Teaching, Revising, and Assessing Students' Digital Writing (8:30 - 10:15)

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Revising words, sentences, and paragraphs presents a challenge to any writer, from novice to expert. When we add in components of digital writing such as images, audio, and video, the task becomes even more complex. In this session, we will explore how looking closely at students' work can lead us to consider new approaches and opportunities for teaching revision in multimedia environments. Additionally, we will discuss the ways in which the Framework for Success in Postsecondary Writing and the National Writing Project's Domains for Multimodal Writing Assessment can provide new lenses for teaching, revising, and assessing our students' digital writing.


Examining the Purpose and Process of Using Links


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?

Creating Your Own Hyperlinked Text

Protocol Analysis of Student Work - Website and Digital Video


What do you notice?
What works for you as a "generous adult reader?"
What questions does this work raise for you?
  • Multimedia
  • Colorful
  • Organized
  • General to specific
  • Summarizing
  • Headings and subheading
  • Professional images and his own images
  • Apostrophe use
  • Spacing issues
  • Vocabulary
  • His organization with headings and subheadings, written text with images
  • His addition of information in parentheses
  • Timeline -- if I had to read all of it it would be boring, so the visual is helpful
  • He put effort into the project
  • Relevant images -- he created some, and found some
  • Concision
  • Has there been a lesson on apostrophe use?
  • What kind of instruction was there in regards to using images? Can you find them? Use your own?
  • Did students choose the topics or were they assigned?
  • There is lots of conceptual stuff related to gravity, what have they learned?
  • Can the student summarize it in his own words?
  • Where was the bulk of the work done? School? Home?
  • How long did they work on it?
  • What is their access to tech?
  • What did the teacher have?
  • Was it cross-curricular?
  • How can the creator know that he was successful or effective in his communication?
  • What were the guidelines for the assignment?
  • How was it assessed?


Post-Keynote Q&A (10:30 - 12:00)


Connected Reading: Apps & Approaches for Digital Texts (1:00 - 2:30)


external image 51xuhPO0zBL._SX401_BO1,204,203,200_.jpgAs 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.



With print reading, what do we know?

What are we comfortable with?
  • On the Kindle, I never really know what I am reading
  • Pages until the end!
  • Highlight, write, mark it up
  • If it is in print, it is more reliable (not always true)
  • Like the visual of knowing
  • Not as distracted
  • Sentimental attachment
With digital, what don't we know?

What are we uncomfortable with?
  • With my phone or computer I am not taking it all in
  • Ads
  • See only so much at a time
  • Change
  • Glare
  • Making sure the site is reliable
  • The tool can be unreliable (access)
  • Tech isn't working properly
  • Harder to share
  • Teacher not comfortable using the tech



Additional Apps and Approaches