Most of you know about the Wired wiki story, I am sure, so this post is really for me to save this for posterity. And, perhaps one of the sessions that I am co-facilitating at NWP this November.
Here is an article that features a summary of the great work being done by the New Literacies Research Team. I saw them at AERA earlier this year and I think that they are on to some interesting points about online reading, especially in light of all the Wikipedia-ish concerns this summer.
Study aims to improve internet literacy
Researchers test new way to teach internet comprehension skills to students
By Laura Ascione, Assistant Editor,
Researchers at the University of Connecticut and Clemson University are in the middle of a three-year project to find a proven method of boosting the internet literacy skills of disadvantaged students. As part of the study, they’re testing a new way to teach students how to read, understand, and critically evaluate the information they find online, through a “reciprocal” model that has been proven to work well in teaching traditional literacy skills.
Blogged with Flock
For those of you looking for another resource about NWP that provides a concise, yet thorough, overview of the work, check this resource out from the National Staff Development Council’s Journal (Summer 2006):
National Writing Project plunges teachers into specific expertise with a thorough … Immersion in writing. (PDF version)
The National Writing Project is a leading example of how teachers, immersed in the practice of writing, are better able to both teach writing and lead peers to improve. By Mary Ann Smith
Clear and timely, this is something that you could hand to a colleague and let them know about the work of NWP.
Blogged with Flock
When I attended an ELA meeting last week, one of the other participants made us aware of a great online resource: NetTrekker. It is an interface with hundreds of pre-screened and categorized websites on numerous topics from grammar to digital storytelling and more.
Good luck trekking and let me know if you think it is a good resource.
I just wanted to touch base with you about your Teach with Tech podcast. I have been listening for a few months and I appreciate how you discuss new technologies and contextualize them in K-12 and higher ed applications.
Just a quick comment on your Opera segment from last month. I have been an Opera user for a few years (yes, I paid for it a long time ago, before Opera 9, because I thought it was that good). Besides all the great tips that you gave (I didnâ€™t even realize the one about the trashcan), you might also want to think about telling your faculty and students that there are some handy mouse features that you can use on a PC or Mac (if you have a 2 button mouse).
- Want more info about a word or phrase on a page that you are viewing? Highlight it, then right click and select one of the many search features.
- Want to email someone, but you arenâ€™t using Opera as your email client? Right click on the email address, copy it, and paste it in your email client.
- Want to navigate web pages faster? Use mouse gestures.
- Got a URL that you have copied or a word that you want to copy from somewhere and search using Opera? Right click in the address box or search box and choose â€œpaste and goâ€ to effectively paste and hit enter at the same time.
There are more mouse tools that I am sure are out there that I donâ€™t even know, but these â€” along with the tips you offered â€” make my browsing life much easier.
Finally, I did want to say that I am becoming a regular wiki user. You can see how we used wikis in a similar manner to the teacher you described who asks students to keep class notes by looking at the collaborative agendas from our series of summer workshops. Also, a colleague and I are developing a presentation that we will give in October using a wiki.
For a future episode, I hope that you might consider talking about how teachers are integrating tools of the read/write web into the research process. Gone are the days of 3×5 cards, and now we have webquests, RSS for news feeds, Google Notebook, Citation Machine, Writely, and other tools for keeping track of research online as you write. I would like to hear the ways in which teachers are doing this kind of new research with students.
Keep up the great work on the Teach with Tech podcast!
Wikis as a collaborative and social writing tool – and not just a way for students to cheat by calling something “original” material or for someone to create truth through “wikiality” – are starting to come into the news. But, I don’t think it is enough. For instance:
Recently, Columbia University has begun to embrace the academic aspects of wikis. The Columbia Center for New Media Teaching and Learning has designed a number of wikis to facilitate conversation in classes, and members of the center are among the leading minds on wiki culture.
And yet meddlers, not just altruistic do-gooders, can also update the sites at will. So while the vast majority of Wikipedia’s information is correct and suitable for academic purposes, many students use it as much for procrastination as a tool for researching a paper.
What if a wiki could serve both purposes, however? Project Athena, a wiki in development through Columbia’s Student Government Office, is pursuing that goal. In its most basic form, it would begin as a brochure and then would evolve into an insider’s guide to which bathroom showers at the University have the head installed too low.
Depending on the amount of interference by the office, the site could eventually turn into a campus-wide study guide where users post their class notes, creating a massive form of Cliff’s Notes. (Those involved with the project are calling it a repository for general information on the University, not on classes.)
As I dig more and more into the aspects of collaborative writing that wikis – and other tools such as Writely – allow, I am more and more intrigued with the collective backlash that still seems to exist about them. The example above shows how it is OK for students to use the wiki to create “repository for general information on the University, not on classes.” Why not on classes? Why not, as others like David Warlick have suggested, ask students to start with Wikipedia and then create their assignments so that they have to verify the facts in the Wikipedia article and, ideally, contribute new knowledge to it.
I was even more surprised when I was working in a school earlier this fall, one that actually doesn’t filter and block Wikipedia, when the teachers told me that they not only don’t want students to use Wikipedia as a source, but that they actively steer students away from it. I asked why. Here is the general outline of the conversation:
- They said that it wasn’t reliable. I cited the On the Media story that says vandalism last only a few minutes, let alone the Nature study.
- They said that the articles always come up in the top ten of Google searches. I said that this is all the more reason that they should understand why and how wikis and Wikipedia work, especially as writers learning how to research.
- They said that the articles were biased. I referred them to Wikipedia’s policy on the Neutral Point of View. I also referred them to the Room 208 podcast on “Wicked Wikipedia” and how students recognize the rights and wrongs of posting to this resource.
- They said it changes and is not reliable to cite. We talked about putting in dates and times, and the page history that a teacher could search back to. Also, as a footnote, I ran across Wikipedia’s Citation page the other day through someone else mentioning it and wish I could have told them about it.
After that, they kind of shrugged their shoulders and said, essentially, “Hmm, Wikipedia isn’t so bad. Maybe I will try using with my students this fall.” I hope that they do.
All that said, I am still interested in why and how to use wikis and where the resistance is coming from. Is it the fact that we, as educators, are having trouble making the paradigm shift as it relates to the read/write web and how knowledge is made and shared? There are many who think that this is the case, as change is slow in education. And, there are some interesting critiques of digital collectivism that I think warrant attention, Lanier’s essay being one of them.
But, the knee-jerk reaction that we, as literacy teachers, are going ban wikis outright – without talking about the skills embedded in reading and writing on a wiki – really concerns me. I hope to do some more thinking and writing about how we can effectively integrate wikis into the research process, but for now I would highly recommend looking at Paul Allison’s “Ninth Graders Composing on a Wiki” screencast and his students’ wiki. Also, you can look at a post that I used to facilitate a presentation about this topic last fall.
What do you all think? How can you integrate wikis, especially Wikipedia, into the research reading/writing process?
I, too, have been listening to GEEK!ED!, and found the discussion with David Warlick engaging. Sometimes they seem right on target, sometimes they veer, but it is generally a good show. I appreciate their humor, but when they really start to laugh, it can hurt the eardrums!
Abject Learning is a blog by Brian Lamb that I just ran across that has some insightful commentary, most recently about the video game article in Harpers.
Thanks for coordinating this K12 Online Conference. I am looking forward to it.