Updates from Our Book: Argument in the Real World

Image courtesy of Heinemann
Image courtesy of Heinemann

As a writer — both in the sense that I am a blogger and the author of texts for teachers — I am well aware of the fact that writing is never really “done,” it is just “due.” I am thankful that I have the opportunity to keep writing, keep sharing, keep updating. It is as important now as it has ever been.

When my colleague and co-author, Kristen Turner, and I were putting the finishing touches on our book, Argument in the Real World, last summer, we knew that the world would be experiencing digital arguments in many ways across the closing months of the US 2016 election cycle. However, we had no idea that “fake news” or “alternative facts” would become part of the Orwellian discourse. Over the past few months, the incredible team at Heinemann has been sharing a number of posts and videos related to the book:

They also helped us refine the MINDFUL poster:

How to teach students to be MINDFUL readers and writers of social media.
How to teach students to be MINDFUL readers and writers of social media.

Finally, here is a video in which I demonstrate how students can remix existing news content to analyze the implicit arguments presented in the news.

As teachers continue to work with their students to overcome the many challenges we continue to face with media literacy, we will continue to update the book’s wiki page and share more ideas. My hope is that this collection of resources is a good place to begin those difficult lessons and conversations.


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Introducing Assessing Students’ Digital Writing

Assessing Students' Digital Writing: Protocols for Looking Closely. Edited by Troy Hicks. Co-Published by NWP and TCP.
Assessing Students’ Digital Writing: Protocols for Looking Closely. Edited by Troy Hicks. Co-Published by NWP and TCP.

By all measures, I am fortunate to work with so many incredible colleagues from the world of education, both K-12 and higher ed. Many times those collaborations happen in just a few hours, or a few says, and they then disappear.

However, sometimes they last for months or even years, and they transform into something much more powerful. Assessing Students’ Digital Writing: Protocols for Looking Closely is one such example of that powerful kind of collaboration.

Here is the book’s description:

Troy Hicks—a leader in the teaching of digital writing—collaborates with seven National Writing Project teacher-consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group’s work and recommendations for assessment of digital writing.

Screenshots of Students' Digital Writing
Screenshots of Students’ Digital Writing from NWP’s Digital Is Website

Moreover, each of the book’s chapters include online resources available at NWP’s Digital Is website. One note here is a huge shoutout to my friend and NWP colleague Christina Cantrill who has made the companion site on Digital Is a possibility. There are six different pieces in the collection, including:

My sincere hope is that the student work shared in this collection and online will spark dialogue amongst teachers about when, why, and how they can and should integrate digital writing into their classrooms. If you have questions, please let me know.


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Fandom Mashup with Mozilla’s Popcorn

Mozilla's Popcorn, part of the Webmaker suite of tools
Mozilla’s Popcorn, part of the Webmaker suite of tools

For anyone that has read this blog, seen my guest post on the Heinemann website, or heard me speak in the past few months, you know that I am becoming more and more intrigued with Mozilla’s Popcorn as a digital writing tool. Last week, my students in ENG 201 started playing around with Popcorn as one possible tool for creating their final, multimedia projects.

Before I share this example from one of my students, Cali Winslow, I wanted to note just a few quick notes about helping guide students to this point of the semester.

First, I have been fortunate enough to teach and honors section this semester. While most times I teach English 201 I am focused in on various forms of academic writing, and especially on the techniques of argument, this particular semester has been interesting because I am guiding students, as freshmen, to think about what they want to do for their senior honors capstone research project. As a part of this work, students will be submitting what I’m calling a “very rough draft” of what they would like to do as a senior honors project proposal.

Second, because we’ve been talking about digital writing throughout the semester, I am asking them to share their final presentation not just as a PowerPoint, but in some kind of multimedia form. Over the past few weeks we have begun looking at a number of different tools, and Popcorn is one of them. My hope is that the few students will use this tool for their final projects, especially since I have so many students interested in topics related to media.

All of this is a lead up to what I found to be a truly wonderful project. Mind you, this was meant as an opportunity for play and exploration, a formative assessment opportunity just to see what students could come up with in a limited amount of time. My guess is that Cali spent much more than just a “few extra minutes” outside of class to get this creative representation of her many “fandoms.” In fact, she noted in her reflection, there are many things to consider when embarking on such a project:

This project revealed some important benefits and drawbacks of using multimedia presentations. One clear benefit is that, if executed properly, it can provide a concise, engaging presentation related to the topic. A one-minute video can be much more compelling than a page of text presenting the same information. It also allows the author to be more creative in how they present their message, which can draw a wider audience. As with any media, however, there are some limitations. The biggest problem, in my presentation, was due to technological issues. As I mentioned, I had five tracks that were all timed precisely to fit with one another. Several times I tried to play them back and one would glitch and become out-of-sync with the others, which in some cases, even somewhat changed the message I was trying to get across (some of you may also have had this problem if you tried watching my video).

This is one of those projects where a student clearly went above and beyond, and I think you’ll find the final results to be compelling and creative. If this is what she was able to create just playing around with Popcorn for fun, I can’t wait to see what she — and all of my students — with their final projects.

Enjoy!

https://cali-winslow.makes.org/popcorn/2w9a_


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Keynote from Reinventing the Classroom 2014 Virtual Conference

My thanks to Steve Hargadon for an invitation to speak during the Reinventing the Classroom virtual conference last week. The archive of my webinar is available on YouTube.


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Q/A from “Technology and Education” Session

Movement, Mobility, and Migration Conference Logo
Movement, Mobility, and Migration Conference

A number of undergraduate students presented today at Central Michigan University’s first annual conference on English studies, “Movement, Mobility, and Migration.”

One particular session at the end of the day had a great Q/A, and I tried to capture some notes here from the “Technology and Education” forum. A few of the ideas that we discussed included:

  • What constitutes a “text” in relation to multimodal hybrid texts (especially graphic novels), and especially when considering texts for middle and high school students?
  • How do we help students of this generation better understand the ways that language — and exploring language — can be a wonderful, validating experience? How can we use language as an opportunity for play? This led to a broader discussion about dialect, code-switching, and social power.
  • Finally, I asked them to answer by describing one loss and one opportunity with the shift to technology.
    • A shift to e-books, because I don’t like them. There is value in having an actual physical copy of the text for you to annotate.
    • We are using the written word to promote more more literacies, but text messaging can be impersonal and emotionless.
    • Thinking about the ways that literature is evolving, and to see these ideas incorporated is exciting. At the same time, we don’t want to lose focus on the classics in literature to enjoy the word usage and beautiful language.
    • Along with countless hours lost to fiddling with things that won’t work, we are also at risk of a reduced attention span. There is a great deal of overstimulation in all of this, and what is it doing to our brains.
    • There are many new ways to be creative, and it makes more critical and creative modes of expression possible.

It is interesting to hear that these undergrads, members of the “digital generation,” are still expressing many of the same ideas related to the possibilities and pitfalls of digital writing as their elder counterparts are. The best part of all is that we continue to keep asking good questions.

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Teaching Participatory Media and Democracy (AERA, Part 4)

Let’s begin with the critique of this panel’s main premise, that social media is transforming civic education and participatory democracy. That critique was the what discussant Joel Westheimer (University of Ottawa) offered. From his perspective, the technologies that allow us to use social media — the mobile web with apps, the ability to find, share, and remix multiple forms of media relatively easily — do not fundamentally change civic participation. In one sense, I appreciate his willingness to keep us all from drinking the kool aid, and to bring his perspective as a veteran civic educator to think about the implications, or not, of social media. That said, many if us disagreed.

Thus, the panelists shared their experiences working with youth in projects surrounding civic engagement and social media, including a fantastic presentation by Antero Garcia. There is much more to talk about from his presentation, let alone the entire panel, than I can capture here, yet one rhetorical move that he made which was truly effective was to show an image of his school, taken from a news helicopter, in a lockdown. Outside the school, police patrolled and kept students and teachers locked inside for about seven hours because a “latino male” in a white t-shirt had been spotted in the area with a gun, all the while playing out on television news. The blatant uses of power and authority to, quite literally, turn the school into a prison where the innocent were incarcerated as guilty has so many levels for critical interpretation and analysis that I could write a dissertation on it. In short, Antero made it clear that he invites his students to use social media in ways that push against the dominant narratives of race, class, and prejudice that infiltrate his students’ lives.

As I continue to think about how to frame the conversation about digital writing for my next book, there is no doubt that I will have to include social media. As I think about the ways in which most students, especially teens, experience and use social media, my strong suspicion is that they still don’t see this as an act of writing (as this WIDE report from a few years back shows), thus they don’t frame it as a rhetorical situation. For K12 students, especially those growing up with 1:1 opportunities in their homes and schools, this is a significant oversight on the part of writing teachers. And, as this panel from AERA shows, the fact of the matter is that social media pervades our lives and communities, so we better figure out how to invite students to compose with these broader audiences and purposes in mind.

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School Reform, Digital Learning, Online Privacy, and Food Waste

Here we are with another month having passed us by and it seems like I’m struggling with a number of issues related to digital learning, in some senses, but more broadly on issues of school reform and how we will ever be able to set the ship of education sailing in the right direction again. So, this is a random series of thoughts for a single blog post, and yet I wanted to share them before this week gets underway. I promise that I will try to tie them all together in the end.

School Reform

Over the past month, I’ve been in a variety of twitter conversations with really smart people about the issue of school reform and high school dropouts and, subsequently, on two episodes of Teachers Teaching Teachers. Couple this with conversations I’ve been having with my wife about the future of our children school district which, like many in Michigan, is facing unrealistic budget constraints, declining enrollments, and mounting obstacles to real improvement. all of these conversations are interesting, and there was one recent blog post by John Merrow that captures nearly all of the frustrations I think many educators share. In particular, I found myself tweeting back and forth with Lisa Nielsen, arguing the merits of homeschooling (or alternatives to models of “schooling”). Here’s a clip:

hickstro: @InnovativeEdu Great convo on TTT. Still, what is it schls can/could do well/better than a lone student guided only by his/her own passions?10:12pm, Feb 22 from Web

InnovativeEdu: @hickstro The idea of “lone student” is a fallacy. A student has plenty of resources at their fingertips. Many are blocked/banned by school10:13pm, Feb 22 from Web

hickstro: @innovativeedu I’m happy that my 2nd grader turns to Google for info for his animal report. But he turns to me for advice on writing it.10:16pm, Feb 22 from HootSuite

InnovativeEdu: @hickstro – Why are you only seeing choices as school or Google? Many are learning w/out school & with relevant learning.10:43pm, Feb 22 from Web

hickstro: @innovativeedu I hear you. There is more than school or Google. The best parents are going to provide rich experiences for their children.10:58pm, Feb 22 from HootSuite

InnovativeEdu: @hickstro Or…the best parents will support their children in pursuing & developing rich experiences.11:03pm, Feb 22 from Web

hickstro: @innovativeedu So, is this a school problem? Or a parenting problem?11:06pm, Feb 22 from HootSuite

InnovativeEdu: @hickstro what i am talking abt is a school problem cuz there are PS students that don’t have involved parents so they need school.11:10pm, Feb 22 from Web

hickstro: @innovativeedu I’d like to think more… what can the best elements of home schooling offer schools? What can schools offer home schooling?11:13pm, Feb 22 from HootSuite

InnovativeEdu: @hickstro Many of these questions have been answered. Government won’t fund it. How do we change that? Feb 22, 11:16pm via Web

There were others involved in this conversation including Teresa Bunner, and it came at the end of a very smart episode of TTT, so there’s little bit out of context here in this blog post. I’m not sure what else say about all of it at the moment, that this will be an interesting spring as my personal life —  and education of our five children —  seem to be on a collision course with my professional life and what I truly value about schools, education, and learning.

Digital (Peer) Learning

Speaking of school (or, in this case, not school) and learning, I will be facilitating a course in Peer 2 Peer University, also known as P2PU, beginning next week with my NWP colleagues, Christina Cantrill and Katherine Frank: Writing and Inquiry in the Digital Age.  Focusing broadly on what it means to write in the digital age, my particular interest with this course is thinking carefully about how and why we can use curation tools for teaching and learning. Sure, I am riding on the coattails of the Pinterest craze and advocating for this is one of our foci. Still, I’m trying to figure out how this can be a useful tool after a conversation earlier this semester with Andrea, Leigh, and some others educators. For what it’s worth, I’ve started a board, “Content/Creation/Curation,” and already received my first comment: “I THINK YOU PEOPLE SHOULD JUST LEAVE PINTEREST ALONE! & let people like ME JUST ENJOY IT!”

Indeed. I will try.  Join the conversation at P2PU over the next few weeks.

Online Privacy

In my next seemingly random entry for the evening, I want to mention that I will be speaking this week at one of CMU’s “Speak Up, Speak Out” forums entitled “R They Watching U? Technology, Surveillance, Censorship & Privacy Rights.” Here’s the lowdown:

Date: Wednesday, February 29, 2012

Time: 7:00 PM – 9:00 PM

Location: Bovee UC: Auditorium

Speak Up, Speak Out: The Current Events Series presents “R They Watching U? Technology, Surveillance, Censorship & Privacy Rights.” SUSO is not a lecture series – it’s more like a town hall meeting called to discuss important events and topics in the news. Each forum is an opportunity for all participants to collaborate in thinking through the issues, identify problems, and consider solutions. For more information, visit the SUSO website. The forum facilitator is Justin Smith (SASW). Panelists include: Christopher Armelagos, graduate student; Amanda Garrison, Sociology; Troy Hicks, English; Jaime Humpert, student; Roger Rehm, CMU’s Chief Information Officer; and Ken Sanney, Finance & Law.

If there are enough of my colleagues who might be interested, I’ll certainly start the twitter back channel for this conversation as well, and could even open it up as a video feed on a Google hangout. let me know if you’re interested.

And, Finally, Food Waste

So, in the wonder of all things digital, I was enjoying Netflix this morning during my jog on the treadmill, And ran across this short documentary: Dive! Living Off America’s Waste. Tonight, we have the kids watch it with us, for two reasons. First, there’s the obvious social commentary that I want them to understand  about food waste and all the issues about consumerism, consumption, environmental quality, and related ideas. Second, I found myself fascinated by the production of the film itself as a digital writing process. Jeremy Seifert appears to have produced this film in a manner that could be replicated by middle and high school students with a basic HD camera, a simple movie editing program, some creativity, and a lot of determination. I appreciated the mix of interviews, B roll footage, archival footage (most of which appeared to be from historical, public domain archives), stop motion animation, and the creative representation of food throughout. I think that the kids appreciated it, too, and my hope is that our two Girl Scouts might take this idea up as part of their social action project. At any rate, at the end of the week where I feel professionally helpless and I’m not sure to what I am doing is making much of a difference, it was good to see Jeremy’s film and to think about the power that a few good people can have in affecting change.

So, that was a mishmash of ideas for one evening. But, that’s what blogging is for, right?

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