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(Digital) Writing Into the Day

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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 (PDF)
Additional Elements of Author’s Craft in Digital Writing (PDF)

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

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
Medieval Helpdesk (Video)
A Magazine Is an iPad That Does Not Work (Video)

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
  • Annotate
  • Comfort/memories
  • Navigation of a book
  • Reliable, dependable
  • 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
  • Ads!!!
  • Bombarded in the digital realm
  • Overwhelming
  • Rabbit trails
  • 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

Let's try:

Teaching, Revising, and Assessing Students' Digital Writing

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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 theFramework 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.

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

Additional Info

What do you notice?
What works for you as a "generous adult reader?"
What questions does this work raise for you?
  • Headings and subheadings
  • No sources
  • Scientific terms
  • Pictures
  • Photos
  • Handdrawn
  • Labels
  • Process
  • Organization
  • Fact-based
  • Quantitative
  • Measurements
  • Invented spellings
  • Focused
  • His own language
  • He has a good introduction, with a clear focus
  • Great facts
  • General to specific (organization)
  • Visual examples
  • His text features support the text -- photos, diagrams
  • Narrowed focus
  • 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?