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Making Research Relevant Through Multigenre Projects
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Making Research Relevant Through Multigenre Projects

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June 2011 presentation at the Griffin-Spalding County School District Teachers as Learners Conference, Griffin, GA; resources for this session are at ...

June 2011 presentation at the Griffin-Spalding County School District Teachers as Learners Conference, Griffin, GA; resources for this session are at http://theunquietlibrary.libguides.com/multigenre2011.

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Making Research Relevant Through Multigenre Projects Presentation Transcript

  • 1. making research relevant through multigenre projects buffy j. hamilton || ed.s. teachers as learners conference, june 2011 CC image via http://www.flickr.com/photos/ericmmartin/3274006362/sizes/l/in/photostream/
  • 2. CC image via http://www.flickr.com/photos/naomi_pincher/1540901495/sizes/l/in/photostream/ a collection of pieces written in a variety of genres that presents one or more perspectives on a research question(s)
  • 3. A primary goal is to “experiment” with genres or “learning artifacts” to represent key learnings and understandings
  • 4. CC image via http://www.flickr.com/photos/rtv/290546350/sizes/l/in/faves-10557450@N04/ alternate genres allow students’ creativity to shine while still informing the audience of their research findings
  • 5. may include traditional composition elements in addition to alternative genres CC image via http://www.flickr.com/photos/mortsan/5430418545/sizes/l/in/photostream/
  • 6.
    • students make conscious decisions about the genres they choose
    • students explain why they chose a particular genre
    • students incorporate research findings and information in a creative way through multiple mediums/literacies
  • 7. “ The multigenre part of our research project has been my favorite activity from this year so far.  These multigenre elements have given me a new perspective of the events that are described in the book such as genocide … I love being able to show my creativity while telling the story of the Lost Boys.” 10 th grade student
  • 8.
    • helps a researcher look
    • at a topic from many
    • different angles/lenses.
    CC image via http://www.flickr.com/photos/protoflux/2542631273/sizes/l/in/photostream/
  • 9. CC image via http://www.flickr.com/photos/spursfan_ace/1302413087/sizes/l/in/photostream/ students engage in metacognition
  • 10. your librarian can develop a research pathfinder to help your students access and evaluate diverse information resources and help in the creation of content/learning artifacts CC image via http://www.flickr.com/photos/eqqman/50654921/sizes/z/in/photostream/
  • 11.
    • provide sufficient scaffolding and organization of the research task
    • provide ample time for inquiry and exploration
    • provide concrete examples of alternate genres to help students visualize possibilities
    • incorporate frequent checkpoints/formative assessments to help students stay on track
  • 12.
    • cover page
    • dear reader letter
    • table of contents
    • traditional text research paper which may be separate or integrated with the elements
    • multigenre artifacts
    • multigenre elements notes (may be separate or integrated into each element page itself)
    • self-reflection/self-assessment
    • works cited page
  • 13.
    • repetend is something added to your multigenre web project that repeats or continues
    • the purpose of repetend is to create unity among the various genre pieces and to give the writer an editorial voice that the reader can easily relate
    From http://www.sheboyganfalls.k12.wi.us/cyberenglish9/multi_genre/multigenre.htm#Use%20of%20repetition/motif:
  • 14.
    • include the same phrase, sentence, or passage in each genre page as a heading or somewhere else in the text
    • include a description or design in each piece (written or graphic), placed strategically for easy recognition
    • include a running commentary from you, the writer, following or preceding each genre piece
    • create a character and follow his/her reactions to pieces
    • create a character involved somehow in each piece of writing--an ongoing little story
    • create a cartoon strip at the top or bottom of each genre page that comments on the ideas presented
    From http://www.sheboyganfalls.k12.wi.us/cyberenglish9/multi_genre/multigenre.htm#Use%20of%20repetition/motif:
  • 15.
    • pdf document
    • web page (google sites)
    • wiki
    • blog
    • netvibes
    CC image via http://www.flickr.com/photos/swiv/385665008/sizes/o/in/faves-10557450@N04/
  • 16. carousel of projects CC image via http://goo.gl/jZbmh
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  • 39. http://theunquietlibrary.libguides.com/multigenre2011
  • 40. closing reflections and conversation CC image via http://goo.gl/OzJ9g
  • 41. CC image via http://www.flickr.com/photos/russmorris/2486506322/sizes/o/in/photostream/
  • 42. contact information [email_address] http://theunquietlibrarian.wordpress.com http://theunquietlibrarian.wikispaces.com
  • 43.
    • Wollersheim, Ruth, and Dawn Hogue. “Use of Repetend.” Your Multigenre Web: Everything You Need to Know to Succeed . 2002. 28 Jan. 2009 <http://www.sheboyganfalls.k12.wi.us/‌cyberenglish9/‌multi_genre/‌multigenre.htm>.