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140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
140 Characters in Search of a Story: Microblogging in Language Arts
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140 Characters in Search of a Story: Microblogging in Language Arts

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Presented at TIES Language Arts Seminar, August 18, 2009.

Presented at TIES Language Arts Seminar, August 18, 2009.

Published in: Education, Technology
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  • 1. 140 Characters in Search of a Story Using Microblogging in Language Arts TIES Language Arts Seminar August 18, 2009
  • 2. “ Brevity is the soul of wit.” Polonius Hamlet II.ii
  • 3. “ Brevity is the soul of T wit ter .” (what he really meant)
  • 4. Participate via Twitter <ul><li>Tag your tweets: #tiesla </li></ul><ul><li>Take notes </li></ul><ul><li>Post questions </li></ul><ul><li>Participate in activities </li></ul>
  • 5. Session Overview <ul><li>Twitter basics </li></ul><ul><li>Microblogging concepts </li></ul><ul><li>Twitter (or just the idea of Twitter) </li></ul><ul><li>Edmodo: “Twitter for educators” </li></ul><ul><li>Lessons, activities, and resources </li></ul>
  • 6. Before We Start <ul><li>What brings you here today? </li></ul><ul><li>What do you hope to learn? </li></ul><ul><li>What questions do you have? </li></ul>
  • 7. What is microblogging? <ul><li>Microblogging is a form of multimedia blogging that allows users to send brief text updates (say, 140 characters or fewer). . . . </li></ul><ul><li>Wikipedia </li></ul>
  • 8. &nbsp;
  • 9. And why should we care? <ul><li>“ Why would you subject your friends to your daily minutiae? And conversely, how much of their trivia can you absorb? The growth of ambient intimacy can seem like modern narcissism taken to a new, supermetabolic extreme….” </li></ul><ul><li>Clive Thompson </li></ul>
  • 10. &nbsp;
  • 11. &nbsp;
  • 12. Twitter Basics <ul><li>@replies - Public reply </li></ul><ul><li>RT - Re-Tweet </li></ul><ul><li>DM - Direct message </li></ul><ul><li>Tinyurl - Shorter is better </li></ul><ul><li>Hashtag - Label your tweet </li></ul>
  • 13. Twitter Talk <ul><li>What I’m doing </li></ul><ul><li>What I’m thinking </li></ul><ul><li>Sharing resources &amp; links </li></ul><ul><li>Conversation via @replies </li></ul>
  • 14. Getting started <ul><li>Sign up for free account at Twitter </li></ul><ul><li>Twitter in Plain English </li></ul><ul><li>The Big Juicy Twitter Guide </li></ul><ul><li>Blogging Sueblimely : Twitter for Beginners </li></ul>
  • 15. Strengths of microblogging <ul><li>Concise </li></ul><ul><li>Metacognitive </li></ul><ul><li>Social &amp; collaborative </li></ul><ul><li>Ephemeral </li></ul>
  • 16. Concise <ul><li>“ Twitter’s 140-character limit provides a great framework for creating compact messages. Not that there’s anything wrong with being verbose; yet having taught writing, there’s much to be said for getting straight to the point .” </li></ul><ul><li>Chris Sessums </li></ul><ul><li>“ I like Twitter for its asynchronous, forced concision ….” </li></ul><ul><li>Barbara Ganley </li></ul>
  • 17. Metacognitive <ul><li>“ I also want to explore students using tweets to send out questions and observations to the group while engaged in the &amp;quot;solo work&amp;quot; of the course--the reading and ruminating and writing that so often happens alone. How might sending links and notes this way deepen and broaden our learning experience together?” </li></ul><ul><li>Barbara Ganley </li></ul>
  • 18. Social and collaborative <ul><li>“ Twitter and other constant-contact media create social proprioception. They give a group of people a sense of itself , making possible weird, fascinating feats of coordination .” </li></ul><ul><li>Clive Thompson </li></ul>
  • 19. Ephemeral <ul><li>“ The power of twitter in the classroom lies in harnessing the instantaneous and ephemeral nature of the tool.” </li></ul><ul><li>Darren Kuropatwa </li></ul>
  • 20. Think-Pair-Share How might these concepts support your instructional goals?
  • 21. &nbsp;
  • 22. Use Twitter to bring literature into your classroom
  • 23. Intrigued by first lines?
  • 24. Follow an author
  • 25. Use Twitter to prompt writing
  • 26. Daily writing prompts
  • 27. Use Twitter to collaborate
  • 28. Twittories, or Twitter stories
  • 29. Use Twitter to find an audience
  • 30. YouthVoices
  • 31. Flash fiction &amp; tiny poetry
  • 32. Flash fiction <ul><li>Wikipedia : “Fiction of extreme brevity” </li></ul><ul><li>Contains (or implies) traditional elements of fiction: character, plot, etc. </li></ul><ul><li>FlashFictionOnline </li></ul>
  • 33. For sale: baby shoes, never worn. Ernest Hemingway
  • 34. Novel in 12 Words or Less <ul><li>Twelve-word novel win changes life. Fame, drugs, adultery, sorrow, tears, blood. </li></ul><ul><li>Obituary. First five words free, she thought. Charles dead. Yacht for sale. </li></ul><ul><li>Louise&apos;s love of poodles was overshadowed only by her love of barbecue. </li></ul><ul><li>On The Media’s 2007 Novel Challenge </li></ul>
  • 35. Tiny poetry: Twaiku <ul><li>Twaiku: Haiku in 140 characters or less </li></ul><ul><li>Copyblogger Twaiku contest </li></ul><ul><li>A wandering ghost / My dead father cries “Uncle!” / I must have revenge. </li></ul><ul><li>“ I’m following you” / A compliment on Twitter / Not so in real life </li></ul><ul><li>Realtime search results for #haiku </li></ul>
  • 36. Tiny poetry: Twitku <ul><li>Twitku: micro-haiku </li></ul><ul><li>17 characters in 5/7/5 format </li></ul><ul><li>Tiny Poetry Society wiki </li></ul><ul><li>hello/twitter/verse </li></ul>
  • 37. Tiny poems by Diane Cordell
  • 38. It’s your turn. <ul><li>Try your hand at a 12-word novel, twaiku, or twitku. </li></ul><ul><li>Tweet your composition. </li></ul>
  • 39. Edmodo <ul><li>Twitter for education </li></ul><ul><li>Private micro-blogging </li></ul><ul><li>No student email address needed </li></ul><ul><li>Teacher controls group settings </li></ul>
  • 40. Log in to Edmodo <ul><li>Go to http://www. edmodo .com </li></ul><ul><li>Click “Student” link </li></ul><ul><li>Enter group code: blj382 </li></ul>
  • 41. Sample microblogging activity <ul><li>“ Reading for the Gist.” Harvey &amp; Goudvis, Strategies That Work (2000). </li></ul><ul><li>Use a variety of strategies to construct meaning </li></ul><ul><li>Ask questions, make connections, visualize, make predictions, synthesize </li></ul><ul><li>Notes used for reader response </li></ul>
  • 42. Lord of the Flies reader response <ul><li>Read-aloud from Golding’s Lord of the Flies </li></ul><ul><li>During reading, note responses in Edmodo </li></ul><ul><li>Main ideas, questions, connections, predictions, inferences </li></ul>
  • 43. Standards-based lesson ideas <ul><li>IRA/NCTE Standards for English Language Arts </li></ul><ul><li>K-12 MN Standards in Language Arts </li></ul><ul><ul><li>Reading and Literature </li></ul></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Speaking, Listening, and Viewing </li></ul></ul>
  • 44. Reading and Literature <ul><li>Reading comprehension: QAR (Question-Answer Relationship) strategy: Twitter sticky notes </li></ul><ul><li>Understanding dialogue in dramatic works: Reimagine Shakespeare dialogue as Twitter exchange </li></ul><ul><li>Biographical or character study: Synthesize insights into subject through a-day-in-the-lifeTwitter postings </li></ul>
  • 45. Writing <ul><li>Persuasive essay: A concise thesis statement in 140 characters </li></ul><ul><li>Research: Use microblogging to provide progress updates, organize ideas, evaluate resources </li></ul><ul><li>Audience and point of view: Use Twitter “scenarios” to develop understanding </li></ul>
  • 46. Speaking, Listening, &amp; Viewing <ul><li>Evaluate media sources: Twitter as citizen journalism </li></ul><ul><li>Social notetaking: Use microblogging to provide feedback for oral presentations </li></ul>
  • 47. What ideas do you have? <ul><li>Help write the e-book: Twitter for Teachers </li></ul><ul><li>Send them to Scott: </li></ul><ul><ul><li>[email_address] .com </li></ul></ul><ul><ul><li>http://twitter. com/sschwister </li></ul></ul>
  • 48. Additional reading &amp; resources <ul><li>NCTE Inbox: Twitter: 140-Character Professional Development and Writing Tool </li></ul><ul><li>Chris Sessums : Twitter Me This: Brainstorming Potential Educational Uses for Twitter </li></ul><ul><li>Darren Kuropatwa : Twitter: Ephemeral Learning Tool </li></ul><ul><li>Terry Freedman: Twittering in the classroom: some issues </li></ul><ul><li>Clive Thompson in Wired: How Twitter Creates a Sixth Social Sense </li></ul><ul><li>Clive Thompson in NYTimes .com: Brave New World of Digital Intimacy </li></ul><ul><li>Brian Stelten &amp; Noam Cohem in NYTimes .com: Citizen Journalists Provided Glimpses of Mumbai Attacks </li></ul><ul><li>NPR’s On The Media: The Twitter Wire Service </li></ul>
  • 49. Contact Scott Schwister [email_address]

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