Indiana University: Daniel T. Hickey, Dept. of Learning Sciences Michelle Honeyford, Dept. of Literacy, Language, & Culture Rebecca Rupert, Aurora Alternative High School Project NML: Jenna McWilliams, Curriculum Specialist Katie Clinton, Content Analyst Hillary Kolos, Research Associate Research Team
“ [W]e are living in the middle of a remarkable increase in our ability to share, to cooperate with one another, and to take collective action, all outside the framework of traditional institutions and organizations .” -- Clay Shirky How can we support the practices of innovative teachers? How can schools keep pace with the social revolution?
What is reading in a participatory culture? Design & Development
Research Questions Design & Development Field Research Field Research
Allison Werlock, Tim Gillis, Westbrook High School Becky Rupert, Aurora Alternative High School Judith Nierenberg, Somerville High School Library Lisa Brewster, Somerville High School Lynn Sykes, Wareham High School Paula Browne, New Bedford High School Polly Zajac, Wendy O’Gallagher, Jon McDonnell, Global Learning Charter Public School Susan Sylvia, New Bedford Vocational Technical School Strategy Guide Pilot Teachers Field Research
http://www.youtube.com/watch?v=al5-bU8DUAg mc Lars, “ Ahab” “ The first one to stop him gets this gold doubloon / Now excuse me while I go be melancholy in my room” “ Hey Ishmael... can I call you annoying?” “ the ship’s got a hole, plug it up, plug it up!”
Research Questions Design & Development Field Research Hypotheses Research Questions
building a community of readers in the ELA classroom
supporting a culture of increased generativity ("reading with mouse in hand")
Fostering productive discourse through participatory assessment
preparing learners to transform a domain
breaking down the "expert paradigm" (teaching toward distributed expertise)
Design Principles Hypotheses
how do we build a community of readers? what is reading in a participatory culture?
new media affords new practices literacy practices get re-mediated by new media “ we still have a CBS, an NBC, and a New York Times; but we are not the same nation that had those things before.” --George W.S. Trow
We need strategies for breaking down the “expert paradigm” the nature of expertise has changed
we need to prepare learners to transform a domain conservative content, radical approach Question: What does it mean to be “literate” in a participatory culture?
strategies for fostering “reading with mouse in hand” media production model “ a screen that ships without a mouse ships broken.”
participatory assessment model new assessment practices are needed go to this: 21st Century Assessment Session: 11:30-12:30
What are the ethical and practical challenges of introducing participatory culture into the classroom?
What happens when student expertise becomes a legitimate source of authority in the classroom?
What happens when learning is conceived of as a process not of socialization but of transformation?
How can we prepare learners for the responsibilities of being producers of culture?
What sorts of assessment practices can lead to a learning community that rewards sharing and community engagement?
21st Century Assessment (participatory assessment: moving from individual achievement to community involvement) Appropriation in Practice (transforming the domain, remediated literacy practices) Enacting a Participatory Culture in the ELA classroom (building a community of readers, breaking down the expert paradigm, remediated literacy practices, reading with mouse in hand) Using Wikipedia in the Classroom (breaking down the expert paradigm, re-mediated literacy practices, participatory assessment) Reading in a Participatory Culture: Motives for Reading (building a community of readers, breaking down the expert paradigm, remediated literacy practices, reading with mouse in hand) 11:30-12:30 1:30-2:30 3:00-4:00 Today’s TSG Workshops
• What were your expectations for using the Teachers’ Strategy Guide? • Given the specifics of your classroom, how did you implement the guide? (technology, time, cosmetology, etc.) How did you make this all work? • Now that you’ve been through this, do you have suggestions for changes to the guide, ideas for improvement, thoughts about using the guide to teach other books or alternative activity suggestions? • What refinements would you suggest or are there big things we haven’t discussed? Teachers’ Strategy Guide: Guiding Questions