Situate your research in terms of the current state of the field of English education and talk about how that research informs your teaching. Who are you? What are you doing? Why are you doing it?
Transcript of "Hicks NCTE 2008 - Why Should We Write With a Wiki?"
Why Should We Write With a Wiki? Professional Development and Community on the Read/Write Web Troy Hicks, PhD Central Michigan University NCTE 2008
Today’s Talk <ul><li>Framing the Project </li></ul><ul><ul><li>Writing Instruction, Adolescent Literacy, and Digital Literacy </li></ul></ul><ul><ul><li>Teacher Professional Development </li></ul></ul><ul><li>Examining the Work on the Wiki </li></ul><ul><li>Implications of Current Work and Next Directions for Project </li></ul>
The State of English Education <ul><li>Implications of CEE Summit - May 2005 </li></ul><ul><li>Today, new technologies are changing the types of texts we and our students create and interpret even as they are influencing the social, political, and cultural contexts in which our texts are composed and shared. Since these technologies are influencing the development of individuals, institutions, and communities (and since individuals, institutions, and communities are shaping these technologies and their uses), it is essential for English educators to turn a critical eye toward the benefits and affordances; the limitations and liabilities of integrating these newer technologies into our teaching. </li></ul><ul><li>- Swenson et al. (2005) </li></ul>
Writing Inst. “ Grammar of Schooling” Assessment Attitudes Genres Adol. Lit. Literacy “Crisis” Curriculum Relationships Relevance Rigor Digital Lit. Changing Technologies Newer Literacies Access and Infrastructure
The Pedagogy of Multiliteracies <ul><li>In this book, we attempt to broaden this understanding of literacy and literacy teaching and learning to include negotiating a multiplicity of discourses... We argue that literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies. </li></ul><ul><li>New London Group, p. 9 </li></ul>
Project WRITE: Pedagogy of Multiliteracies Model Situated Practice Creating a community of learners with a shared understanding of content area literacy and digital literacy Overt Instruction Modeling content area literacy strategies and uses of technologies such as blogs, wikis, podcasts, and digital stories while explicitly teaching skills to support teacher learning Critical Framing Reflecting on current practices and how our understanding and teaching of content area literacy and digital literacy is enacted Transformed Practice Moving towards a complex and creative understanding of literacy practices and how they are fully enacted within and across classrooms by engaging in collaborative work Core Goals Identify classroom literacy practices and implement new practices Develop thematic units of study that utilize technology
Effective Professional Development <ul><li>Engaging in pertinent literacy practices that will be used in their classrooms </li></ul><ul><li>Observing teacher leaders demonstrate these literacy practices </li></ul><ul><li>Focusing on students’ needs and achievements </li></ul>
Project WRITE Shared Readings Images from amazon.com, lulu.com, and stenhouse.com
Project WRITE PD Calendar <ul><li>Two full days of PD - Oct and Nov 2007 </li></ul><ul><li>One full day of PD - Dec 2007 </li></ul><ul><li>Monthly night sessions - Jan - Apr 2008 </li></ul><ul><li>One full day of PD - May 2008 </li></ul><ul><li>One week of PD - August 2008 </li></ul><ul><li>One night and two days of PD in fall 2008 (Sept, Oct, and Nov) </li></ul>
Changes Over Time <ul><li>“ It is very comforting that a year ago the technology for wikis was confusing and today it is easy but today Jing is confusing but we'll get there and be successful.” </li></ul><ul><ul><li>posted by a participant in chat room during hybrid session, Sept. 2008 </li></ul></ul>
projectwritemsu.wikispaces.com <ul><li>Teachers as Writers </li></ul><ul><li>Reading and Discussion of Books </li></ul><ul><li>Developing Own Web-Based Curriculum </li></ul><ul><li>Collaborating with Others </li></ul>
Implications of a Multiliteracies Approach <ul><li>The metalanguage of Multiliteracies describes the elements of Design, not as rules, but as an heuristic that accounts for the infinite variability of different forms of meaning-making in relation to the cultures, the subcultures, or the layers of an individual’s identity that these forms serve. </li></ul><ul><li>- New London Group, p. 36 </li></ul>
So, Why Should We Write With a Wiki? <ul><li>Teacher Professional Development </li></ul><ul><ul><li>Professional Learning Communities, as Enabled by Virtual and Face-to-Face Work </li></ul></ul><ul><li>Purpose of English Education </li></ul><ul><ul><li>Engaging in Multiliteracies Work </li></ul></ul><ul><ul><li>Teacher Education and Professional Development </li></ul></ul>
References <ul><li>New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-37). London ; New York: Routledge. </li></ul><ul><li>Swenson, J., Rozema, R., Young, C. A., McGrail, E., & Whitin, P. (2005). Beliefs about technology and the preparation of English teachers: Beginning the conversation. Contemporary Issues in Technology and Teacher Education [Online serial] Available: http://www.citejournal.org/vol5/iss3/languagearts/article1.cfm, 5 (3/4). </li></ul>
Photo Credits <ul><li>In the Middle from http://images.barnesandnoble.com/images/9870000/9878306.jpg </li></ul><ul><li>Warriner’s from http://www.setonbooks.com/viewone.php?ToView=P-EN10-11 </li></ul><ul><li>Logos from Wikipedia, Edublogs, del.icio.us, YouTube, Wikispaces, and MySpace are screenshots from the respective sites and copyrighted by those sites. </li></ul><ul><li>All other images: Troy Hicks or Red Cedar Writing Project, Michigan State University </li></ul>
Produced by Troy Hicks [email_address] hickstro.org This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
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