
    • Looking for information to supplement what they are able to find in textbooks and is able to find so much more
      • Reading the book, looks up words he doesn’t know, and may use a secondary source
      • Reading online requires different strategies — moving from one web page to another, back to the original, and one way leading on to another; the potential for his comprehension to be expanded is enormous
      • This second type of comprehension places a higher demand on people’s cognitive abilities than typical book reading
    • Types of knowledge for reading: declarative, procedural, and conditional; once online, also adding identity, locational, and goal knowledge. Read more on his Slideshare document. (NOTE: He said that the slides from this presentation will be posted there later today.)
    • Do our curriculum, standards, and assessments include the range of strategies  that our students use?
  • Shift 3 and 4 — ran out of time in the session, but “moment to moment instruction” and “professional development” are the third and fourth shifts

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