reThinking Literacy Conference

Conference Website

Teaching, Revising, and Assessing Digital Writing

Friday, April 22 - Keynote Session 1:30pm - 3:00pm

external image assessing_students_digital_writing.jpgRevising 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?

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?
  • Example
  • Example
  • Example

Keynote Speaker Workshop 1: Teaching, Revising, and Assessing Digital Writing - Post Keynote Conversation

Crafting a Hyperlinked Text Activity

Saturday, April 23 - 11:00am - 12:30pm - Additional Notes and Ideas

What I am thinking as a digital writer...
What I am feeling as a digital writer...
  • Exploring
  • Choosing sources
  • Evaluating
  • Linking
  • Deciding
  • Audience awareness
  • Selecting (carefully)
  • Checking Purpose
  • Metacognition (thinking about the links)
  • Making text-to-text connections
  • Choosing tools
  • Reflecting
  • Critical thinking
  • Determine importance
  • Determine author's purpose
  • Writing process (digital vs print)
  • Bringing in many other skills to the mix
  • Confused
  • Frustrated
  • Stressed
  • Engaged
  • Collaborated
  • Egalitarian
  • Reluctant writers
  • Confident

Websites and Apps for Teaching Digital Writing

Additional ideas

Saturday, April 23 - 1:30pm - 3:00pm - Additional Notes and Ideas

Crafting a Hyperlinked Text Activity

Session 2 -- Shared Notes (in Google Docs)

Make. Write. Repeat.

Thursday, April 21 - Pre-Conference Workshop (9:00 to 4:30)
  • 11:00 - 12:00 -- Thinking about Backward Design, exploring a few technologies in more detail
  • 12:15 - 1:00 -- Lunch
  • 1:00 - 1:15 -- Create our design teams, launch the work
  • 1:30 - 2:15 -- Mini-session 1 or Work
  • 2:25 - 3:15 -- Mini-session 2 or Work
  • 3:15- 3:30 -- Everyone back here, prepare for design demo
  • 3:30 - 4:30 -- Design demos and feedback

Design Teams - Google Doc
UBD template

Take Aways

  • Have something to connect to the curriculum, show them that it is genuine learning related to digital literacy (scope and sequence)
  • Maybe we can start working on curricular items
  • What is working well now, what are the skills that are required -- how does it connect to these types of skills and learning?
  • Moving beyond the idea that this is just ICT or one subject; it is for all subjects
  • Everybody is a (digital) literacy teacher
  • Be a maker -- go in depth, play, explore
  • Be part of the conversation with parents; have them try the tools and meet them where they are
  • Have the students lead these sessions with other teachers and parents?

Design Protocol
  • 3 minutes for group to present
  • 1 minute for clarifying questions from everyone else
  • 3 minutes for responses from everyone else, while group remains silent

Essential Questions

  • Why is it important to read deeply? What is the value of reading?
  • Why do we write? What does writing do? What does it look like?
  • How has writing changed over time (and why does it matter)?
  • Who am I as a reader?
  • What does it mean to read as compared to viewing videos?
  • How do we communicate in the 21st century?
  • How can the use of digital tools enhance our intended meaning?
  • How do the use of digital tools help us create an identity?
  • How does our sense of "audience" affect our choices of genre, of media?

What would count as evidence of learning?

  • Traditional academic essay
  • Conversations and discussions -- online, recorded audio, recorded video
  • Video
  • Models
  • Broadcast
  • Play
  • Explain Everything -- screencast
  • Common Craft video
  • Website
  • Photo essay
  • Podcast
  • Comic --
  • Music
  • Take action -- poll, survey, infographic
  • Presentation --
  • Blog
  • Website


  • Brainstorming
  • Planning
  • Trying and playing
  • How-to videos
  • Mini-lessons (teacher and student)
  • Gathering data -- video, audio, photos, surveys
  • Rehearsal
  • Critique and response
  • Present
  • Reflect

What might we do today?

  • Do we want to change things, transform things? How can we be responsive to the needs of our team? Should I do something alone and then share it?
  • Remix
  • Maximize the time we have together to work with others in the room, use the minds of others to collaborate and discuss ideas
  • Examining culture
  • Humans of UWCSEA
  • Using photography
  • Have fun!
  • Do something different than "normal" workshop; make it more 21st century-ish -- build it to be more digital reading and writing
  • Helping students to make something; maybe I need to make, too?
  • Collaboration
  • Explore the theories behind and pull things together into a final "thing" today -- what have I learned about "making" and the way we work together
  • Tap the minds of others in the room
  • We want to create something that we can use and take back with us
  • Parent workshops
  • Integrate into the K-1 classroom
  • Want to try to take away something to build momentum
  • Multipurpose tools
  • Cross curriculum, languages, social justice
  • Narrative writing, reflective writing -- raising the bar
  • Combine reading into the process
  • Comic Life, Memes, Book Creator, HitRecord

Zaption: Code: YRX28

The "maker" movement has taken hold in education, and its core principles reward those who take risks, create, fail, reflect, and start the process anew. In what ways can we connect the ideas of "making" and "writing" to rethink literacy instruction? With examples from a number of teachers and by exploring many digital writing tools, we will discover opportunities for our students to make, write, and continue the process of learning over and over again.

external image assessing_students_digital_writing.jpgAssessing Students' Digital Writing: Protocols for Looking Closely
Book Review by Tara Smith

Teachers Mentioned in the Slides

external image 70867_9781483358987.jpgResearch Writing Rewired

Companion Website

Digital Tools for Making



Also, see Troy's list of websites and apps for crafting digital writing.


Additional Resources

Image Credits for the Slides