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Reading and Writing Digitally 2012
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Reading and Writing Digitally 2012

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Choice Literacy Workshop 2012

Choice Literacy Workshop 2012

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Reading and Writing Digitally 2012 Reading and Writing Digitally 2012 Presentation Transcript

  • Reading and Writing Franki Sibberson
  • 21st Century
  • My Journey
  • How has your reading writing, andlearning life changed because of technology?
  • / o r e r it h e n on. a i t at o s n r is ve is o nT h c
  • Partnership for 21st
  • What do OUrStudents Bring as Readers and Writers?
  • What do digital Natives
  • Flickr photo by Genta Masuda Flickr photo by Paul Hart
  • Duck Duck Moose—iPhone Apps for
  • The Cat in the Hat App
  • Toy Story iPad App
  • 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.
  • John’s Non-Netbook Science Leadership Academy
  • E-books andE-Readers
  • Previewing NewBooks-Author/
  • Book Reviews
  • QR Codes
  • Magnificent 12 site
  • Adds to Book
  • Chopsticks Book and App
  • • “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)
  • The Exquisite
  • Toon Book Reader
  • “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
  • Multimedia Stories
  • Skeleton Creek
  • Apps for Multimedia
  • • 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
  • Spaceheadz
  • Scaredy Squirrel on Facebook
  • Facebook Photos
  • What are you scaredy
  • #woohoocolumbus
  • The Pigeon on
  • Click and Sc ro Ar lle ou d fo ndVi r de os Wasn ’t es?Difficulty sure Gam whenconnectin wasg various on site
  • •"Ubiquitous information & devices give skimmers a false sense Judi Morellian, #SLJ10
  • Survey...Where to
  • 54% of our kids had online accounts
  • • 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
  • 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
  • • 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
  • 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
  • “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
  • What are theimplications for our teaching?
  • VisualLiteracy
  • Learning FromOur Own Reading
  • Lange arg aux tist: MAr
  • 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
  • Diigo Annotations
  • Evernote
  • Invitations for ThoughtfulReading Reading
  • "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
  • Sites that Support Deep Reading
  • k s Lin te d e c n nC o
  • Wikipedia
  • Blog Comments
  • Using Tools to Build Habits of Deep Reading
  • Readers Think About Theirwww.shelfari.com
  • Skype an Author
  • The Global Read Aloud Project http://
  • Readers ThinkWhile They Read
  • Readers Want to Understand- Setting Up Opportunities forConnected Reading
  • Winter’s Tail
  • Reading Deeply
  • Jog the Webhttp://www.jogtheweb.com/run/ 1yXd97M4on6Z#1
  • Jog the Web: Newbery Possibilities
  • http://www.youtube.com/watch?v=hSA3YsBy_pU
  • QR Codes to Support Wide Reading
  • Voicethread as
  • Possum Magic on Google
  • Possum Magic on Google
  • Skype an Author
  • The Global Read Aloud Project http://
  • What does this mean for our Reading Workshops? Shared Reading Minilessons Independent Reading Share SessionsSmall Group Instruction
  • 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
  • The Pigeon on
  • http://www.youtube.com/watch? v=JHWey2F9Ufc
  • Mo Willems-The
  • Puppet Show
  • AmeliaMakes a Movieby David Milgrim
  • KlutzTricky
  • Studying Film-
  • Ana’s Valentine’s
  • Collaborativ e PlanningTool: Dry Erase Table
  • •WorkingwithAudio•Garageband
  • SLJ Trailee
  • Bigger Than a
  • Caveman ABC
  • What’s Unique about Blogging?
  • • hyperlinks• images and text• topics/conversation• comments• searchable titles• ongoing• connections (sidebar, etc.)
  • Blog Comments
  • What does this mean for your teaching?How has your teaching changed?
  • What type of writingdo we want them todo and why? Which tool will allow for this?
  • 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?
  • Blogs
  • Why Blog?Study Mentor Blogs Audience? Purpose?
  • Studying http://legomaniac- Blogs jackson.blogspot.com/ lego maniacLil Dog Whisperer http://lildogwhisperer.blogspot.com/ 2011/09/welcome-to-lil-dog- whisperer_26.html
  • http://my-humans.blogspot.com/What do you notice? http://kidsblogs.nationalgeographic.com/ blogs/
  • Laura’s Life/Reading http://lauramitolife.blogspot.com/ http://www.readingvacation.net/
  • http://www.leekolbert.com
  • Blog and Website Commentinghttp://www.youtube.com/watch?v=7IjPlEvF2nQ
  • Kidblogshttp://kidblog.org/home.php
  • Movies
  • AmeliaMakes a Movieby David Milgrim
  • Book Trailers-What Do You Notice? http://www.youtube.com/watch? v=6pVvR9l_fvg
  • http://www.youtube.com/watch? v=zjMPnDdSKbU
  • http://www.youtube.com/watch? v=ogqHqc3TgaY
  • Shark Vs. Trainhttp://www.youtube.com/watch? v=ra2QESKwBTw
  • Book Reviewshttp://www.schooltube.com/ organization/218485/
  • Parkway Film Festival http://www.pkwy.k12.mo.us/tis/ filmFestival/
  • Meet Me At the Corner Virtual Field Trips http://www.meetmeatthecorner.org/
  • http://popplet.com/
  • Immitating Technique
  • Studying Film-
  • KlutzTrickyhttp://video.klutz.com/tricky/index.html
  • Tricky Videos Online
  • •WorkingwithAudio•Garageband
  • Meet Me At the
  • Comic Book Writing Planning
  • i te rs W r Ca n t a earn ?W h L
  • Toon Book Reader http://www.professorgarfield.org/ toon_book_reader/
  • Science Recording
  • Gaming In The Classroom Kevin Hodgson http://gaming4schools.yolasite.com/
  • Ignite/Pecha Kuchahttps://difference.wiki.dublinschools.net/
  • Diigo-Educator Account
  • 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
  • Diigo-SocialBookmarking
  • PebbleGo
  • “The Internet is this generation’s definingtechnology for reading.” Donald Leu, The Future of Reading SLJ
  • “The best thing about the future is that it comes only one day at a time.” Abraham Lincoln
  • Using video to teach literary
  • Tagxedo/Wordle
  • Wordle/Tagxedohttp://www.wordle.net/
  • Moving Toward Thoughtful Reading: Tools to ExtendConversations Rather Than End Them
  • Wallwisherhttp://www.wallwisher.com/wall/ ReadingDigitally
  • Collaboration Tool
  • Voicethread as BookTalkhttp://voicethread.com/?#q+digital+writing +workshop.b987651.i5263097
  • Photo Essay• A photo essay can begin the discussion about the ways that words and visuals work together to provide information.
  • Nonfiction• Some nonfiction tells a story and is written to be read in ways similar to fiction—from cover to cover.
  • Who are you as a nonfiction reader?
  • What do we want forour kids as nonfiction
  • Wonderopolis
  • Zooborns.Com
  • Social Media for Professional
  • Just as a growing number ofAmericans visit social networks, so are educators connecting with each other to shareinformation, ask questions, and find community.
  • Why I Joined Facebook...
  • Blogs/Google Reader
  • Twitter
  • let alkTit
  • http://cybraryman.com/chats.html
  • #hashtags
  • Goodreads• social reading• recommendations• organize reading• share• Mock Newbery/Printz groups
  • Facebook
  • Pinterest
  • Social Bookmarking
  • 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
  • There is a bigdifference between assigning studentsdifficult reading andteaching them how
  • ... as a teacher, I will enter my classroom tomorrow morning with the goal ofhelping my kids learn what deep readers