District 30 Workshop

November 2, 2015

Morning Session: Digital Writing

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Crafting a Web-Based Text


Crafting Digital Writing Companion Wiki Page

Capturing Our Thinking

  • Intention, Deliberation, Creativity; Author's Craft; MAPS
    • For some of these components, the conversation isn't vastly different; yet, for some of them we really need to think more about audience since the world can see their work
    • What are the overarching structures of what we ask students to do at each grade level; how do we get them to buy into the writing?
    • Choice -- the idea of how liberating this can be for kids, and what we want to do when giving them an element of choice.
    • Creativity can come in with this element of choice -- we can set an expectation that they will tell us more about who their audience is
    • We are teaching the generalities of the mode, audience, and situation -- but students can choose how they want to structure it and that brings the creativity in
    • Have students show what they have learned in new ways -- what is your goal? Do you want people to read it? Interact with it? Provide feedback? What are your outcomes going to be?
    • They don't even know what is in the store... ;-)
    • To legitimate it by putting this as a part of the rubric
    • How can we think about the rubric as a way to make space for students to be creative? Cover new audiences? Situations?

As you read the three examples in the Hyperlinked Paragraph, consider:
  • Where do each of the links lead to?
  • How do you think that the student writer chose those links?
  • Considering the rhetorical situation, why do you think that the student chose the links? What goal is he/she trying to accomplish by using the links?
  • For you, as a reader, are the links effective? Do they work well with the writer's argument? Why or why not?


Audience
Purpose
Situation
Student 1
  • Teacher -- choosing the safe links, trusted and reliable resources
  • Linked to USDA and it really didn't go with the topic of the paper
  • Not sure that he accomplished what he set out to do; looking at the definition is not enough
  • The calorie count could have been useful, but it was not a useful piece of information/evidence with this argument
  • Went to some websites that he knew adults had heard of (playing to his audience and using valid resources)
Student 2
  • Not entirely sure about audience: parents, school, and possibly himself and peers
  • Possibly what this child was thinking was that Pizza Hut is trying to convince us that this is good (it was a bit more subtle, and needed to explain more); assumed that the audience would infer too much
  • Thinking about why the student made those choices
  • The fruit link was about fruit snacks; was this meant to be humorous or real?
Student 3
  • Could have been anyone -- students, parents, teachers
  • It seemed like the student was trying to compare what we are doing in the US as compared to other places in the world
  • Mixed reviews about whether this was a successful strategy
  • The links were the most entertaining, but maybe not as purposeful
  • The links may not have played into the final product

Crafting a Multimedia Book Response

  • Guiding Student Writers as They Work with Digital Tools
  • Goals/Rationale
    • Synthesis of what they have read, including the theme and ideas about what they have read (more than just a summary)
    • Demonstrate a passion for the book; more than just "it's good"; demonstrates a deeper understanding about the book
    • We've discussed this piece and this piece about writer's craft, so use that language
    • Addressing the audience in creative ways
  • Media we could use as "evidence" to support our argument that this is a good (or not good) book
    • Pictures from the book
    • Summary
    • Read a passage aloud
    • Create a poll of classmates
    • Interview someone else who read it
    • Links to awards or articles about the author
    • Record a skit (reader's theater)
    • Compare to other books -- "mock" Amazon page
    • Quotes from the book
  • Rubric/Criteria
    • Checklist:
      • Must include information about author, title, publication date
      • Must include at least three pieces of media that you have found
      • Must include at least one piece of media that you created
    • Quality
      • Character analysis -- in this first project, we are going deep on the main character (find evidence)
  • Tools for creating multimedia
As a digital writer, I am feeling...
As a digital writer, I am...
  • Excited
  • Am I actually writing?
  • Unfinished
  • Intrigued
  • Obsessive
  • Compromised
  • Frustration
  • Searching for images
  • Learning from my mistakes
  • Referring back to the rubric
  • Formatting/designing
  • Recalling information
  • Choosing media
  • Creating media

Crafting a Video Text

As we watch Katie's PSA, consider:
  • What media elements (voice, text, images, video, transitions) does she choose to integrate? For what effect?
  • To what extent is Katie's argument about teens and alcohol similar to/different from more mainstream arguments?
  • For you, as a viewer, what is the overall effect of this video-based argument? Is it effective? Why or why not?

Resources


Afternoon Session: Digital Reading


Connected Reading: Apps and Approaches for Digital Texts

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As we adopt smartphones and tablets for 1:1 instruction, we need to review our efforts at comprehension instruction for all kinds of digital texts. Based on a survey of over 800 adolescents, we will discuss principles of "Connected Reading" and how we can adapt existing comprehension strategies in digital spaces, as well as explore new opportunities for finding, managing, and reflecting on digital texts.

Connected Reading Wiki


With print reading, what do we know? What are we comfortable with?
With digital, what don't we know? What are we uncomfortable with?
  • Depending on the task, we can move back and forth between spaces
  • Being comfortable with the feel of a book
  • The permanence of notes/paper
  • Paper books become a part of who I am
  • The "real feel" of a book
  • Books are books... they are tangible, and they don't go away
  • Books are familiar -- we know how they are created and organized
  • We have "possession" of it and know that the link will not disappear
  • How can we strike a healthy balance between print and digital?
  • How is it different annotating a print vs. digital text?
  • When students are reading a textbook or historical knowledge... they may not have the background pieces.
  • We work with students 1:1 on reading strategies so much, we wonder how to implement them in digital spaces.
  • How are students able to comprehend a digital text?
  • What do we need to teach students in order to help them become better readers in digital spaces?
  • As technology changes, what does this mean for digital reading? What will it look like in 5-10 years?
  • What happens when students are not immersed in print?
  • How is this similar to children growing up bilingual?
  • Hard when students don't have the same text to refer to (page numbers, etc)
  • Embedded links, videos, interactives
  • The credibility of digital sources and critical reading strategies
  • When you are on the internet... you can fall down the rabbit hole of reading.
  • They often will not go past the first link
  • Can make the informational text come alive with video and other main ideas or vocabulary

Capturing Our Thinking

  • More kids are reading digitally -- but, what does that mean?
    • How can we help students change the ways that they are reading? Skimming vs digging deeper?
    • When we ask them how they would like to read, they do still want a hardcover book?
    • Thinking about how to use tools like Diigo to go back and reread?
    • Thinking about the digital pieces being so overwhelming.
  • We are all pretty much digital readers ourselves
    • We talk about close reading with print... is the assumption that you can't read closely in a digital text? I think that my students are doing deeper reading in a digital manner.
  • One of the concerns with digital is that the format is not consistent yet -- how do we get all this content to the kids in a consistent format?
    • How can we help streamline their reading process and make sure that the format doesn't hinder the process?
    • One positive that we can think about is that digital reading is easier to share with somebody else. If I am in a book group, I can share a picture of the page with my members.


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