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Troy's Blog "Digital Writing, Digital Teaching"
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Lehigh Valley Writing Project Conference
(Digital) Writing Into the Day
Digital writing tools such as blogs, wikis, digital stories, and social networks can contribute to what you are already doing in your writing instruction as well as appeal to a new generation of students. In this warm-up session, we will think about how we can begin to craft digital texts with hyperlinks and images, so please bring your computer, smartphone, or tablet as well as your creativity!
Crafting Digital Writing Companion Wiki Page
Elements of Author’s Craft and Genre Study
Additional Elements of Author’s Craft in Digital Writing
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?
Creating Your Own Hyperlinked Text
Connected Reading: Apps and Approaches for Digital Texts
external image 08376c.jpg
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
A Magazine Is an iPad That Does Not Work
With print reading, what do we know? What are we comfortable with?
Smell of books
Mechanics of books and how they work
Read and reread
Navigation of a book
Doing research -- the world of books, vetted information (high quality, accurate)
Printed text allows you to focus
With digital, what don't we know? What are we uncomfortable with?
Makes me anxious
I don't know what the next step might be
Bombarded in the digital realm
Digital reading seems ethereal -- lack of tangibility
Instant gratification of reading
Pulling the meaning out of text
Makes you think outside the box about how to retrieve information
Because it is not our OS, we have to "translate" from our print based practice
New demands on attention and focus
Promotes collaboration -- could be a bad thing...
There needs to be more critical thinking and vetting on our own
Thoughts, Questions, Concerns
Sharing the graphic
Teaching them about this idea of focus
, "Reader" view,
, Safe Share
How to read more actively (annotate)
, Ponder, Diigo
Tools for reading books and annotating
Teaching, Revising, and Assessing Students' Digital Writing
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
National Writing Project's Domains for Multimodal Writing Assessment
can provide new lenses for teaching, revising, and assessing our students' digital writing.
Initial Reactions, Questions, Concerns
Habits of Mind -- how do we go about assessing these?
At the same time, we could use some structures that we are familiar with?
How the artifact enters and circulates in the world -- this is exciting to me!
Beginning to think about student work -- for one another, too
Traditionally, we do not encounter these ideas in other rubrics
Raises the ante... makes us think not only about the content, but the context and the ways that a text can circulate outside of our classroom
Book info on NWP.org
Resources on Digital Is
The Earth's Layers - by Carson
Guiding Student Writers as They Work with Digital Tools
What do you notice?
What works for you as a "generous adult reader?"
What questions does this work raise for you?
Headings and subheadings
His own language
He has a good introduction, with a clear focus
General to specific (organization)
His text features support the text -- photos, diagrams
Short and bulleted
In what ways were you expecting your students to cite their sources?
How much class time did it take?
Did Julie teach all the elements in and of themselves, or did she have assistance from the librarian, a tech teacher, etc?
Was it a cross curricular project?
How do you see your teaching reflected in this piece?
What do you recognize from the intentional instruction you delivered?
Does Carson know how to form a conclusion?
Could the student explain the timeline of the earth?
Why would this modality be chosen over, say, a PPT?
help on how to format text
Turn off "Getting Started"