One of the primary academic challenges of undergraduate students’ early experiences at university is that of completing the first substantial piece of written work for assessment (or that first semester of writing). For many, the task of negotiating meaning in different academic disciplines represents a significant challenge (Krause, 2001). Yet the process of writing early and often, along with receiving meaningful feedback, is an important contributor to student engagement (Light, 2001). Astin (1993) confirms that the number of courses taken that emphasize the development of writing skills is positively associated with self-reported growth, not only in most academic or cognitive areas but also in several affective areas, such as leadership and interpersonal skills. Composing the first extended piece of academic writing is a complex process. research paper construction is expected to occur outside of class, in isolation (Ballenger, 1998; Leckie, 1996; McCormick, 2006). Students do not transfer real life to school or vice versa
Multi literacies Interactive learning paradigm: students determine what they need to know based on their participation in activities where needs arise, and in consultation with knowledgeable specialists (Lemke, 1998, para 3) Processing moves from linear (text) to parallel (text imaging etc) (Luke)
Expand audience beyond teacher. &quot;Since Aristotle, theorists on writing have pointed out that one of the most important aspects of good writing is a concern for readers' reactions&quot; (McAlexander, 1996). Writing for friendly audience—writing is more direct, students incorporate explanation, definition This complex social process requires that writers join the scholarly community and reflect on the relationship of text, not only to the self, but to the world.
“ Learning without thinking is useless and thinking without learning is dangerous” ( Confucius) We start with having the students figure out what they are curious about and how to acquire information to satisfy that curiosity. Youtube is acceptible at this stage as we are scaffolding
Bb is required; facebook and blogs are not
Discuss difference between wikipedia and berkely.edu Post all research findings on your Bb village page/website. Hold meetings. Village members will attend the meeting in their “occupation” and the members will decide on a plan for dealing with each catastrophe. Plans will be based on research as well as on personal gain/interest/survival. Some class time will be allotted for at least one village meeting. Other meetings will take place outside of class and/or on your Bb group pages. Present on your catastrophe and decisions during our final exam meeting time. Your village will decide how you will present: you will use multi-media; you may choose to write a group paper and summarize the findings, you may want to present a dramatization of your town meetings, make a video, create a website, etc. Each village must present a collective bibliography of sources used in the project. Bibliographies will be in APA format. Have meetings.
Some examples are: volcano eruption, comets crashing into the planet, war, genocide, lawlessness, floods, famine, drought, genetic engineering/cloning, nuclear holocaust, chemical warfare, biological diseases (epidemics), global warming, social decay, sun burning out, “big chill,” “big crunch,” terrorists, religious cults, vampires….
Show flyer from group
Students complete 8-10 page research papers in this class and other classes
Discussion mentioning class in papers.
Cte`new landscapes 2011
Elaine Pascale May 17, 2011
The “Problem”* *As identified by Michael Wesch and the students of Intro to Cultural Anthropology Kansas State U Spring 2007 (Youtube)
The Problem or What We “Know” <ul><li>Students are arriving underprepared in terms of research writing (critical thinking + mechanics) </li></ul><ul><li>Students feel that research writing is not part of their “realm” </li></ul><ul><li>Students arrive technically literate </li></ul><ul><li>Students spend a great deal of time online </li></ul><ul><li>Teachers do not look forward to teaching research writing </li></ul>
The Solution <ul><li>Scaffold Learning in a comfortable realm or “meet them halfway” </li></ul><ul><li>Incorporate an “Interactive Learning Paradigm” in which students “determine what they need to know based on their participation in activities where needs arise, and in consultation with knowledgeable specialists” (Lemke, J.L.  Metamedia literacy: Transforming meanings and media. In D. Reinking, et al (Eds), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 283-301) Mahwah, NJ: Erlbaum) </li></ul>
Research Writing Steps & Applicable Social Media Audience Blogs, Discussion Boards, Facebook, Web Pages Brainstorm, Topic Selection, Thesis Development Blogs, Discussion Boards, Surveys, Youtube Sources, Research, Citations Blogs, Discussion Boards, Facebook Organizing Ideas, Topic Sentences Web Images, Discussion Boards Supporting Paragraphs, Argument Blogs, Discussion Boards, Facebook Revision Videos, Magazines, Web Pages
Facebook PROS CONS Authentic Audience 24/7 Students Use Regularly Must Friend Students Encourages Thinking Outside of the Classroom Applying Facebook to Academics Remains in its Infancy Stage Implies Expertise/Students Have Familiarity Revision is Built-In
Blogs/Discussion Boards Pros Cons Can be Solely Academic Informal/Slang/Jargon Encourages Written Productivity Difficult to Shift to Academic Style Gives “Voice” to Shy Students CMPs Like Blackboard Often Need to be Taught “ Jump Off Point” for Class Discussion Peer Modeling
Youtube/Videos Pros Cons Easy Navigation/Search Many Non-Academic Sources Encourages Research Beyond the Classroom Expertise Revision
Web pages/Student Videos Pros Cons Ownership Slang/Jargon Revision Highly Personal Can be used to Teach Plagiarism/Copyright