Adolescent literacy summit 2013

1. Fostering Strategic Engagement with 21st Century Literacies in the Disciplines Adolescent Literacy Summit June 19th and 20th, 2013 TIES St. Paul MN David G. O’Brien University of Minnesota,Twin Cites Tuesday, June 18, 13

2. Where is Engagement? Where is the Text Tuesday, June 18, 13

3. Disengagement and Order--A Deadly Combination Tuesday, June 18, 13

4. What Text is Left When you Throw the Textbook out the Window? Tuesday, June 18, 13

5. What is the Engaging Text? Maybe a better question is Where is the text? Tuesday, June 18, 13

6. Think-Pair-Share (Lyman, 1981) 1. As a whole, what do the video clips say about the relation between textbooks and learning in school? 2. What do the video clips say about engagement and disengagement in school? 3. What do the clips say about strategies using non print texts (multimodal texts--music, imagery, performance) Tuesday, June 18, 13

7. On January 27, 2010, Apple Announces the iPad About a Year Later Apple Introduced iBooks Textbook Tuesday, June 18, 13

8. 1._____ _____ The introduction of the iPad and the eventual inﬂux of multiple tablet devices has changed learning and teaching forever 2._____ _____ The key aspect of “21st Century Literacy” is that what counts as a text and reading has changed dramatically 3._____ _____ There is already evidence that new portable devices and the “apps” and other tools are positively effecting student engagement and learning 4._____ _____ The ﬁrst indicator of the effect of new digital devices and apps is how ineffective traditional textbooks are Anticipation/Reaction Guide Tuesday, June 18, 13

9. Textbooks Produced for iBooks Traditional Textbooks -outdated -static -expensive -too heavy -old format (“1950”) Tuesday, June 18, 13

10. Textbooks Produced on iBooks Author 2 Promise to Revolutionize Textbooks Features -engaging -alive -up to date -mobile -ﬂuid, fast navigation -beautiful, -effortless note taking -interactive multimedia -immersive Tuesday, June 18, 13

11. iBooks Textbooks have Built-in Learning and Engagement Features iBooks Textbooks Learning features -integrated multimodal content -amazing ways to take notes -highlighting with annotations -elegant study card review Tuesday, June 18, 13

12. Learning with iPads: The devices provide access to “all of the world’s learning in it” Tuesday, June 18, 13

13. Learning with iPads: The devices are motivating and engaging, portable and affordable, the multimodal affordances support learning reading and writing Tuesday, June 18, 13

14. Learning with iPad: It caters to learning modalities, styles, and engages learners because it is interactive and multimodal Tuesday, June 18, 13

15. Learning with iPads: Access to information you no longer have to remember or master but instead personalize information to your own needs Tuesday, June 18, 13

16. Tuesday, June 18, 13

17. Textbook Memes Tuesday, June 18, 13

18. Meme Critique And... Textbooks are Outdated Textbooks are designed to support teaching/ learning Where does the content for iPads come from? Textbooks are Expensive Tech hardware and license agreements/apps are expensive Even if you save money, what content should you buy? Textbooks are Heavy They have a point there! iPads and other tablets are deﬁnitely lighter on the frame Textbook Memes Tuesday, June 18, 13

30. iPad Memes Tuesday, June 18, 13

31. Meme Critique And... iPads are engaging Printed curricula can be engaging Is engagement synonymous with digital, multimodality? iPads are interactive People are interactive-- readers can interact with print, pictures, and other people “Interactivity”can be distracting and iPads are portable They have a point there! But. . . lots of curricular materials are portable Portability is not synonymous with learning iPads include current content Content is current only if content providers are current What copyrights and authors will allow what material in digital texts? iPads are dynamic and magical Do these dynamic, interactivity, and magic provide strong teaching and learning design? Who is designing education apps and digital texts? iPad Memes Tuesday, June 18, 13

49. Affordances and App Affordances Design An app might have positive features built in by designers Use An app might have affordances only apparent in use Tuesday, June 18, 13

50. Strategic Engagement 1. Selecting app affordances (Beach & O’Brien , 2012. appropriate for a particular lesson, its tasks and literacy support 2. Twinning app affordances with effective strategies for that particular instructional and learning context Tuesday, June 18, 13

51. A STRATEGY: REAP (READ ENCODE ANNOTATE PONDER) Read to discern the author’s message Encode the message by translaEng it into your own words Annotate by cogently wriEng the message in notes for yourself and your group and post for others to read (post in Google Docs, post annotaEon in text in Diigo) Ponder, or further reﬂect on what you have read and wriPen, through discussion and by reviewing others responses toe the same reading /and or to your annotaEon Tuesday, June 18, 13

52. REAP Diigo social bookmarking AN APP AFFORDANCE: USING DIIGOTO FACILITATE ANNOTATION Diigo “ﬂoating sticky notes” allow posting of text-speciﬁc annotations Readers can read each other’s annotations, and annotate (meta- annotate) annotations with other levels of REAP Tuesday, June 18, 13

53. REAP ✦ Summary Response: The basic message of article. A simple statement of the main ideas. After discussing with your group, write out a short paragraph—2-3 sentences that you believe capture the main theme of the piece. ✦Attention-getting or heuristic response: Find a quote in the article that will make someone else want to respond. This should be attention- getting or surprising. ✦Personal View or Transactional Response: How do your views and feelings compare with what you think the author is saying? Tuesday, June 18, 13

57. REAP Diigo social bookmarking Tuesday, June 18, 13

59. A STRATEGY: GIST (GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT) • Select a paragraph (or passage) • Have students read the paragraph (or passage) for the purpose of retelling • Students generate summaries (individually or collaboratively) and revise until satisﬁed • Students re-read the text to check the accuracy of the summary and post a revised summary • The digital affordance adaptation (iAnnote PDF app: Students use both written and oral annotation features to generate multimodal summaries Tuesday, June 18, 13

60. AN APP AFFORDANCE: USING IANNOTATE PDFTO FACILITATE GIST SUMMARIES GIST iANNOTE PDF ANNOTATION Notes that pinned to the text allow posting of text-speciﬁc summaries Audio annotation pinned to the text that allow audio renditions of summaries Tuesday, June 18, 13

61. Process Strategy App Affordance Speciﬁc Apps Strategic Engagement Framework Synthesizing/ Summarizing REAP GIST Diigo iAnnotate PDF Tuesday, June 18, 13

62. Resources http://www.amazon.com/kindle-store/dp/B00ATIVZCK Tuesday, June 18, 13

63. http://www.appsforlearningliteracies.com Tuesday, June 18, 13

64. Digital writing, Media literacy, Media literacy resources, Teaching literature, Literacy tools, Common Core State Standards, Apps for literacy learning, Using iPad and iPhone Apps for Learning with Literacy Across the Curriculum Rick Beach’s Websites Tuesday, June 18, 13

65. Strategies Modeled with Apps • Anticipation/Reaction Guide: first presented by Readence, Bean, & Baldwin(1995): Readence, J. E., Bean,T.W., & Baldwin, R. S. Content area reading:An integrated approach (5th ed. ) Kendall, Hunt. • some good online examples: http://www.google.com/url? sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDcQFjAB&url=http%3A%2F%2Fwww.carlscorner.us.com%2FLiteracy %2FAnticipation%2520Reaction%2520Guides.doc&ei=pB3BUcjT • REAP: first presented by Eanet and Manzo (1976): Eanet, M. G. & Manzo,A.V. REAP--A strategy for improving reading/writing study skills. Journal of Reading, 19, pp 647-652. • a good example with clear guidelines of the types of annotations: http://www.saddlebackdsps.com/2011/10/reap-strategy.html • GIST: First presented by Jim Cunningham (1982). Cunningham, J. Generating interactions between schemata and text. In New inquiries in reading research and instruction. Thirty-firstYearbook of the National Reading Conference • guidelines for doing GIST at ReadWriteThink: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing- strategy-content-290.html Tuesday, June 18, 13

Adolescent literacy summit 2013

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