Podcasting For Literacy Nwp 2009 Final Version


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Updated Powerpoint for Podcasting 2009.

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Podcasting For Literacy Nwp 2009 Final Version

  1. 1. Presented at the Annual Meeting of the National Writing Project, Philadelphia, 2009 Robert Rivera-Amezola, Philadelphia Writing Project Cyndi Dwyer, Nebraska Writing Project Susan Martens-Baker, Nebraska Writing Project
  2. 2. <ul><li>Introductions </li></ul><ul><li>Top Ten Reasons to Use Podcasting for Literacy, with examples from our classrooms </li></ul><ul><li>Processing time : What questions does this raise for you? </li></ul><ul><li>Garage band tutorial </li></ul><ul><li>Writing and recording: describe your Writing Project site </li></ul><ul><li>Imagining uses for podcasting in your classroom: brainstorm and write on chart paper </li></ul><ul><li>Sharing of classroom ideas and podcast </li></ul><ul><li>Questions and closing </li></ul>
  3. 7. <ul><li>Multi-modal writing and discovering that “sexy radio voice” in the Tribal Paradise Project </li></ul>
  4. 8. <ul><li>4. Podcasting taps into many students’ natural affinity for communication and expression as evidenced by the use of cell phones, MP3 players, ipods, etc. </li></ul>
  5. 10. <ul><li>“ Where I’m From” </li></ul><ul><li>“ Last Minute Book Reports” </li></ul><ul><li>Group Book Projects </li></ul>
  6. 14. Examples from Robert’s classroom <ul><li>Anthony </li></ul>
  7. 15. Examples from Robert’s classroom <ul><li>“ Nutrition” a collaborative podcast </li></ul>
  8. 16. Examples from Robert’s classroom <ul><li>“ What We Know About H2O --collaborative project </li></ul>
  9. 17. Radio WillowWeb
  10. 18. Radio WillowWeb
  11. 19. More Resources
  12. 20. More Resources
  13. 21. More Resources
  14. 24. “ They need these things because they will join us as part of an increasingly challenging and difficult world—one plagued by destructive wars and great ill will , marked by poverty and disease, scarred by racism and ecological degradation.  In this world, we face some wickedly complex communicative tasks.  To make our collective way with any hope for success, to create a different set of global and local relations than currently exists, we will need all available means [emphasis hers] of persuasion, all available dimensions, all available approaches, not simply those limited to the two dimensional space of a printed page”  (Selfe 645).
  15. 25. What questions do these ideas and examples raise for you? <ul><li>Improving writing </li></ul><ul><li>Improving oral communication </li></ul><ul><li>Understanding different composing modalities </li></ul><ul><li>Building on aural affinity </li></ul><ul><li>Honoring voice </li></ul><ul><li>Reaching different learning styles </li></ul><ul><li>Enhancing audience and performance opportunities </li></ul><ul><li>Benefiting ELL </li></ul><ul><li>Transcending print </li></ul><ul><li>Filling the rhetorical quiver </li></ul>
  16. 26. Audacity for PC’s
  17. 28. George Ella Lyons “Where I’m From” <ul><li>I am from clothespins, </li></ul><ul><li>from Clorox and carbon tetrachloride. </li></ul><ul><li>I am from the dirt under the back porch. </li></ul><ul><li>(Black, glistening, it tasted like beets.) </li></ul><ul><li>I am from the forsythia bush the Dutch elm </li></ul><ul><li>whose long-gone limbs I remember </li></ul><ul><li>as if they were my own. </li></ul><ul><li>I'm from fudge and eyeglasses, from Imogene and Alafair. </li></ul><ul><li>I'm from the know-it-alls and the pass-it-ons, </li></ul><ul><li>from Perk up! and Pipe down! </li></ul><ul><li>I'm from He restoreth my soul with a cottonball lamband ten verses I can say myself. </li></ul>
  18. 29. http://www.georgeellalyon.com/where.html <ul><li>I'm from Artemus and Billie's Branch, </li></ul><ul><li>fried corn and strong coffee. </li></ul><ul><li>From the finger my grandfather lost to the auger, </li></ul><ul><li>the eye my father shut to keep his sight. </li></ul><ul><li>Under my bed was a dress box </li></ul><ul><li>spilling old pictures, </li></ul><ul><li>a sift of lost faces </li></ul><ul><li>to drift beneath my dreams. </li></ul><ul><li>I am from those moments-- </li></ul><ul><li>snapped before I budded -- </li></ul><ul><li>leaf-fall from the family tree. </li></ul>
  19. 30. <ul><li>Write a one-sentence description of your Writing Project site, starting with the phrase, “I am from.” We will record these into sample podcasts, combine them with music and sound effects, and play them at the end of the session. </li></ul><ul><li>Ex. “I am from the Nebraska Writing Project, where our Cornhusker goodness reaches across the whole state and our podcasts, Nings and forums connect teachers and students from the Panhandle all the way to the Missouri River.” </li></ul>
  20. 31. <ul><li>While people are recording their “I am from” statements, please use the time at your tables to brainstorm possible podcasting projects and applications for your classroom. Record these on chart paper so that your group can share them with the other groups. </li></ul>
  21. 32. Works Cited   Beach, Richard et. al. Teaching Writing Using Blogs, Wikis, and other Digital Tools .   Norwood, MA: Christopher-Gordon Publishers, 2009. McQuillan, Jeff. &quot;Language on the Go: Tuning in to Podcasting.&quot; The International Journal of Language Teaching . Vol. 2, Issue 1 (2006). 16-18.   Selfe, Cynthia L.   “ The Movement of Air, the Breath of Meaning: Aurality an Multimodal Composing. ”  College Composition and Communication .   60.4. (2009).   616-663.   Schmidt, Dan.   Kidcast: Podcasting in the Classroom.   Intelligenic.com: FTC Publishing, 2007.   Takayoshi, Pamela, and Cynthia L. Selfe.   “ Thinking about Multimodality. ”  Multimodal Composition: Resources for Teachers .   Ed. Cynthia L. Selfe.   Creskill, NJ.   Hampton P, 2007.   1-12.
  22. 33. Robert Rivera-Amezola, Philadelphia Writing Project [email_address] Cyndi Dwyer, Nebraska Writing Project [email_address] Susan Martens-Baker, Nebraska Writing Project [email_address]