Teaching, Revising, and Assessing Digital Writing (10:15 to 11:30)

  • Opening conversation
    • You can manipulate the standard to fit the learners that you have
    • Using the technology in a creative way
    • Persuasive argument/opinion paper to write about something that is personally interesting
    • Being creative involves doing something -- they could make a TED talk?

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?

School Lunch
Student 1 - the numbers kid
Went to the USDA, very literal
Evidence: nutrition facts about pizza that lead you to believe that pizza is not a healthy choice
Emphasizing the fact that fruit is being wasted, so it is not effective
Student 2 - went further into the idea, personal connection (bias)
Blog - Parents
Pizza Hut - credible source, and it is delicious and nutritious (51% whole wheat, low fat, lite)
Fruit Snack - not fruit!
Student 3 - wants to travel the world; pushing the boundaries
We need to rethink school lunch (and learn from other countries?)
Looking at what other countries do to make their lunches healthier and more tasty!
As a writer
  • Creating outside the box
  • Multitasking
  • Connecting to own experience
  • Meeting the standard
  • Searching
  • Linking
  • Typing/composing
  • Hyperlinking
  • Searching (within and outside of tool)
  • Connecting to the standards: argue/inform
  • Identifying audience and purpose

  • Scaffolding for various students
  • Warm fuzzy - Victorian web, George Landow

If there is time, we will try the Crafting a Hyperlinked Text Activity


Additional Apps/Websites

Connected Reading: Apps and Approaches for Teaching Digital Texts (12:45 to 2:00)

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.

  • Checked the news (NBC News), clicked in and scanned headlines (filtering), clicked into a personal interest story
  • Twitter: liked a few things from the conference, and then found out that the Global Read Aloud had begun, and found the books for different age groups
  • News comes up when "sliding" to the right (not sure which news source I was reading from)
  • Went to Amazon to look at a few of the books that a favorite author had read

How did you find something to read? Or, how did it find you?

Video 1 and Video 2

With print reading, what do we know? What are we comfortable with?
  • I noticed that there was a difference in "age" and the way that we each have a different history with print
  • Having the experience ("concepts of print") and knowledge about text features (left to right, top to bottom, table of contents, captions, pictures)
  • The types of texts are important
  • The "fear factor" of doing something wrong
  • Something different about reading on a screen versus on a page
With digital, what don't we know? What are we uncomfortable with?
  • Annotation is different than the ease of print
  • Students who are turning in their annotated articles with digital texts
  • Having a tangible product is important, and digital feels a step removed

Non-fiction Text strategies
Multimedia Text Strategies
  • Skim and scan visual elements such as images and tables
  • Skim and scan headings and sub-headings
  • Consider your prior knowledge (pre-writing, turn and talk, draw a picture)
  • Look for keywords
  • Set your own purpose
  • Skim and scan still works, but not the same (trying to figure out the ways that the text was structured)
  • Map was not an add-on, but it was essential for meaning making
  • In some ways, it is similar to the ways in which we would need to read graphic novels and attune ourselves to the images
  • Resetting expectations for reading in-print vs online
  • Connecting more personally with characters

Additional Apps and Approaches


Additional Resources