Reading and Writing Digitally 2012

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Choice Literacy Workshop 2012

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  • Reading and Writing Digitally 2012

    1. 1. Reading and Writing Franki Sibberson
    2. 2. 21st Century
    3. 3. My Journey
    4. 4. How has your reading writing, andlearning life changed because of technology?
    5. 5. / o r e r it h e n on. a i t at o s n r is ve is o nT h c
    6. 6. Partnership for 21st
    7. 7. What do OUrStudents Bring as Readers and Writers?
    8. 8. What do digital Natives
    9. 9. Flickr photo by Genta Masuda Flickr photo by Paul Hart
    10. 10. Duck Duck Moose—iPhone Apps for
    11. 11. The Cat in the Hat App
    12. 12. Toy Story iPad App
    13. 13. What kinds of literacies dostudents need to be able to work,innovate and communicate in themodern world? Answer: Whatever literacies enable them to "write"the media they "read" so they can be active media creators rather than passive media consumers. Literacy has always meant beingable to consume and produce themedia forms of the day, whatever they may be.
    14. 14. John’s Non-Netbook Science Leadership Academy
    15. 15. E-books andE-Readers
    16. 16. Previewing NewBooks-Author/
    17. 17. Book Reviews
    18. 18. QR Codes
    19. 19. Magnificent 12 site
    20. 20. Adds to Book
    21. 21. Chopsticks Book and App
    22. 22. • “Read in a linear fashion, the story leaves unanswered questions, so viewers will be delighted to discover they can shuffle the pages of the app and experience it a different way. Will a shuffle reveal new aspects of the story? There’s sure to be speculation.” (http:// blog.schoollibraryjournal.com/touchandgo/2012/02/06/review- chopsticks-by-jessica-anthony-and-rodrigo-corral/)• That’s where the work’s literally graphic nature—oversized and teeming with photo collages of significant objects and moments— turns this familiar plot on its ear, forcing readers to infer reality from the often caption-less, seldom contextualized images. The result leaves readers wondering what really takes place—even if Frank ever existed—and, through its narrative reticence, speaks volumes to the ineffable nature of both mental illness and intimate relationships. (https://www.kirkusreviews.com/book- reviews/jessica-anthony/chopsticks-anthony/)• In the Book Notes series, authors create and discuss a music playlist that relates in some way to their recently published book. (http://www.largeheartedboy.com/blog/archive/2012/02/ book_notes_jess_12.html)
    23. 23. The Exquisite
    24. 24. Toon Book Reader
    25. 25. “Books, movies and video games will all contribute to this new form of storytelling, and I would not be surprised if it happens to children’s and young adult literature first.” Interactive Books (‘E’ Not Included), New York Times, November 5, 2010
    26. 26. Multimedia Stories
    27. 27. Skeleton Creek
    28. 28. Apps for Multimedia
    29. 29. • But “The Crossbones” makes a different attempt to bridge online and off-line content that is more interesting and important. At various times, Sarah and Ryan find information useful to their investigation by way of a Google or YouTube search. These searches are described in some detail — enough so that a reader can go down the same path and find the same information. These are not Web pages made by the book’s author to appear real, but actual sites and videos that predate the book. This “found search
    30. 30. Spaceheadz
    31. 31. Scaredy Squirrel on Facebook
    32. 32. Facebook Photos
    33. 33. What are you scaredy
    34. 34. #woohoocolumbus
    35. 35. The Pigeon on
    36. 36. Click and Sc ro Ar lle ou d fo ndVi r de os Wasn ’t es?Difficulty sure Gam whenconnectin wasg various on site
    37. 37. •"Ubiquitous information & devices give skimmers a false sense Judi Morellian, #SLJ10
    38. 38. Survey...Where to
    39. 39. 54% of our kids had online accounts
    40. 40. • The new power of social media and networking technologies is perhaps the least leveraged technology in formal education systems today. Social networking technologies are powerful tools for enhancing the process of learning to be, of
    41. 41. Questions from• The words are all squished together-There are a lot of words!• You don’t know which information to read first.• When you are watching a video, it’s hard to concentrate on the words and information.• You are looking for one thing and get distracted.• What keeps you on the site and what doesn’t?• How do you know which links to go to?• Why are there little paragraphs and not big
    42. 42. • How does web-reading fit into the bigger picture of living life as a reader?• What does each group/child already have in place? What can I build on? How do they currently approach web reading?• How do they currently approach other nonfiction reading?• Which needed skills cross over to other areas of reading?•  Big question—Is it right to teach web reading as a single unit of study?• Does it stand alone?• What was it that these kids needed right now to become better readers of nonfiction text? Could I do a cycle of lessons that
    43. 43. My Thinking-First• Students were very interested in nonfiction topics. They are naturally curious and want to know interesting information.• What concerned me• Students were consistently making incorrect inferences when they were confused. Instead of digging in to find answers to their confusions, they often made things up.• There was little connection to them between the text and the visuals. They were not skilled at putting information from text and images together to create information.• Students were doing very little cover to cover nonfiction reading•  Stamina • When reading websites, they were eexperts at finding games and videos and unrelated advertisements.• Many students immediately browsed for an activity when visiting a new site, rather than making sense of page
    44. 44. “When we go online, we enter anenvironment that promotes cursoryreading, hurried and distracted thinkingand superficial learning. Its possible tothink deeply while surfing the Net, justlike its possible to think shallowly whilereading a book, but thats not the typeof thinking the technology encouragesand rewards." The Shallows by Nicholas Carr
    45. 45. What are theimplications for our teaching?
    46. 46. VisualLiteracy
    47. 47. Learning FromOur Own Reading
    48. 48. Lange arg aux tist: MAr
    49. 49. es am gs r N tin te in ac Pa ar e Ch f th hts Text s ing ce o ig oo an h rt rI nsC o ho p AutIm
    50. 50. Diigo Annotations
    51. 51. Evernote
    52. 52. Invitations for ThoughtfulReading Reading
    53. 53. "I spend my time [with students] talkingabout literacy practices that these toolsopen up and make possible."If we cant do something better with [thetool] than we can without it, then weought not be using it at all!Its more about knowing the kinds ofthings we can do when involved in socialmedia than knowing all of the tools. Sara Kajder
    54. 54. Sites that Support Deep Reading
    55. 55. k s Lin te d e c n nC o
    56. 56. Wikipedia
    57. 57. Blog Comments
    58. 58. Using Tools to Build Habits of Deep Reading
    59. 59. Readers Think About Theirwww.shelfari.com
    60. 60. Skype an Author
    61. 61. The Global Read Aloud Project http://
    62. 62. Readers ThinkWhile They Read
    63. 63. Readers Want to Understand- Setting Up Opportunities forConnected Reading
    64. 64. Winter’s Tail
    65. 65. Reading Deeply
    66. 66. Jog the Webhttp://www.jogtheweb.com/run/ 1yXd97M4on6Z#1
    67. 67. Jog the Web: Newbery Possibilities
    68. 68. http://www.youtube.com/watch?v=hSA3YsBy_pU
    69. 69. QR Codes to Support Wide Reading
    70. 70. Voicethread as
    71. 71. Possum Magic on Google
    72. 72. Possum Magic on Google
    73. 73. Skype an Author
    74. 74. The Global Read Aloud Project http://
    75. 75. What does this mean for our Reading Workshops? Shared Reading Minilessons Independent Reading Share SessionsSmall Group Instruction
    76. 76. Mentor Texts in Digital Writing“For a child to learn what he lovesto do, he first has to find out whatis possible. He must be exposed tonew places, people and ideas andencouraged to try new activities hehas never tried; to hone newfoundskills.” Laura Stepp from Our Last Best Shot who says
    77. 77. The Pigeon on
    78. 78. http://www.youtube.com/watch? v=JHWey2F9Ufc
    79. 79. Mo Willems-The
    80. 80. Puppet Show
    81. 81. AmeliaMakes a Movieby David Milgrim
    82. 82. KlutzTricky
    83. 83. Studying Film-
    84. 84. Ana’s Valentine’s
    85. 85. Collaborativ e PlanningTool: Dry Erase Table
    86. 86. •WorkingwithAudio•Garageband
    87. 87. SLJ Trailee
    88. 88. Bigger Than a
    89. 89. Caveman ABC
    90. 90. What’s Unique about Blogging?
    91. 91. • hyperlinks• images and text• topics/conversation• comments• searchable titles• ongoing• connections (sidebar, etc.)
    92. 92. Blog Comments
    93. 93. What does this mean for your teaching?How has your teaching changed?
    94. 94. What type of writingdo we want them todo and why? Which tool will allow for this?
    95. 95. Mentor Texts in Digital Writing• What is unique to this type of writing?• What are the tech skills needed?• How would you plan for this?• How can skills transfer to other projects?
    96. 96. Blogs
    97. 97. Why Blog?Study Mentor Blogs Audience? Purpose?
    98. 98. Studying http://legomaniac- Blogs jackson.blogspot.com/ lego maniacLil Dog Whisperer http://lildogwhisperer.blogspot.com/ 2011/09/welcome-to-lil-dog- whisperer_26.html
    99. 99. http://my-humans.blogspot.com/What do you notice? http://kidsblogs.nationalgeographic.com/ blogs/
    100. 100. Laura’s Life/Reading http://lauramitolife.blogspot.com/ http://www.readingvacation.net/
    101. 101. http://www.leekolbert.com
    102. 102. Blog and Website Commentinghttp://www.youtube.com/watch?v=7IjPlEvF2nQ
    103. 103. Kidblogshttp://kidblog.org/home.php
    104. 104. Movies
    105. 105. AmeliaMakes a Movieby David Milgrim
    106. 106. Book Trailers-What Do You Notice? http://www.youtube.com/watch? v=6pVvR9l_fvg
    107. 107. http://www.youtube.com/watch? v=zjMPnDdSKbU
    108. 108. http://www.youtube.com/watch? v=ogqHqc3TgaY
    109. 109. Shark Vs. Trainhttp://www.youtube.com/watch? v=ra2QESKwBTw
    110. 110. Book Reviewshttp://www.schooltube.com/ organization/218485/
    111. 111. Parkway Film Festival http://www.pkwy.k12.mo.us/tis/ filmFestival/
    112. 112. Meet Me At the Corner Virtual Field Trips http://www.meetmeatthecorner.org/
    113. 113. http://popplet.com/
    114. 114. Immitating Technique
    115. 115. Studying Film-
    116. 116. KlutzTrickyhttp://video.klutz.com/tricky/index.html
    117. 117. Tricky Videos Online
    118. 118. •WorkingwithAudio•Garageband
    119. 119. Meet Me At the
    120. 120. Comic Book Writing Planning
    121. 121. i te rs W r Ca n t a earn ?W h L
    122. 122. Toon Book Reader http://www.professorgarfield.org/ toon_book_reader/
    123. 123. Science Recording
    124. 124. Gaming In The Classroom Kevin Hodgson http://gaming4schools.yolasite.com/
    125. 125. Ignite/Pecha Kuchahttps://difference.wiki.dublinschools.net/
    126. 126. Diigo-Educator Account
    127. 127. Diigo For Education http://www.diigo.com/education Collecting a Variety on a TopicSharing With Others Who Care About a Topic Holding Onto Important Pieces of Reading
    128. 128. Diigo-SocialBookmarking
    129. 129. PebbleGo
    130. 130. “The Internet is this generation’s definingtechnology for reading.” Donald Leu, The Future of Reading SLJ
    131. 131. “The best thing about the future is that it comes only one day at a time.” Abraham Lincoln
    132. 132. Using video to teach literary
    133. 133. Tagxedo/Wordle
    134. 134. Wordle/Tagxedohttp://www.wordle.net/
    135. 135. Moving Toward Thoughtful Reading: Tools to ExtendConversations Rather Than End Them
    136. 136. Wallwisherhttp://www.wallwisher.com/wall/ ReadingDigitally
    137. 137. Collaboration Tool
    138. 138. Voicethread as BookTalkhttp://voicethread.com/?#q+digital+writing +workshop.b987651.i5263097
    139. 139. Photo Essay• A photo essay can begin the discussion about the ways that words and visuals work together to provide information.
    140. 140. Nonfiction• Some nonfiction tells a story and is written to be read in ways similar to fiction—from cover to cover.
    141. 141. Who are you as a nonfiction reader?
    142. 142. What do we want forour kids as nonfiction
    143. 143. Wonderopolis
    144. 144. Zooborns.Com
    145. 145. Social Media for Professional
    146. 146. Just as a growing number ofAmericans visit social networks, so are educators connecting with each other to shareinformation, ask questions, and find community.
    147. 147. Why I Joined Facebook...
    148. 148. Blogs/Google Reader
    149. 149. Twitter
    150. 150. let alkTit
    151. 151. http://cybraryman.com/chats.html
    152. 152. #hashtags
    153. 153. Goodreads• social reading• recommendations• organize reading• share• Mock Newbery/Printz groups
    154. 154. Facebook
    155. 155. Pinterest
    156. 156. Social Bookmarking
    157. 157. Diigo For Education http://www.diigo.com/education Collecting a Variety on a TopicSharing With Others Who Care About a Topic Holding Onto Important Pieces of Reading
    158. 158. There is a bigdifference between assigning studentsdifficult reading andteaching them how
    159. 159. ... as a teacher, I will enter my classroom tomorrow morning with the goal ofhelping my kids learn what deep readers

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