Your SlideShare is downloading. ×
Multigenre Research & Composition: AASL 2011
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Multigenre Research & Composition: AASL 2011


Published on

Published in: Education, Technology

1 Comment
1 Like
  • Quite an eye-opener and very useful for undergraduates. Thanks.
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • Please interrupt me!!!I teach elementary and middle school teachers children’s lit, language arts, and digital literacies.
  • And how we met!School Library Media Specialists – High School?Middle School?Elementary School?Library Media Supervisors or District Level?
  • Think for a minute about some typical research projects you have done. Jot them down / type them. At the end, we are going to think about how to tweak or transform your previous projects, so it will be good to have them in mind from the start. (2-3 minutes) Think about the process as well as the product.Share with a partner for a couple of minutes.
  • It’s not just one thingAre many ways to add multigenre elements to the research process.What is a genre? A set of conventions that apply to a particular text. Help us recognize what a text is and how to read / comprehend it. Gretchen is going to describe her work with a middle school research project, and really focus on the process.Then I am going to describe my work with preservice teachers and focus more on the product. Hopefully by the time we get to the end we will have addressed your questions. If not, we will add some q & a.
  • Research paper is arbitraryThe assumption that there will
  • Discuss how the MG unit came to fruition.Explain MG project: 7th grade English, research project in conjunction with novel study. GT=I Am the Cheese, Gen Ed, Al Capone. Students could choose ANY topic that came up throughout course of reading the novel.
  • Discuss how the MG unit came to fruition.Explain MG project: 7th grade English, research project in conjunction with novel study. GT=I Am the Cheese, Gen Ed, Al Capone. Students could choose ANY topic that came up throughout course of reading the novel.
  • Sample topics for I Am the Cheese
  • Sample topics for Al Capone
  • GT select 3 different genres from 3 different groups. Gen Ed select 2 different genres from 2 different groups. Must also include WHY I selected this genre explanation for each one.
  • Jon S. (NS Newsflash). "Newspapers B&W." 11 Aug 2011. Flickr. 21 Oct 2011.
  • Shawn dancing Capezio shoe advertisementAdvertisement in The Denishawn Magazine: A Quarterly Review Devoted to The Art of The Dance. New York: Ruth St. Denis and Ted Shawn School of Dancing. GV1580.D4By Crossett Library Bennington CollegeThis photo was taken on April 21, 2010 using a Nikon D40.
  • Street Map 1967Map of Dallas from 1967, Gousha cartography and branded by Conoco.By jczartJustin CozartThis photo was taken some time in 1968.
  • headBy koalazymonkeyJustin SeeThis photo was taken on August 27, 2009 using an Apple iPhone.
  • Muffetliz west+ Add ContactThis photo was taken on September 4, 2006
  • Bicycles Protection
  • "Capone Dead At 48; Dry Era Gang Chief." Obituary. The New York Times 26 Jan. 1947. The New York Times. Web. 27 Oct. 2011. <>.
  • Photo taken by Gretchen Hazlin
  • Explanation of how the project came to beFocus on content versus research skills
  • Topic selection – two days in the library, looking at books, looking at lists of key people, reading bits about them, writing down questions
  • Jon S. (NS Newsflash). "Newspapers B&W." 11 Aug 2011. Flickr. 21 Oct 2011.
  • Muffetliz west+ Add ContactThis photo was taken on September 4, 2006
  • Show a couple of projects
  • These are your new colleagues. Studying aspects of diversity of their choice – the things that might be a bit more hidden.
  • About body image – voice, point of view, narrative
  • Cancer – letter to a teacher
  • Letter from a soldier to a daughter – struggles
  • African American women and swimming. A typical acrostic that uses phrases and words.
  • Military families - changing the acrostics
  • Those with another heritage language than English. She translated it herself.
  • Newspapers – editorial about homelessness – I give my students choices in genres, many choose informational genres.
  • Newspaper about incarcerated parents – story of the situation that led to imprisonment. Note the shading and interest in authenticity.
  • Entire newsletter / newspaper about LGBT – she had crossword, and this is the book review
  • Blogs about military families
  • Texting about transracial adoption
  • Texting about divorced families
  • Myfakewall – military families
  • Coordinated with the fakewall about military
  • Accident amputee – before and after contrasts of calendars – shows day to day realities
  • The word “may” - selecting source texts, etc. Design decisions are important. I used to think wordle was just cute, but now I see how to use it.
  • ADD - school
  • ADD medical
  • ADD child from family – note placement.
  • Wintergirls by Laurie Halse Anderson – Anorexia – open it and…
  • Diabetic – lunchbox
  • Collage of wrappers, bracelet with facts
  • Social stories
  • Parent in jail - financial issues – forms.
  • Financial issues
  • More financial.
  • Asthma
  • Homelessness – found poem?
  • Childhood obesity – note placcement of words.
  • Tee pregnancy – note receipt
  • Picture book about grandparents as parents – incarcerated parents. Also have fully written and recorded original songs
  • How can you adapt your current projects to incorporate multigenre elements?
  • Transcript

    • 1. + Multigenre Research and Composition Beth Friese and Gretchen Hazlin AASL National Conference, October 2011
    • 2. +A bit about Beth@librarybethPhD Candidate, Languageand Literacy EducationMEd, Instructional TechnologyUniversity of Georgia
    • 3. + A bit about Gretchen @libraryms Librarian, Kilmer Middle School And, a bit about all of you!
    • 4. + Visit Our Slides (soon!) Additional Readings and Resources Multigenre Texts To Use With Students Google Form to collect ideas and contact info Questions (or tweet us)
    • 5. Take a few minutes to think+ about research projects you’ve done in your school (and jot a few down).
    • 6. + What is multigenre research and composition? (First, what is a genre?)
    • 7. + Many similarities with familiar inquiry process  Developing questions  Locating and evaluating sources  Synthesizing information  Writing (one way or another)  Information ethics  Citations
    • 8. + Multigenre Research: Why?  Creatively Speaking, Part Two: Sir Ken Robinson on the Power of the Imaginative Mind (From  Cultivating the researcher’s imagination - research and imagination are not opposites (Tom Romano)  Movingpast (or adding to) the traditional research paper  Incorporating different perspectives on a topic
    • 9. + Choice and imagination in how research is presented  What are interesting, compelling, creative, novel ways to show what I have learned?  Theimportance of purpose and audience: Who am I trying to communicate those ideas and insights with?  Focusing on the often taken-for-granted “product” of research as an opportunity for choice and agency for young researchers
    • 10. + AASL Standards for 21st Century Learner  2.1.1 Continue an inquiry-based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.  2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.  2.2.4 Demonstrate personal productivity by completing products to express learning.  3.1.3 Use writing and speaking skills to communicate new understandings effectively.  4.1.8 Use creative and artistic formats to express personal learning.
    • 11. + Gretchen’s Projects
    • 12. Multigenre Research Projectsand the Middle School Classroom
    • 13. 7th grade English Traditional boring research project
    • 14. Novel study + multigenre
    • 15. Supporting Grade 7 ELA Standards
    • 16. Project StructureFive week project, lessons interspersedwith research days and novel discussions:• Project intro/modeling• Questioning• Print resources• eResources• Keywords/Searching• Notetaking• Citing Sources cc image:
    • 17. Trauma Free Range Kids U.S. Marshalls Robert Cormier Witness Protection ProgramBicycles Cognitive Rehabilitation Importance of Stuffed Animals
    • 18. Al Capone Mafia Alcatraz San Francisco Prison guardsPrison escapes Entrepreneurship Autism
    • 19. Genres
    • 20. Group 1: Print MediaNewspaper/Magazine ArticleObituaryEditorialLetter to the EditorRecipeApplication – job, school, etc.Wanted posterHeadlines/Front pageMission statement cc image:
    • 21. Group 2: Visual with Words Invitation Advertisement Travel brochure Greeting card Cartoon Bumper sticker Business cards Cc image:
    • 22. Group 3: Visual DisplayPicture/photographGraph/chartMapCertificate – award, death, degreeStoryboardPostcardMenuScrapbook pageMagazine cover cc images:
    • 23. Group 4: InformationalInterview MemoTimeline Lab reportDirections Calendar agendaCampaign speech Membership cardsAssignment sheet WillResume Police reportEncyclopedia entry Cc image:
    • 24. Group 5: Creative WritingDiary entry Top Ten ListSong Travel journalPoem Report cardShort story TelegramPersonal narrative Prayers/mediationsConversation EulogyPledge Letter Cc image:
    • 25. Sample Student Projects
    • 26. The kids struggled with……choosing a research question cc image:
    • 27. The kids struggled with……found versus created genres
    • 28. We loved…… teacher / librarian collaboration -- planning, teaching, research support, assessment Cc image:
    • 29. We loved……classroom instruction and research lesson content
    • 30. We loved…...opportunities for differentiation Cc image:
    • 31. We loved…... “museum gallery” project presentation and evaluation (self, peer, teacher) Cc image:
    • 32. We loved…...that the research unit and the end products were a much more interesting and a lot more fun C
    • 33. Artifact Adventure ProjectU.S. History 1865-PresentRemediation course of struggling learnersGoal = to provide an interesting, choice-laden research experience for students and to use the finished products to educate the rest of the class about a particular topic
    • 34. Topic SelectionAnything related to U.S. History 1865-present Cc image:
    • 35. Genres
    • 36. Informational TextNews article InterviewObituary TimelineEditorial DirectionsLetter to the Editor Campaign speechAdvice column ResumeMagazine article Encyclopedia entryRecipe Lab ReportWanted poster Calendar/agendaHeadlines/front page cc image:
    • 37. VisualsPicture/photograph InvitationGraph/chart AdvertisementMap Travel brochureCertificate – award, Greeting carddeath, degree CartoonStoryboard Bumper stickerPostcard Business cardsMenu Response to artScrapbook page Neighborhood flyersMagazine cover cc images:
    • 38. Creative WritingDiary entry Top Ten ListSong Travel journalPoem Report cardShort story TelegramPersonal narrative Prayers/mediationsConversation EulogyPledge Letter Cc image:
    • 39. Sample Student Artifacts
    • 40. The kids struggled with…overwhelming choices
    • 41. The kidsstruggled with……found versus created genres Cc image:
    • 42. We all struggled with……timing of the project Cc image:
    • 43. We loved……that students who werenot normally interestedin History were veryengaged in their ownprojectsCc image:
    • 44. We loved…... flexibility in differentiation – students could work at own pace, add challenges as needed Cc image:
    • 45. Changing it All Up for Next TimeEmphasize research skills continuouslyPractice, practice, practice Cc image:
    • 46. + Beth’s project  Collegeseniors, future elementary and middle school teachers  Topics were aspects of diversity, broadly defined  Personalchoice in topics and how research was presented  Full writing process for each genre  Students had to explain / defend / reflect on their choices throughout
    • 47. + Examples of Research Products
    • 48. + Diary Entries Practicing voice, point of view, narrative principles
    • 49. + Letters Conventions of a letter, audience, voice
    • 50. +
    • 51. + Poetry Free verse, “Acrostics” and more
    • 52. +
    • 53. + Translated Poem
    • 54. + In order to create a genre effectively, study examples
    • 55. + Newspapers, Brochures Informational Genres
    • 56. +
    • 57. +
    • 58. + Blogs Adding links, comments, conversations
    • 59. + Digital Genres Texting, Glogster, Facebook Pages
    • 60. +
    • 61. +
    • 62. + Calendars, Schedules Expressions of time, interests
    • 63. + Before and After
    • 64. + Wordle, Tagxedo, and other word clouds Design Decisions: Text, Font, Organization, Color
    • 65. +
    • 66. +
    • 67. +
    • 68. + Collage
    • 69. +
    • 70. + Added interest with creative containers Boxes under the bed, luggage, scrapbooks, medicine chests, wishing trees, lunchboxes
    • 71. +
    • 72. + Genres you find along the way… Social stories, forms, translated poetry, medical bracelets, and on and on and on…
    • 73. +
    • 74. +
    • 75. +
    • 76. + Concrete Poetry
    • 77. +
    • 78. +
    • 79. +
    • 80. + Playing to student strengths
    • 81. + Plagiarism  Createsomething that has never been created before  Transforming is the key (accompanied by reasoning)  Studentsexplain how they choose their genres and constructed them
    • 82. +  Explainingthe process of selecting and creating the genres is part of the product  Putting genres together in innovative ways  Can create these projects along side the familiar research paper  Inject play and creativity into research
    • 83. + And now back to you…
    • 84. + Thank you for participating! I’d be happy to hear from you if you incorporate multigenre research elements in your school! @librarybeth @libraryms