The document discusses various ways that Web 2.0 tools can be used in the classroom, including using social bookmarking to share online resources, creating digital comics and multimedia texts, engaging in online discussions about literature, and using collaborative tools like wikis for group projects. It also provides examples of how these tools can support critical analysis of media, role-playing debates, podcasting, and developing a student voice.

1. NCTE presentation: Defining Purposes for Using Web 2.0 Tools in the Classroom Rick Beach, University of Minnesota, [email_address] Handout on Google Docs: http://tinyurl.com/yjbc2jc

2. Jeff Uteckt: Literacy Curriculum Models

3. NCTE Poll: 900 language arts teachers Top three abilities for student success seek information and make critical judgments about the veracity of sources read and interpret many different kinds of texts, both in print and online innovate and apply knowledge creatively

4. NCTE Poll: 900 language arts teachers 62% reject notion that basic language, reading, and writing skills must be mastered before critical 21st century literacy abilities can be cultivated

5. Acquiring and subscribing to/sharing information Social Bookmarking and sharing links/tags Sharing links in class Diigo groups adding annotations to online literary texts for sharing responses to literature

6. Using Diigo for adding a sticky-note response

7. Uses of mapping in studying identity construction Visually portray performances according to three units of analysis: Events | Spaces | Social worlds/systems Use maps to prompt interview reflections “ Pointing” prompts: talk about maps

8. Event as unit of analysis: People act and react to current and future acts to create an event or context Utterances have consequences Uptake of speech acts or lack of action Events have boundaries People “in” the event People/forces “outside” the event but still influencing the event “ the elephant in the room”

9. Space as unit of analysis Spaces as gendered, raced, or classed Gendered worlds as mediated by language use Thorne: children on playground space: practices not necessarily gendered Teacher: tells children to group up by “boys” and “girls” Playground space becomes gendered as a binary space

10. Social Worlds/Institutional Systems Social worlds/systems schooling, workplace/economic, family, health care, justice, government/political, media, etc., Driven by larger objects or outcomes School: enhanced students’ literacy Workplace: higher profits

12. Using Maps to “Connect the Dots”: Food <--> health care Raising livestock 70% of water consumption in the West 21% of global gas emissions 1 gallon of gas to produce 1 pound of meat “ Grass-fed” cows produce 21 times the methane of grain-fed cows

13. Connecting the dots Agri-business/corn lobby  campaign donations  government farm policies  Manufactured food  lack of urban grocery stores with fresh vegetables/fruit  fast food restaurants/advertising  High fat food  obesity  increased health-care costs

14. Collaborative Construction of Knowledge: Wikis PBWorks (http://pbworks.com), Wikispaces (http://www.wikispaces.com), or Wetpaint (http://www.wetpaint.com) Rhetoric and Composition wikibook: http://en.wikibooks.org/wiki/Rhetoric_and_Composition

15. Virtual collaboration: Literary Worlds site http://www.literaryworlds.org (Rozema & Webb, 2008). Students ngage in synchronous chat about frequently taught texts such as Brave New World, Things Fall Apart, Of Mice and Men, The Great Gatsby , and 1984 .

16. Creating multimodal texts: Digital comics Comic Life/Bitstrips Brent Eckoff, West Jr. High: “ I had students to a rough storyboard of what they planned to create. Some of the speech bubbles and text boxes they wrote were both surprising, and innovative. The students then exported the Comic Life presentations as quicktime files, uploaded them to YouTube, and then embedded them on the class wiki.”

18. Culture-jamming/remixing Remix America (remix historical speeches/words with contemporary events) Adbusters spoofs/parodies

25. Using VoiceThread for critical analysis of media representations Select a topic: female athletes Find Flickr images and import into VoiceThread Add voice or written comments about patterns of

26. Formulating arguments using online role-play/games

27. Using a Class Blog: &quot;Fighting Sioux&quot; mascot debate

28. Issue: Internet policies Blocking of websites NRA site blocked Administrators accessing Facebook Determining if students are drinking Violation of the state’s athletic code

29. Read Cory Doctorow’s Little Brother 17-year-old Marcus, a computer hacker, takes on the Department of Homeland Security’s attempt to control society Issues of Internet privacy/control

30. Ning: Blocking “educational” sites/administrator snooping

31. Ethos: EmoGirl: Critique of school Internet policies I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person.

32. “ Strict Father” cultural model: Charles Hammerstein The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. R-rated sites are not ok because they usually contain information and content that may be considered offensive . T he internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.

33. Bubbl.us mapping to identify roles and relationships between roles

34. Students reflect on: Use of arguments Comfort in role Targeted audiences/alliances Who has power? Reasons: strategies Sense of potential change

35. Students reflected on the role-play: I think it was a valuable learning experience because we actually got to argue back and forth with other people. If this had just been a writing assignment, it would have only been one-sided. You can use persuasive arguments in a paper but you can’t have a back and forth conversation on it. I really felt like it helped me get into someone else’s shoes and think like someone different from myself.

36. Change-based assessment: Determining effectiveness Assess students on their use writing to attempt to affect change in actual audiences’ beliefs Framing of the status quo Their own and others’ beliefs Their sense of agency to make change Need for objective criteria Problem: teacher’s own preferred changes

37. Developing a Sense of Voice through Podcasting Book talks Spoken word poetry Readers’ theater productions Radio shows Skype interviews

38. Feedback and Self-reflection Audio files as feedback to writing VoiceThread comments VideoAnt: annotations for video productions E-portfolios

39. VideoAnt: feedback to videos