NCTE literacy tools
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Richard Beach's presentation at the NCTE convention on purposes for using digital tools

Richard Beach's presentation at the NCTE convention on purposes for using digital tools

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  • 1. NCTE presentation: Defining Purposes for Using Web 2.0 Tools in the Classroom Rick Beach, University of Minnesota, [email_address] Handout on Google Docs: http://tinyurl.com/yjbc2jc
  • 2. Jeff Uteckt: Literacy Curriculum Models
  • 3. NCTE Poll: 900 language arts teachers
    • Top three abilities for student success
      • seek information and make critical judgments about the veracity of sources
      • read and interpret many different kinds of texts, both in print and online
      • innovate and apply knowledge creatively
  • 4. NCTE Poll: 900 language arts teachers
    • 62% reject notion that basic language, reading, and writing skills must be mastered before critical 21st century literacy abilities can be cultivated
  • 5. Acquiring and subscribing to/sharing information
    • Social Bookmarking and sharing links/tags
    • Sharing links in class Diigo groups
    • adding annotations to online literary texts for sharing responses to literature
  • 6. Using Diigo for adding a sticky-note response
  • 7. Uses of mapping in studying identity construction
    • Visually portray performances according to three units of analysis:
      • Events
      • |
      • Spaces
      • |
      • Social worlds/systems
    • Use maps to prompt interview reflections
      • “ Pointing” prompts: talk about maps
  • 8. Event as unit of analysis:
    • People act and react to current and future acts to create an event or context
      • Utterances have consequences
      • Uptake of speech acts or lack of action
    • Events have boundaries
      • People “in” the event
      • People/forces “outside” the event but still influencing the event
        • “ the elephant in the room”
  • 9. Space as unit of analysis
    • Spaces as gendered, raced, or classed
    • Gendered worlds as mediated by language use
      • Thorne: children on playground space: practices not necessarily gendered
      • Teacher: tells children to group up by “boys” and “girls”
      • Playground space becomes gendered as a binary space
  • 10. Social Worlds/Institutional Systems
    • Social worlds/systems
      • schooling, workplace/economic, family, health care, justice, government/political, media, etc.,
    • Driven by larger objects or outcomes
      • School: enhanced students’ literacy
      • Workplace: higher profits
  • 11.  
  • 12. Using Maps to “Connect the Dots”: Food <--> health care
    • Raising livestock
      • 70% of water consumption in the West
      • 21% of global gas emissions
      • 1 gallon of gas to produce 1 pound of meat
      • “ Grass-fed” cows produce 21 times the methane of grain-fed cows
  • 13. Connecting the dots
    • Agri-business/corn lobby  campaign donations  government farm policies  Manufactured food  lack of urban grocery stores with fresh vegetables/fruit  fast food restaurants/advertising  High fat food  obesity  increased health-care costs
  • 14. Collaborative Construction of Knowledge: Wikis
    • PBWorks (http://pbworks.com), Wikispaces (http://www.wikispaces.com), or Wetpaint (http://www.wetpaint.com)
    • Rhetoric and Composition wikibook: http://en.wikibooks.org/wiki/Rhetoric_and_Composition
  • 15. Virtual collaboration: Literary Worlds site
    • http://www.literaryworlds.org (Rozema & Webb, 2008).
    • Students ngage in synchronous chat about frequently taught texts such as Brave New World, Things Fall Apart, Of Mice and Men, The Great Gatsby , and 1984 .
  • 16. Creating multimodal texts: Digital comics
    • Comic Life/Bitstrips
    • Brent Eckoff, West Jr. High:
      • “ I had students to a rough storyboard of what they planned to create. Some of the speech bubbles and text boxes they wrote were both surprising, and innovative. The students then exported the Comic Life presentations as quicktime files, uploaded them to YouTube, and then embedded them on the class wiki.”
  • 17.  
  • 18. Culture-jamming/remixing
    • Remix America (remix historical speeches/words with contemporary events)
    • Adbusters spoofs/parodies
  • 19.  
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  • 25. Using VoiceThread for critical analysis of media representations
    • Select a topic: female athletes
    • Find Flickr images and import into VoiceThread
    • Add voice or written comments about patterns of
  • 26. Formulating arguments using online role-play/games
  • 27. Using a Class Blog: &quot;Fighting Sioux&quot; mascot debate
  • 28. Issue: Internet policies
    • Blocking of websites
      • NRA site blocked
    • Administrators accessing Facebook
      • Determining if students are drinking
      • Violation of the state’s athletic code
  • 29. Read Cory Doctorow’s Little Brother
    • 17-year-old Marcus, a computer hacker, takes on the Department of Homeland Security’s attempt to control society
    • Issues of Internet privacy/control
  • 30.   Ning: Blocking “educational” sites/administrator snooping
  • 31. Ethos: EmoGirl: Critique of school Internet policies
    • I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person. 
  • 32. “ Strict Father” cultural model: Charles Hammerstein
    • The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. R-rated sites are not ok because they usually contain information and content that may be considered offensive . T he internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
  • 33. Bubbl.us mapping to identify roles and relationships between roles
  • 34. Students reflect on:
      • Use of arguments
      • Comfort in role
      • Targeted audiences/alliances
      • Who has power?
        • Reasons: strategies
      • Sense of potential change
  • 35. Students reflected on the role-play:
      • I think it was a valuable learning experience because we actually got to argue back and forth with other people.  If this had just been a writing assignment, it would have only been one-sided.  You can use persuasive arguments in a paper but you can’t have a back and forth conversation on it.  I really felt like it helped me get into someone else’s shoes and think like someone different from myself.  
  • 36. Change-based assessment: Determining effectiveness
    • Assess students on their use writing to attempt to affect change in actual audiences’ beliefs
      • Framing of the status quo
      • Their own and others’ beliefs
      • Their sense of agency to make change
    • Need for objective criteria
      • Problem: teacher’s own preferred changes
  • 37. Developing a Sense of Voice through Podcasting
    • Book talks
    • Spoken word poetry
    • Readers’ theater productions
    • Radio shows
    • Skype interviews
  • 38. Feedback and Self-reflection
    • Audio files as feedback to writing
    • VoiceThread comments
    • VideoAnt: annotations for video productions
    • E-portfolios
  • 39. VideoAnt: feedback to videos