This past week, I was honored to present “Digital Diligence” as the third in a series of webinars in this year’s Medialogue on Propaganda Project. Learn about “digital diligence”—an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.
In this webinar, learn about “digital diligence”—an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly. Join us for a discussion on how to build adolescents’ skills for protecting online privacy, minimizing digital distraction, breaking through “filter bubbles,” fostering civil conversations, evaluating the information on the Internet, creating meaningful digital writing, and deeply engaging with multimedia texts.
Join Brandon Abdon (@BrandonAbdon), Alice Wu, Andy Schoenborn (@aschoenborn), and Troy Hicks (@hickstro) as we explore ways to give students a choice in topic and approach, all as they develop their digital writing skill. Watch the Live Stream Here on Wednesday, November 3, 2021 from 7:30 to 9:00 PM Eastern
Now more than ever, students need hope, guidance, and accessible avenues to attain digital equity. Discussing how to use “Snow Fall: The Avalanche at Tunnel Creek” from The New York Times as a multimedia mentor text, join Brandon Abdon (@BrandonAbdon), Alice Wu, Andy Schoenborn (@aschoenborn), and Troy Hicks (@hickstro) as we explore ways to give students a choice in topic and approach, all as they develop their digital writing skills. We invite you to join us to see what students can achieve.
Here is an archived recording of our Wednesday, March 25, 2020 webinar on EdWeb, “Literacy in a Time of Rapid Change: Strategies and Resources for Virtual Learning,” as well as the GDoc handout from the session.
We are now in the midst of a “new normal,” and questions about what virtual instruction will look like — in our own classrooms and across the globe — abound. Join literacy experts, authors, and experienced virtual educators, Dr. Troy Hicks and Shaelynn Farnsworth, as they discuss resources and strategies to best support remote teaching and learning.
In this edWebinar, explore ways to virtually teach and engage students in literacy learning by sharing curricular content, edtech tools, resources, communities, and tips to get you thinking critically and creatively in this time of crisis. As we are working to meet the needs of all students virtually, we’ll also be mindful of issues related to equity, accessibility, and student populations with special needs.
We can do this together. Please watch the conversation.
This recorded edWebinar will be of interest to kindergarten through higher education teachers, librarians, school and district leaders, curriculum and instruction, TOSAs and coaches, assistant superintendents, and tech directors.
About the Presenters
Dr. Troy Hicks is Professor of English and Education at Central Michigan University (CMU). He directs both the Chippewa River Writing Project and the Master of Arts in Learning, Design & Technology program. A former middle school teacher, he collaborates with K–12 colleagues and explores how they implement newer literacies in their classrooms. In 2011, he was honored with CMU’s Provost’s Award for junior faculty who demonstrate outstanding achievement in research and creative activity, in 2014 he received the Conference on English Education’s Richard A. Meade Award for scholarship in English Education, and, in 2018, he received the Michigan Reading Association’s Teacher Educator Award. An ISTE Certified Educator, Dr. Hicks has authored numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. Follow him on Twitter: @hickstro
Shaelynn Farnsworth is a coach, consultant, and educator for Web20Classroom. She is a leader in the convergence between literacy and technology. As a high school teacher, she redefined her English classroom as not only a place to learn about literature but also explore how technology is shaping the future of communications. She continues this exploration in her role as a consultant focusing on technology, literacy, differentiation, and systemic change. Shaelynn is a staff developer, literacy coach, and supports districts in the implementation of initiatives. She is a MIEExpert, Google Certified Innovator, Apple Teacher, and has training in Project-Based Learning from the Buck Institute, Visible Learning with Hattie, Instructional Coaching, and K-12 Literacy Best Practices.
This morning, I am honored to present for the College Reading Educators during one of their session at the New York State Reading Association’s annual conference. My talk will focus on the idea that, without question, learning continues to change in the twenty-first century. Higher education faculty have always valued the teaching of reading, writing, and thinking — and see that our very notion of what it means to be literate is evolving. How, then, do we enhance and extend traditional literacy practices in this digital age? This brief talk will provide some background on Dr. Hicks’ work as a teacher of digital writing, connected reading, and critical thinking for both undergraduate and graduate students, many of them pre- and in-service teachers, at Central Michigan University. Links from the presentation are embedded in the Google Slides and include the following:
We discuss ways in which teachers can use Wonderopolis as engaging texts for their readers, pivoting into ways that these “wonders” can then become mentor texts for students as digital writers. To consider more of my thinking on this, please review my post from earlier this year for the Educator Collaborative blog, “From Wonder to Writing: Invite Students Into Inquiry Through Online Articles.”
For the fourth consecutive summer, I am honored to present the Thursday morning keynote at the Summer Institute in Digital Literacy. Over the past year, I have become increasingly concerned about dire headlines that move beyond the “kids these days” kinds of arguments we have heard in the past to a deeper, more disconcerting tone that suggests our brains, as well as our culture, are disintegrating. Thus, for my next book project, I am working on a new idea, one that I hope will catch hold amongst educators and parents: digital diligence.
From my work over the years on digital writing and connected reading, and from two decades of teaching, I feel that we need to change the tone of the conversation about educational technology. As we look at 1:1 and BYOD programs, as we consider the hundreds of possible tech tools we could use to scaffold learning and support creativity, why is it that we seem to keep moving back to the most reductive, mundane uses of tech? In our conversations about digital access, usage, and, even “addiction,” are we (educators, parents, medical and mental health professionals, and the media) asking the right questions? Moreover, are we modeling and mentoring tech use for our children and students, or simply managing it?
Thus, today, we will engage in two activities that, I hope, move us toward digital diligence. By this, I define digital diligence as an intentional and alert stance that individuals employ when using technology (apps, websites, software, and devices) for connected reading and digital writing, characterized by empathy, purpose, and persistence. In particular, we will take a digitally diligent stance to better understand how knowledge is created within the Wikipedia community and explore opportunities for civil dialogue using social media.
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.