Hicks Site 2008 Project Write Presentation

Project WRITE Writing, Reading, Inquiry, and Technology in Education Troy Hicks, PhD Central Michigan University SITE 2008

Today’s Talk
Framing the Project
Writing Instruction, Adolescent Literacy, and Digital Literacy
Teacher Professional Development
Current PD Work
Implications of Current Work and Next Directions for Project

The State of English Education
Implications of CEE Summit - May 2005
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.
- Swenson et al. (2005)

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
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.
New London Group, p. 9

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
Engaging in pertinent literacy practices that will be used in their classrooms
Observing teacher leaders demonstrate these literacy practices
Focusing on students’ needs and achievements

Project WRITE PD Calendar
Two full days of PD - Oct and Nov 2007
One full day of PD - Dec 2007
Monthly night sessions - Jan - Apr 2008
One full day of PD - May 2008
One week of PD - August 2008
Two days of PD in fall 2008

Project WRITE Shared Readings
Beers, G. Kylene, Probst, Robert E., & Rief, Linda. (2007). Adolescent literacy: Turning promise into practice . Portsmouth, NH: Heinemann.
Burke, Jim. (2003). Writing reminders: Tools, tips, and techniques . Portsmouth, NH: Heinemann.
Fletcher, Ralph J. (2006). Boy writers: Reclaiming their voices . Portland, Me.: Stenhouse Publishers.
Warlick, D. (2005). Raw materials for the mind: A teacher's guide to digital literacy . Lulu.com.

Current Project Work
Monthly Professional Development Sessions
Focus on adolescent literacy, writing assessment, boy writers, digital literacies
Project Wiki
Reading and Discussion
Developing Own Curriculum
Collaborating with Others
Summer Workshop

http://projectwritemsu.wikispaces.com/

Implications of a Multiliteracies Approach
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.
- New London Group, p. 36

Implications
Teacher Professional Development
Professional Learning Communities, as Enabled by Virtual and Face-to-Face Work
Purpose of English Education
Engaging in Multiliteracies Work
Teacher Education and Professional Development

References
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.
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).

Photo Credits
Logos from Wikipedia, Edublogs, del.icio.us, YouTube, Wikispaces, and MySpace are screenshots from the respective sites and copyrighted by those sites.
All other images: Troy Hicks or Red Cedar Writing Project, Michigan State University

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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