Crafting Digital Writing

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Thoughts from Ken Robinson

  • Kids are actively doing something (not a passive where some kids have it and some kids don't)
  • It has to be authentic and meaningful work, it has to come from the kids not just us telling them
  • Questioning -- if you are just dictating and having them do something, then it may not be creative
  • There wasn't much about the product; is it more about the process?
  • Highest level of thinking on Bloom's taxonomy
  • Creativity is not just the domain of the few; it used to be that "certain people can be creative, but not everyone"
  • Talking about idea of "deliberate" and the contrast that it brings with the idea of creativity
  • Thinking more about the experience of someone who could create, but then couldn't bring the product to conclusion
  • Sharing out what has been created -- what do with the work?
  • Communication and how creativity provides us with the ability to communicate to a widespread, diverse group
  • Needs to be a desire to attempt to create before creativity can occur

Overlaps between CCSS and Ken Robinson

  • Production is important to both
  • Both speak about deliberation, they can be explicit and there is an intentionality that is implied in CCSS
  • Talks about the CCSS as the application of what Ken Robinson is saying; we can collaborate, but it must be purposeful
  • "Actively producing" -- the verbs in the CCSS are active, and they are suggesting that students are actively engaged
  • Building on the idea of flexibility and openness -- the argument can take different shapes and forms

Crafting a Web-Based Text


Crafting Digital Writing Companion Wiki Page

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
pizza
fruit
Student 1
  • Learned about school lunch; need to change this
  • Audience and purpose were clear (appealed to teacher/policy perspective)
  • Once you clicked the links, the argument became more sophisticated
  • Legitimate sources gives credibility to the writing
  • How are we going to evaluate this?
  • Thinking about the reading levels of the material
  • "Facts and figures" kid
  • Using MyFitness Pal was helpful
  • Got the impact right away with sodium and calcium info
  • The article took me off focus, wonder if it could have been an infographic
  • Seeing something that is happening in school verified in the article
Student 2
  • "Home ec" perspective
  • Not doing well to support their thesis
  • "Easiest isn't always the best"
  • What if the student was able to revise the words and make it more clear
  • Links contain lots of information
  • Audience of parents
  • Pizza Hut link is interesting because the student could have linked to the nutritional guidelines
  • This link didn't necessarily strengthen the argument
  • Could you make this work with an additional link or source?
  • This could be a point that we would want to consider related to socio-economic background
  • Fruit snack site
Student 3
  • Weirdness!
  • We need different choices than what we currently have
  • Thought that it was a creative approach; how can we rethink from other examples
  • Who the child is and the perspective that he/she brings
  • The first link was an interesting and complex argument (compare and contrast)
  • The link was interesting as it had a link about student choice in school lunch
  • The way that we are asking students to think about audience and purpose with links is important



Crafting a Multimedia Book Response


Thoughts, Comments, and Questions related to Lexi's Glogster Project

  • The takeaway is that she was very deliberate with audience, purpose, and media
  • I thought about who my audience was going to be and what they would want to hear
  • Were there staggered presentations? She did have a clear purpose in mind and it went beyond the parameters of the project. Not what's required, but what was possible.
  • As a teacher, you are trying to think about the process that went in to getting there. This really shows you the whole piece.
  • The sum was really more than just the parts
  • The fluency with the technologies -- using them to spur ideas to be more creative
  • Fluency and ability to talk about the composition as a whole
  • How can we get our students to make a video?
  • The purpose needs to be pretty solid
  • The way that she had set up the format -- title, characters, video at the end

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.

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?
  • Organized sequentially and followed the levels of the earth
  • Inserting pictures and other graphics
  • Some of the images were student-generated, and some are pictures from other sources
  • Metric measurements lead to a scientific tone
  • White background with dark letters worked well
  • The student used the ideas of "wrinkles" and "scars" -- shows word choice
  • Clear for me as a reader
  • The graphics
  • Domain-specific vocab
  • Real sense of non-fiction structure with headings and sub-headings
  • The color used was very helpful, especially with the self-drawn picture with the labels
  • To what extent was the student responsible for that organization?
  • What technology did he have access to?
  • Was it a requirement of the assignment to create the image?
  • Looking at the types of images, were they used with copyright permission?
  • What was the rubric for the entire project?
  • Is it a student-driven inquiry project?
  • Thinking about the format of the writing itself?
  • What specific standards were being assessed?
  • What resources did you use?
  • Was the font/color picked by the teacher?
  • More with word choice -- how can you do this more?

What are our takeaways about assessment?

  • The habits of mind are really challenging, even when you are able to model it (the kids are aiming for a grade and that is an expectation that parents have, too)
  • As educators, we need to challenge ourselves to allow our classrooms to facilitate this; how can we help them in the goal setting process
  • This is happening as you are teaching -- what is the skill and how are you going to assess them
  • The hierarchy of the school needs to support this mindset
  • Take the standards, align the curriculum with elements of the technology
  • What is the overall philosophy of the district as they develop curriculum? How do we help students prepare for the future? What is the planning at the forefront, not the afterthought? How can we integrate PD with tech?
  • Cognitive instruction and evaluation -- what is it that we expect students to know and be able to do
  • Being very deliberate is important!

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

With print reading, what do we know? What are we comfortable with?
With digital, what don't we know? What are we uncomfortable with?
  • Power, control, and trust issue
  • Linear and sequential
  • You can't hack this
  • Don't always know how they can do the types of research reading
  • Mindset (what are the skills that can transfer vs I'll never learn it)
  • I will break it, lost it, mess it up -- once my mom picked it up and realized this, it was a new world
  • There are teachers that are afraid of it, so how can we teach our teachers management? Using it in timely, appropriate ways?
  • There needs to be a balance -- deep, slow reading
  • Digital can be bursts, links, etc
  • Depth with reading -- this happens different on paper than in print
  • Technical aspects of reading -- eyes can become tired, reading in shorter bursts


Additional Resources