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Links to Previous Events
Troy's Blog "Digital Writing, Digital Teaching"
Digital Writing Workshop Wiki
NWP's Digital Is
Tweets by @hickstro
GVSU Celebrate Reading Conference
Teaching, Revising, and Assessing Digital Writing (10:15 to 11:30)
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?
Elyse Eidman-Aadahl on Writing in the Digital Age
Book info on NWP.org
Resources on Digital Is
The Earth's Layers - by Carson
Describe: What do you notice in this piece of writing?
Name: What works for you in this piece of writing?
Ask: What questions does this piece of writing raise?
As you read the three examples in the
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?
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
Connecting to own experience
Meeting the standard
Searching (within and outside of tool)
Connecting to the standards: argue/inform
Identifying audience and purpose
Scaffolding for various students
Warm fuzzy -
, George Landow
If there is time, we will try the
Crafting a Hyperlinked Text Activity
Framework for Success in Postsecondary Writing
National Writing Project's Domains for Multimodal Writing Assessment
can provide new lenses for teaching, revising, and assessing our students' digital writing.
Crafting Digital Writing Wiki Page
Research Writing Rewired Resources
Beth Gates' Digital Writing Assignment Page
New York Times Multimedia
THE 100 BEST INFOGRAPHICS by SiegeMedia
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?
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
Connected Reading Wiki
EJ Article: Connected Reading Is the Heart of Research
Future NYTimes: Interactive Storytelling
Snow Fall: The Avalanche at Tunnel Creek
,” by New York Times reporter John Branch
Additional New York Times Multimedia
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
For Finding News:
) and Feedly (
For Curating News:
For Mid- and Longform:
For Annotating Web Texts:
For Text-Based Discussions:
For Managing Distractions:
Digital ID - 21st Century Citizenship
Digital Media and Learning Research Hub
Digital Youth Network
MacArthur Foundation’s Digital Media and Learning Initiative
Mozilla’s Hive Learning Network
National Writing Project’s “Digital Is”
Elyse Eidman-Aadahl on Writing in the Digital Age
Troy's recent blog post:
Connecting + Making = Digital Writing
4 Maker Myths Debunked
Mitch Resnick’s essay “
Mark Hatch’s “
Larry Lessig's "
Renee Hobbs' "
Frameworks for Success in Postsecondary Writing
Domains for Multimodal Writing Assessment
help on how to format text
Turn off "Getting Started"