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Using Technology to Support Writing as a Complex Activity
This document discusses using technology to support writing as a complex activity. It explores how digital tools can be used to incorporate images into the writing process. Participants will learn how online tools allow students to draw or reuse images in their writing. Examples of digital stories combining images and words will be shared. Tools demonstrated include SketchUp, Artpad, and Pixlr for images, and Animoto, Voicethread for digital storytelling. The presentation emphasizes how linking visual and language centers of the brain through images can improve writing and learning.
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Using Technology to Support Writing as a Complex Activity
- 1. Using Technology toSupport Writing as a Complex Activity Thomas DeVere Wolsey, Ed.D. San Antonio, Texas International Reading Association
- 2. Using Technology toSupport Writing as a Complex Activity Thomas DeVere Wolsey, Ed.D. San Antonio, Texas International Reading Association
- 3. Using Technology toSupport Writing as a Complex Activity within the Disciplines • In this session, participants will explore two aspects of working in digital environments: How to work with digital sources to inform their writing and How to bring together digital images and composing processes, as means for increasing language learning. Participants will learn how to use online tools their students can employ to draw or reuse images found on the Internet in service of writing as a means of learning. Examples of digital stories that combine images and words will be provided, and participants with computers or smartphones will have the opportunity to try some of the tools. By linking the parts of the brain that process images with those parts that process language, written work improves and so does student learning.
- 4. Six Shifts • Increase Reading of Informational Text • Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Increase Writing from Sources • Academic Vocabulary Source: EngageNY
- 5. Cognitive Flexibility Theory •The domain of writing is ill-defined encompassing • topical knowledge, • procedural knowledge, and • conditional knowledge. • (Spiro, 2004; Spiro, Coulson, Feltovich, & Anderson, 2004; Spiro, Feltovich, & Coulson, 1996)
- 6. Communication Model Approach (e.g., Kinneavy, 1971).
- 7. Shared Knowledge andCognitive Processes Model • Content Common Substrata Knowledge of Processes • Metaknowledge • Language Features • Procedural knowledge • (Fitzgerald & Shanahan, 2000) Source: S-Photos
- 8. New Literacies • Speed •Deictic • Multiplicity of tools and dispositions • Leu, Kinzer, Coiro, and Cammack (2004)
- 9. Digital Texts Source: AZAdamon Flickr
- 10. Choosing Resources • Evaluating resources • Type of resource (genre or mode) • Readability • Working with Multiple Sources • (Wolsey, Lapp, & Fisher, in press) Source: zapatopi.net
- 11. Digital Reading Earnsan F (Nielsen Norman Group, 2000) Source: www.clickrmedia.com/
- 12. Close Reading • “Closereading is characterized by the use of evidence from the text to support analysis, conclusions, or views of texts” (Wolsey, Grisham, & Hiebert, 2012, p. 2) • Slow Reading (Newkirk, 2012)
- 13. Transforming Writing with Digital Images
- 14.
- 15. Impromptu Folder Write Mea Picture Draw Me a Story Images and Words Together InfoGraphics
- 17. Write Me APicture Michael P. Haiku Marching Cat Footprints Garafalo
- 18.
- 19. Draw Me AStory
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- 21.
- 22.
- 23. The school photographyproject
- 24.
- 25. Student-Created Images • Drawing – SketchUp – Artpad • Photography – Pixlr – PowerPoint and the digital camera
- 26. Using Words andImages Together http://lexipedia.com/
- 27.
- 28. Infographics • Data meets graphics meets words • http://visual.ly/
- 29. Images to InspireWords
- 30. Images to InspireWords
- 31. Digital Storytelling • Animoto •Voicethread • Example Digital Story in Voicethread
- 32.
- 33. Composing MultiModal Text •How do words function to “anchor” and give an interpretation of an image? • How do words function to “relay” or contribute to the meaning of an image? • Where will the image be placed in relation to the words and why? • How much of the frame-space will the image occupy compared to the words? • Is the focal point of the text on the image or on its words and why? (Choo, 2010, p. 172)
- 34. Resources Choo, S. S.(2010). Writing through visual acts of reading: Incorporating visual aesthetics in integrated writing and reading tasks. High School Journal, 93(4), 166-176 • More about Writing and Images: • http://literacybeat.com/2012/05/17/draw -me-a-story/ • http://delicious.com/tdwolsey (keywords: graphics, visualization,
- 35. Contact and QRCode Thomas DeVere Wolsey, Ed.D. MSED Literacy Programs Director tom.wolsey@waldenu.edu
Editor's Notes
- #5 http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
- #8 http://sphotos-a.xx.fbcdn.net/hphotos-snc6/c0.2.403.403/p403x403/603501_10150954877261086_969332461_n.jpg
- #9 http://upload.wikimedia.org/wikipedia/commons/thumb/7/76/High-speed.jpg/1280px-High-speed.jpg
- #10 http://www.flickr.com/photos/azadam/83277787/sizes/m/in/photostream/
- #11 Plus encyclopedic content
- #12 http://www.clickrmedia.com/wp/wp-content/uploads/2009/08/google-golden-triangle.jpg http://www.nngroup.com/articles/eyetracking-study-of-web-readers/ Video: http://vimeo.com/40021154
- #14 QR Permalink: <imgsrc="http://qrcode.kaywa.com/img.php?s=8&d=http%3A%2F%2Fwww.delicious.com%2Fstacks%2Fview%2FHJRFaI" alt="qrcode" />
- #17 OrbisPictus image source: Wikimedia Commons http://en.wikipedia.org/wiki/File:Orbispictus.JPG Talk about the expressive nature of language learning.
- #18 http://www.gardendigest.com/concrete/mpgindex.htm
- #21 Source: http://sketchup.google.com/ Once the project is designed, words will have to accompany the pictures to sell it.
- #22 http://artpad.art.com/artpad/painter/
- #23 http://pixlr.com/editor/
- #24 PHOTOGRAPHY PROJECT Each middle school student was given a Polaroid® and one package of film with ten possible images in Phase II. Students were intrigued by the cameras; most knew about instant photography, but few had ever used this aging technology. Indeed, shortly after data collection was completed, Polaroid ceased most sales of the instant film. In Phase 3 of the Walls Speak research, digital cameras and presentation software were used in place of Polaroid film to help students organize and discuss their photographs. Students in this millennial generation (cf. Eisner, 2005) may not be fascinated with the novelty of digital photography. Still, their understanding of digital technologies may enhance their ability to use the cameras and software to manipulate images and describe them in ways that enhance image-based research. Further research is needed in this regard. Once students returned to the interview room, they were asked to lay the photographs on a table and categorize them. They grouped the images and labeled them with felt-tipped markers. Then, researchers interviewed the students as they described their photographs and the categories in which they placed their photos. [Click after 3 Polaroid Cameras.] About 40 seconds
- #25 THROUGH THE LENSBethany made use of descriptive terms such as “pride” to label her photograph of the school mascot but also made symbolic use of school features to characterize her feelings and perceptions. An image she made of the podium in the school auditorium is labeled “freedom of speech.” During interviews, Bethany referred to this image and elaborated at length on her perception of the school as a place where she could and would be heard. Describing her photograph, she claimed, “I said freedom of speech because I like speaking and everybody has their own voice in this school. If there is an issue, you can speak up about it. If it is reasonable, if it is able to be met, then it will be met. And you can pretty much say what you want and people will listen to you.” Bethany only made nine usable photographs because she accidentally tripped the shutter at one point destroying one of the ten in the film pack. Of those nine photos, six of them contained images of people: a teacher, several students, and a lunch worker. During the interview, Bethany frequently referred to the occupants of the school even when prompted to look at the features of the building. She seemed unable to separate the people from the place and context. A photograph Bethany took of a friend she found in the school library mediated the following exchange. The photo was labeled, “studying.” Bethany said: I took this picture. It says future leader, because…We asked: We’re back in the library for this picture? Bethany replied: Yeah. And it says future leader because I believe everybody who goes here has an opportunity. There are all kinds of opportunities and everybody makes sure that all the students get opportunities. Because of those opportunities, it makes everybody in here future leaders. [Click after Future Leader.] About 33 seconds
- #27 http://lexipedia.com/
- #28 Infographics http://visual.ly/coffee-flavour-wheel
- #31 Guernica Pablo Picasso, la exposición del Reina-Prado. Guernica is in the collection of Museo Reina Sofia, Madrid (low resolution image)