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Developing a digital writers workshop
This document provides information about developing a digital writers' workshop. It discusses balancing traditional workshop models with incorporating digital experiences and tools. This includes introducing authors through digital means like YouTube videos, using blogs as mentors for craft and structure, and having students capture and share their writing process. The document emphasizes that teaching digital writing requires explicit instruction in choosing the right tools for different writing purposes and audiences, as well as developing digital literacy and networking skills. The goal is to help students see writing as a social practice and publication as the midpoint of the process.
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Developing a digital writers workshop
- 1. Developing a Digital Writers Workshop Tony Keefer Katie DiCesare Franki Sibberson Dublin Leadership Academy 2012
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- 3. Something to Consider: Theissue of scheduling laptops or computer labs is a big issue. We understand this, but we have worked hard to figure out ways to do this in our own buildings. If you decide to embrace the idea of using digital writing in your classroom, we know you will problem solve because it will be important to you.
- 4. The easiest thingto do is react. The second easiest is to respond. But the hardest thing is to initiate. -Seth Godin This bridge will take you halfway there - the last few steps you’ll have to take yourself. -Shel Silverstein
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- 7. Deepening An Awareness of Audience “Thepublic is the only critic whose opinion is worth anything at all." - Mark Twain "When I know my writing will be read by others, I work on my writing harder." - Meredith Reed
- 8. What are studentsdoing outside of school to find an audience?
- 9. What Do MyWriters Think? Who is your audience? 1) I don't know 2) My teacher 3) My friends
- 10. A Chance toExpand Audience
- 11. A Chance toExpand Audience
- 12. A Chance toExpand Audience
- 13. A Chance toExpand Audience Digital Picture Books and Podcasts
- 14. Next Steps ... FromClass to Personal
- 15. "When I knowmy writing will be read by others, I work on my writing harder." - Meredith Reed, age 10 "It will be tough to write as good as I can if I know that nobody else will read it." - Meredith Reed
- 16. Weaving Digital Reading andWriting through Workshop
- 17. Learning takes time. Learningis a social practice. Learning about technology should be embedded with sound instructional practice. -Digital Learning Collaborative
- 18. Reading and WritingWorkshop
- 19. What are thegoals I have for readers and writers? What experiences am I providing to balance traditional workshop with digital experiences?
- 20. 1. Reading forEnjoyment
- 21. How? Searching forresources. AOL kids
- 22. Ask kids WHYit is different?
- 23. Talk with themabout WHY: Dr. Julie Cairo Asst Profesor Reading Research RI www.voiceofliteracy.org With so many choices online, careful reading (is) lost. Offline readers aren't sure how to tackle multiple texts in different places. "We need to teach kids to stop and think about cues online, to predict, infer and make choices."
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- 27. Introduce authors digitally BobShea: Dinosaurs vs. Bedtime on Youtube
- 28. 3. Writers toshare their writing
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- 30. 4. Study WritingMentors: structure
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- 34. Mentor Blogs forIdeas: Horses
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- 36. Ideas important tostudent bloggers
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- 40. Posts that helpus learn and understand
- 41. Write about whatthey are learning about
- 42. 5. Share anddiscuss writer's decision making and process
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- 46. Jason Shiroff, TechConsultant, 4th grade teacher Denver Writing Project writes: The inquiry process is at the heart of all the technology tools I use with my students. The first step is the 'play' step, and I believe that play is an essential step for students learning new technologies. This step gives the students free reign to explore the new tools without having "serious work" to accomplish.
- 47. Digital Writing Workshop he First hough t Th inking T s S ix Week
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- 49. Pen and Paperwill not be primary tools your students create with. Will Richardson
- 50. Publication is nowthe MIDPOINT in the writing process. Will Richardson
- 52. This is notan either-or conversation http://www.flickr.com/photos/shellfish/149671165/sizes/m/
- 53. Individual Opportunities with “Public Relations” Connections District Website ELGG Launching Pad Individual Blogs, “Front Page” of Social Network, Classroom Bookmarking “When we write in Capabilities in safe, public spaces, it internal site. changes the process Controlled Audience and the reasons we write.” Collaborative Global Audience Communication Will Richardson (Shared Experience/ Teacher Account) Wikispaces-District Collaborative Space Blogspot Created Around Learning Google Reader Audience is Family Twitter Account Internal-open to district Gmail Account Skype Networked Writer
- 54. lic ubn P ela tio R s
- 55. idu al Indiv ing wo rk N et
- 56. idu al Indiv ing two rk Ne
- 57. at ive or ab icatio Coll un m om n C
- 58. al ob e Gl dienc Au
- 59. Writing Technology Networked Writer
- 60. Teaching the DigitalWriter Social Technology Writing Networking add a photo craft blog commenting save a draft process how to tag write a heading conventions audience/safety tools genre purpose/tool matching tool to units of study rethinking/relearing purpose revising online and Finding experts offline being part of community contribution
- 61. Wonderopolis: Do youhave good Netiquette? Minilesson Work
- 62. http://lauramitolife.blogspot.com/ Tagline http://www.readingvacation.net/
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- 64. ing d R ea e d c t ne o n C
- 65. Students will learnto choose the best text for their purpose only if their literacy program provides both practice and explicit instruction in using a variety of kinds of texts.
- 68. Playing with Technique Tagline
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- 72. Global Read Aloud- October 1
- 73. We have theability to publish in a variety of media with the intention of connecting and sharing it with others who have an interest (or passion) in the topic. Will Richardson
Editor's Notes
- #2  idea to share\n
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- #17 When playing and thinking with technology, I think we have to step back and remember to think about Learning. \n
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- #19 Workshop\n\n\n\nKids are studying texts: mentor  and digital texts,\n\n having time to try what they are noticing and learning in those texts and \n\nthen having opportunities to share their learning with each other.\n
- #20 To keep instruction first\n\n I want to make sure I have clear goals and messages  for my students when working with technology.\n
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- #22  We have to think about our goals for students and talk them through why and how we found the resources we use in our classroom.\n\nTumblebooks= digital listening library\n\nAOL= Lots of repetitive, song rhyming text that supports young kids learning to read\n\nToon Book Reader= digital place for graphic novels\n\nSpeakaboos= fairytales and plays, use it for introducing a complicated tale before reading it aloud\n\nNational geograhic kids= great non-fiction site with kids bloggers,  videos\n\nPebble Go= Place where kids can go to listen and or read about numerous topics about non-fiction  \nAnimals, earth and space and biographies\n\nIt becomes the place where we search for wonders about science first...\n
- #23 Why is it different?\n\nDuck Rabbit Picture book vs\n\nabc search on top of page\nwhat is the first letter of name of book?\n\n\n\n\nAOL Kids search by topic: rhyming, animals, arthur books\n\n\nToon books: search by title\n\nChoice to have the text read to you or not\n\nbc graphic novel: click in the speech bubbles to activate the story\n\n\n\n \n
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- #25 Make sure it is easy for them to come back to at school so that they will come back to them at home\n
- #26 Study authors and illustrator's work  traditionally\n\npics of authors on baskets\n\nstudy writer's work so that it serves as a mentor for student writing\n
- #27 Traditionally: Reading the inside flap of the book jacket (do it!)\n\n\nYou Tube: helped us know Bob Shea personally\n\n \n\n Helped kids to see a dad can be a writer and write for his son...\n\n\n\nOther tools that allow for a more personal interaction with an author: using twitter, skpe\n
- #28 Traditionally: Reading the inside flap of the book jacket (do it!)\n\n\nYou Tube: helped us know Bob Shea personally\n\n \n\n Helped kids to see a dad can be a writer and write for his son...\n\n\n\nOther tools that allow for a more personal interaction with an author: using twitter, skpe\n
- #29  We have different levels of audience:\n\na partner, our classroom\n\nour classroom families\n\ncommunity\n
- #30  Kidblog: \n allowed for kids to share with their classroom audience on a personal level\n\nstudents who often shied away from commenting in the group setting came alive by the possibility of commenting online\n\nkidblog created an independence in sharing and commenting that often I would orchestrate with partners, asking kids to turn and talk\n\n\n\n \n
- #31 first grade writing mentors I choose bc of the structure, pattern  \n
- #32 exploring science mouse:\n\nintroductory post to blogging\n\nKids partnered up to notice what  the author did to introduce herself\n\nTell about yourself\n Tell about what you love\nWrap up your post\n
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- #35 homeschool blogs \n\nkids writing authentically about their lives\n
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- #39 how was I going to help them transfer all the craft study we had experienced over the past 2 years\n\nAnd, how do I find kid bloggers who are crafting their writing?\n\nIn all of these posts, we read the comments, noticed the strong commenting. \n\nThought about what in the comment helped the writer or the conversation.\n
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- #41 Kaitlyn's mom in Austraila\n
- #42 So blogging became this place where kids could:\n
- #43 Another goal I have for readers and writers is to share their writing their reading and especially their process.\n\nIt is often captured in conversation...\n
- #44 Spring 2 years ago\n\nStudied poems by Valerie Worth  Douglas Flourian, Joanne Ryder (Toad by the Road) and other non-fction poetry that taught us something \n\nBLog was a place where kids were writing ideas and poems as we learned about poetry.\n\nMEtro Park :  animals and their habitats in  Wetlands, food chain, \n\n\n3rd trim \n
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- #46 Ashley talking about "non-fiction" poetry\n
- #47 Student playing with words after a minilesson on descriptive language...\n\n\nTeachers need to be practicing play.\n\nHow are you making time for purposeful play in your learning?\n
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