Category: New Literacies

End of Year “Reflection”

Well, I’ve held off on using the “R” word for any tagging on this blog, but I guess that it is the end of the calendar year that causes me to think about reflection, even though it is a term that is fraught with problems, as my adviser, Lynn Fendler, points out.

At any rate, a few things have happened this year that give me thought to pause, one being this blog, so I figured that I would do that here. Besides, I collapsed from post-holiday exhaustion and pre-sinus infection sickness earlier tonight, and now I have insomnia. What else to do but write, right?

So, I want to start with something recent. Wes Fryer talked about digital storytelling and, as I recall, how he has his daughter, a pre-schooler, creating them. When my wife was diagnosed with breast cancer earlier this year, my supervisor had mentioned how I might be able to use some of my digital literacies to capture some family memories for posterity. Well, though I have yet to make my own digital story, my daughter (age 4) and I collaborated to make a story as a gift to mom this holiday season. Everyone asked, “How much of this did you do, Troy?” and I tell them that I really did very little. I showed her some basic controls in iMovie, helped her look through our family pictures, and then set up the mic. She did the rest. It was amazing, and made for many conversations over the past week. It also cemented the feeling for me that digital storytelling is something worth academic and personal pursuit, a feeling that I had long pushed to the side. At any rate, it is on You Tube, but I have it marked as private (I still feel weird sharing my kids’ images and voices online to the general public), so if you want to see it, send me an email and I will invite you.

Another recent thing to think about has been the “Top 100 Education Blogs” list that came out about a week ago. This has inspired much controversy, and the conversation on Bud’s blog captures some of the other bloggers’ feelings about it. Personally, I am not much of one for lists, just like I am not one for how-to guides, but the recognition was nice. Along with a nod on MSU’s “Blogs for Learning” site earlier this fall, I feel that I must be doing something right with this blog. However, there are many others doing blogs right, too. Maria, for instance, is quite modest about her work and I think that Paul got overlooked, too. But, when it is all said and done, edublogs are official now, and I rememeber that they weren’t when we looked them up at Tech Matters in July.

The other main thing on my mind right now, besides my wife’s health, is that I am on the job market and will be soon giving a job talk based on the following prompt: “Situate your research in terms of the current state of the field of English education and talk about how that research informs your teaching.” If ever there was a time when I am asking what English education is, that time is now. Given the general state of education (which I won’t belabor here), and the palpable sense that some edubloggers like David and Will among others, seem to be expressing, I wonder if this is the year that digital writing becomes a legitimate topic for writing teachers and not just an add-on to an already rubric-packed curriculum of pre-formed essay prompts. There are so many possibilities that I am trying to pursue right now (not the least of which is my dissertation focusing on digital portfolios, although that seems to fall to the back burner every day) that I think are engaging and worth scholarly pursuit at the K-12 level: collaborative writing projects with wikis and Google docs, student blogging (ala Paul’s model), free and open source applications for digital writing, digital storytelling, and podcasting. If the Time cover story about You being person of the year is right, then the time is now to push for these literacies as a part of our English teaching. And, oh yes, the state standards call for them, too, says Time. Given all the attention that these literacies now command, I don’t think that we can ignore, or filter, them in school anymore.

So, what will I say about my research and the field of English education? Well, I think that I will acknowledge that being an English teacher has always been and will continue to be complicated. The interesting new twist to the complicated lives of English teachers — the one that I think encompasses all the other issues of linguistic diversity, challenging the canon, cultural literacy, encouraging citizenship, and other main tenets that came from the 2005 summit — concerns new literacies and the ways that ICTs are changing what it means to be literate. I think that the notions of purpose and audience that teachers using a writing workshop model for the past 30 years have been good, but to be perfectly honest, beyond the school newsletter, the letter to an author or editor, or something else fairly local, they were never fully realized. Now they are. Blogs, podcasts, and wikis enable global conversation. English education needs to prepare teachers and students to be a part of that conversations, and new literacies play a pivotal role in doing so. This requires a major change in the way we think about teaching and learning writing. I will elaborate on this idea more in the next few weeks as the job talk nears, but I felt that I need to get some first draft thinking in this reflective post. I would be interested to hear what you have to say about it.

Well, I think that I have reflected enough for now (and, I hope, cured the insomnia). Thanks to everyone — friends and colleagues — who inspired me to start this blog and contribute to the ongoing conversation around it. I look forward to continuing the conversations in 2007 and beginning a variety of new projects, many of them in collaboration with all of you. Take care and happy new year.

And Time’s Person of the Year is…

OK, if we didn’t have enough of a reason to teach our students that they are, indeed, producers of digital writing — and that this matters as a skill they need to have — this story might be the final straw that convinces educators that we need to take it seriously:

But look at 2006 through a different lens and you’ll see another story,one that isn’t about conflict or great men. It’s a story aboutcommunity and collaboration on a scale never seen before. It’s aboutthe cosmic compendium of knowledge Wikipedia and the million-channel people’s network YouTube and the online metropolis MySpace. It’s aboutthe many wresting power from the few and helping one another fornothing and how that will not only change the world, but also changethe way the world changes.

The tool that makes this possible is the World Wide Web. Not the Web that Tim Berners-Lee hacked together (15 years ago, according to Wikipedia) as a way for scientists to share research. It’s not even the overhyped dotcom Web of the late 1990s. The new Web is a very different thing. It’s a tool for bringing together the small contributions of millions of people and making them matter. Silicon Valley consultants call it Web 2.0, as if it were a new version of some old software. But it’s really a revolution.

And we are so ready for it. We’re ready to balance our diet of predigested news with raw feeds from Baghdad and Boston and Beijing. You can learn more about how Americans live just by looking at the backgrounds of YouTube videos—those rumpled bedrooms and toy-strewn basement rec rooms—than you could from 1,000 hours of network television.

TIME.com: You — Yes, You — Are TIME’s Person of the Year — Dec. 25, 2006 — Page 1

With that in mind, it might be a bit early for New Year’s Resolutions, but when YOU are the person of the year, you might want to begin thinking about this early (isn’t it weird to talk about yourself in the second person?). So, here are some of my thoughts about what (digital) writing teachers might consider doing in the next year (if you haven’t already):

Well, I am sure there are more, but ten seems like the magic number for these types of lists, so I will stop.

But, I would like to hear from you — what else you might add to a list of digital New Year’s Resolutions? Thanks in advance for your ideas.

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Podcasting with Bonnie, Thinking about Critical Aspects of Digital Literacy

Bonnie asks a good (and loaded) question here:

How could I bring the podcasts onto the team blog?

Well, a few of you noticed that I tried to test a podcast through my blog/feed the other day. I did that to help Bonnie from HVWP to do a podcast for her tech team. Then, Karen challenged her to write up what she did here. Hooray, Bonnie!

I think that what her experience shows is that there are multiple (sometimes overlapping, sometimes conflicting) ways in which we can post podcasts. And, the technical fact of the matter is that you will get a podcast up doing any one of them.

However, the aspect of this that I am interested in is the critical/rhetorical one. Does it matter where we post our podcasts? What service we use? Whether it is on Archive.org or through a site like Odeo? How does that change the “instructions,” especially if you hit a snag? How does it change our understandings of what a podcast is and what it does?

We have struggled with this issue of creating tech guides at RCWP for a long time. I have often been asked to write “how to” guides, and I have only done one. Why? Because the set of instructions that I wrote was out-of-date by the time I did the workshop that night due to a technical change in the site we were using. Sigh… My “how to” guides are usually very fluid and, as of lately, always on a wiki so people in the workshop can help me co-construct the guide as we go along. Here is the pre-NWP trip guide.

To me, learning to be digitally literate is not only about the technical aspects, but about knowing enough to troubleshoot along the way (perhaps choosing a different hosting site because the one you want isn’t working at the time you want to post the podcast) and think about the critical/rhetorical aspects of that choice. Does it matter, for instance, that I post something on Archive.org or Odeo? In a technical sense, no, because the podcast will be delivered if you create the enclosure in your blog post.

However, I think that there is more to it and would answer, yes, it does matter, because the type of license that you can choose for copyright on these sites is different. How the file gets saved (and perhaps streamed) is different, and you need to know where to get the permanent URL if you really want it to be a podcast that is downloadable. Whether and how you “own” your podcast is based on where it is stored, from a critical and rhetorical sense, an important issue. Thus, any “how to” guide that we create has to be tempered with these discussions.

This is not to say that what Bonnie has produced isn’t valuable, because it is for her, her tech team, the TL network, and other readers of her blog. Like the RCWP TCs who created some podcasting instructions a few months ago, these guides are important for our own learning about the technical aspects of posting a podcast. And, despite the many, many help guides that are out there, figuring it out with one-to-one help is always useful. Moreover, we know that these guides will change over time, and it is important that we understand what little changes in the overall process will do to that process.

I just want us to remember that there are a number of choices that we make in any act of digital writing, and many of them have ethical considerations that we should keep in mind as we do it. Thanks again to Bonnie for helping me think through some of these issues this week.

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Comments on Teachers Teaching Teachers Disucssion of “Appropriation”

Although I wasn’t really able to join the conversation tonight through Skype, the Teachers Teaching Teachers crew asked a great question tonight:

Do our blogs have a student-sponsored life of their own? Have our blog sites moved beyond Fisher’s “new literacy practices as sugar” to allowing students to “combine their concerns and self interest with the common good?” Sometimes, and it remains a goal to make our elgg spaces — our students blogs in social networking sites — into places online where they can truly express, question, explore and research subjects that matter to them.

Teachers Teaching Teachers

One of the ideas that I wanted to take up in this conversation was that of genre. It seems to me that Paul, Susan, Teb, and the rest of the TTT crew are getting at the idea that blogging and social networking could be seen as appropriating online teen culture, as Clarence Fisher seems to be arguing here. I feel that blogging, social networking, and podcasting don’t so much appropriate teen culture as they represent new genres and, because of that, the ways that we think about teaching them in school matter a great deal as to how much, if at all, students learn how to utilize these genres.

In thinking about teaching new media genres, then, I want to share a quick example of how this is, perhaps, a very difficult concept to even wrap one’s head around, let alone teach, if you are not a part of the edublogger community. I had the good fortune of working with a class of pre-service teachers the other day, and we were talking about new literacies and technologies. One section of the article that we read discussed the five-paragraph essay as the typical model of school literacy and how technology threatens to change that genre. This caused a great deal of discontent. Suffice it to say that the pre-service teachers with whom I work came up with a question that essentially boiled down to this: if not a five-paragraph essay, then what else instead? I was taught the five-paragraph essay, I succeeded, I know that kids need to know it (or, at least that is what I believe because I haven’t seen convincing evidence to the contradict my own personal experience), and that is what I will teach them. It is a hard cycle to break.

So, how are blogging, wikiing, podcasting, and other new media writing — and the genres that they enable — different? Paul wrote extensively about what blogging can be in the TTT post, so I won’t reiterate it here. What I do want to say, however, is that I think we need to help our colleagues and those that we mentor to understand how writing on a blog or wiki, or creating a podcast, is still writing at its core (creating a text for a specific purpose and audience), but the affordances of the media and the genres that you can create with that media are very different from what we have traditionally conceived as writing. We can move beyond the five-paragraph essay because we can now talk about — and in compelling new media deliver — texts like we never have before. I don’t think we can give up the old genres, but we also have to think about how to compose with the new ones, too.

Do I want to see students’ five-paragraph essays on a blog? No. But, I think that we need to help our colleague envision what is possible in these new media. Is that appropriation? I don’t think it is. If we ask students to collaboratively write with a wiki and only one student does all the work, then we are reinscribing all the bad practices of that genre for teaching writing. Appropriation gone bad. If we ask students to post a book report to a blog and then offer feedback to others, not allowing for uses of hypertext and the natural conversations that will bubble up, then we are reinscribing all the bad practices of that genre, too. Appropriation gone bad, again.

Instead, we need to help teachers see the potentials of these new media and the genres they allow. Then we won’t need to worry about appropriating. We will need to think more about invention, discovery, and creativity, traits that we would wish on all our writers.

Justifying Digital Reading and Writing

Before the NWP Annual meeting, I had three separate conversations (one by email, one by phone, and one in person) with colleagues from the local, state, and national level about why and how to use digital reading and writing in their classrooms and for professional development. I had many more of these conversations at the NWP Annual Meeting and the ACE Workshop. What I will try to capture here is a basic outline of my response to them, and why I feel that these are critical literacy skills.

I hope to return to this post and update it, both because it is very rough right now and it will always be able to grow. Please feel free to help me out if you have ideas I should add, OK?

Frameworks

First, to conceptually frame digital reading and writing, there are a few places to begin:

Teaching tips and things to do

I know that this is not the most organized or coherent list of stuff. Also, I am thinking of turning it into a page on this site so it remains static. But, for now, I think that it is the beginning of something worth capturing and beginning to build as a more comprehensive resource about how and why we want to teach with these technologies.

If Fifth Graders Can Go Paperless…

It’s been a busy two weeks without much time to blog here, but a link to this article from NCTE’s Inbox caught my eye. This fall, I have been pushing friends and colleagues to go paperless with free and open source applications, like Google Docs, and even though this isn’t quite the same, seeing that fifth graders can do it makes me wonder if everyone will be going this route soon.

When she assigns students a report on Civil War heroes, the students take off on their own using Web sites like Google and Dogpile to do research, cutting and pasting photographs into documents and saving their work on floppy disks.”Instead of writing with a paper and pencil and your hand getting tired, we can do it on a computer,” said Robert Toledo, 10, as he reads a site about Abraham Lincoln. “It’s faster and better.”

In Miami-Dade County’s only paperless classroom, Web sites are used in lieu of textbooks, Power Point Presentations substitute for written essays and students get homework help from their teacher over e-mail.

Fifth-graders using computers, not paper, for classroom work | theledger.com

What would it take to get every classroom in the country to this level, both in terms of hardware and professional development for teachers? More thoughts on how and why to do that coming soon…

Typo Generator

Now, here is a great way to kill time and generate cool graphics for your blog:

typoGenerator

Interestingly enough, the warning at the bottom of this image says “the images used for generating may be subject to copyright.”

Also interesting, as soon as I clicked away from the page, the temp image that was stored — and that I tried to blog above — disappeared. Save early, save often, I suppose…

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Congrats to Gene Yang!

For the long delay, I apologize, but I wanted to share the news that one of the teachers who presented a workshop for us this summer, Gene Yang, has been selected as a finalist for the National Book Award.

Hooray!

Gene Luen Yang

American Born
Chinese

First
Second/Roaring Brook Press/Holtzbrinck

About the Book

This graphic novel portrays the life of a young Chinese-American boy who moves from San Francisco’s Chinatown to the suburbs, where he is one of two Asian children in the school.

The National Book Foundation

You can check out an interview with Gene in Publisher’s Weekly and see him again at NCTE in a few short week.

Congrats, Gene! To think, we knew you way back when… 🙂

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Whoa! Zotero

Goodbye 3×5 cards.

No, really, this time I mean that you must get rid of these cards and jump feet first into the web-based research revolution. Easybib was cool, but this is awesome.

I just downloaded and installed Zotero, a Firefox extension. Here is part of the press release from the Center for History and New Media at GMU who created it:

Zotero is a free, easy-to-use, open source research tool that runs in the Firefox web browser and helps scholars gather and organize, annotate, organize, and share the results of their research. It includes the best parts of older reference manager software (like EndNote)—the ability to store full reference information in author, title, and publication fields and to export that as formatted references—and the best parts of modern software such as del.icio.us or iTunes, like the ability to sort, tag, and search in advanced ways. Using its unique ability to sense when the user is viewing a book, article, or other resource on the web, Zotero will—on many major research sites—find and automatically save the full reference information in the correct fields.

Zotero: The Next-Generation Research Tool now available

Wow! I am an avid Endnote user, so playing with this is going to be cool. So far, I was able to capture the entire citation info from a book listed on Amazon with one-click and capture a website\’s info, too. It requires FF2.0, so I lost Session Saver. But it is worth it to have Zotero.

Combined with an RSS aggregator and Google Notebook, this could radically change the ways that students do research.

Re: Does Wikipedia hurt scholarship?

So, the wiki debate continues. In the latest issue of AFT’s American Teacher, the pro and con discussion of the month is about Wikipedia. Here, in very stark terms, are what I consider to be very traditional views about the academic research process (Anderson) juxtaposed with a more reasonable interpretation of research, collaboration, and the changing nature of literacy (Locke). I want to look at how each of them define what it means to be a teacher of researchers (at the K-12 level) to make this point clear.

Dixie Anderson, a librarian, suggests that,

As educators, it is our responsibility to hold academic resources to the highest of expectations. We need to become role models in the research process. Credibility and responsibility are the two most important aspects of research. And teaching students the patience to delve into credible resources is the task and responsibility of the educator. We, as educators, cannot condone lazy techniques or unreliable research tools.

I read her comments to mean, essentially, this: we are the gatekeepers for students and, thus, can only recommend sources that the gatekeepers who monitor us (media, publishers, authorities) let us delve into because we can trust them. She makes the claim that “credibility and responsibility” are critical to good research, yet denies her students the opportunity to assess credibility and take responsibility for what they find in Wikipedia.

Then, in what I consider to be a very effective counterpoint, Teb Locke, a technology teacher and co-host of Teachers Teaching Teachers Webcast, refutes this idea. While he is not talking about Wikipedia per se, his argument makes sense in that context. He claims:

Further, wikis facilitate a defining feature of traditional scholarship: publication. Changes to a wiki are immediately “published” for the entire world to see. Not only does this provide a real-world motivation for students, it also allows them to experience writing and editing as a dynamic endeavor.

Unlike a more static writing process in which publication marks the end of revisions and the end of the process, wiki writing is instantly published while undergoing infinite revisions. The wiki therefore brings literacy and accountability to a whole new level. Students are not simply skimming for content, they are constantly evaluating from an editor’s point of view in order to improve what they are reading/publishing.

AFT – Pubs-Reports – American Teacher – October 2006 – Speak Out

Locke, in his example of having students write for a class wiki, describes the ways in which students become producers of knowledge, or texts, rather than just consumers. If we rely on the old model of research, where students bring empty note cards to be filled by drinking at the vessels of knowledge, then the argument that Andersen makes holds water. If, however, we recognize that students have, and will continue to have, multiple and conflicting sources from which to draw, then we realize that it doesn’t.

This, of course, doesn’t even scratch the surface about the cultural, social, political, racial, gendered, colonial, and economic critiques that one could make of most traditional research paper sources (encyclopedias, magazines, newspapers, and, wait for it… books) and the fact that even the most “credible resources,” as Andersen call them, all have a rhetorical purpose for creating the text they have. We seem to ignore rhetoric when it doesn’t serve us, however, I won’t go into that right now.

Suffice it to say that we need to stop looking at Wikipedia as an excuse to hold on to our out-dated mindset about what and where students learn as well as who they learn from.

Wikipedia helps us think about how and why, instead, a goal we should all be striving towards given the nature of knowledge, rhetoric, and the literacies our students use.

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