As often happens in my professional life, earlier this year, I was invited to lead a session broadly related to teaching writing and digital literacy, specifically for middle school students. Unlike my previous experiences, however, this particular opportunity came from CMU’s Center for Excellence in STEM Education‘s partnership with the Build a Better Book Project. In short:
The Build a Better Book project, based at the University of Colorado Boulder, works with school and library Makerspaces to engage youth in the design and fabrication of accessible picture books and graphics… Through the Build a Better Book initiative, middle and high school youth develop technology skills and learn about STEM careers as they design and create accessible, multi-modal picture books, graphics and games that can be seen, touched and heard!
So, in this case, I was invited to lead a session on a topic that I had quite a bit of experience with (teaching character development in writing), but needed to think critically and creatively about how to present the idea, taking concerns about accessibility into account. And, as often is the case, I turned to my PLN for help.
“[t]eams’ making of tactile pages to retell a picture book” (and presentation of that book
“[r}eflection on the experience.”
In the sense that students will already be immersed in the process, I’m fortunate that my lesson will come on the second day of a multi-day experience, focusing mostly on steps 3 and 4. They will have had some experience understanding the design task and the audience of visually impaired readers, as well as some tactile sensory immersion. When I see them on day two, my goal will be to help them think about ways that authors describe and develop characters in picture books. So, I am working on the retelling, but also the annotating. Taking what I learned from Margaret Price at DMAC earlier in the summer about annotations for accessibility, I will ask students to both write descriptions of the character as well as to use tactile materials for creating far, mid, and close-up representations.
The challenge, of course, is that helping them figure out how to create tactile books – as well as annotations – that accurately and creatively represent those characters.
Thus, I wanted to find a children’s picture book that – both literally through images as well as figuratively through language – “zooms in” on a character. I want them to write/create three different perspectives of the character – long shot, medium shot, and close up – both in writing and with crafting materials.
So, these slides represent my general thinking about how I will approach the lesson. We will look at the generic images, do a read-aloud of Mother Bruce, then look again at the images in the book more carefully, with a lens for both annotation and tacitly illustrating them:
So, the lesson focuses on the words…
What would a description of Bruce need to include when we “see” him from a distance? At a mid-range? Close up?
How can we use different words to describe shape, size, and proximity?
And the tactile elements…
What would his fur or nose feel like from far away? Close up?
What about the additional features of his body and face? Eyebrows? Snout?
How can we change shapes and texture to help the reader know that the image is a far shot, mid shot, or close up?
My goal will be to have them create the three tactile representations, as well as write the annotations for the tactile books as a way to supplement the readers’ experiences. Though we will probably not have time in my workshop to invite the students to audio record these annotations and connect them with Makey Makeys, that would be one extension that could make the text even more accessible, and is in line with the Build a Better Book pedagogy.
In sum, this is an interesting way to cap off a busy summer of professional learning. When the CMU STEM Ed Center invited me to do this work at the beginning of the summer, I had no idea what I would do. Yet, the challenge was given to me, and I kept thinking about the possibilities with each opportunity that I had to learn throughout the summer. I look forward to seeing how students responds to the lesson and, in turn, what they might do to more completely and complexly represent Bruce through both their annotations and tactile pages.
Examining What Counts as Evidence in a Digital World
“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
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.
[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.
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!
Participants will explore a variety of digital tools for video that can be used for instruction, remediation, and discussion, as well as student creation of video artifacts to demonstrate understanding.