This document discusses how writing and texts are changing in the digital age. It notes that texts now include oral, electronic, and visual forms, not just traditional written forms. The literacy framework recognizes that students need skills for reading non-continuous texts like charts and graphs, in addition to continuous prose. The document also discusses how online publishing and social networking sites are impacting the writing process, providing both risks and rewards like real audiences. It includes quotes from a teacher who found students improved their writing and learned skills from each other when using online collaborative writing and review tools.

1. Jen Deyenberg

2. Where are
your students
writing?
What is
writing?

3. If text and writing
are changing –
what does this
mean for our
classrooms?

4. Texts not only include those presented in traditional
written or print form, but also orally, electronically or on
film. Texts can be in continuous form, including traditional
formal prose, or non-continuous, for example charts and
graphs.
The literacy framework reflects the increased use of
multimodal texts, digital communication, social
networking and the other forms of electronic
communication encountered by children and young
people in their daily lives. It recognises that the skills
which children and young people need to learn to read
these texts differ from the skills they need for reading
continuous prose.

6. Where is Everybody by HikingArtist.com http://www.flickr.com/photos/hikingartist/5019943977

7. The Changing
Writing
Process

9. Online
Publishing:
Risks?
Rewards?
Audience!

11. “The results were fabulous! First and foremost,
EVERY student improved their writing having
identified weaknesses with the Wordle starter.
Seeing the words in pictorial form helped them
identify what they needed to change about
their language choices in order to better meet
the brief” (Sutherland, 2011).
“The Wiki encouraged them to think much
more precisely about editing their work
because they knew their friends (and me)
were logged in and watching what they
were doing. There was a real buzz about
the place. Every time a new post came in
there was a little yelp of excitement. Best of
all, the class barely needed me there to
achieve. This was true independent
learning. I was definitely facilitating rather
than teaching!” (Sutherland, 2011).

12. “One pupil (usually quite unmotivated)
even found some internet links about
writing to persuade and started an
additional discussion topic where he
pasted them for his friends to use.
Awesome! Even more awesome, when I
started a discussion forum entitled ‘what
have you learned from your friends
today’ many of them excitedly posted
specific skills they had improved, which
demonstrated that they had really
engaged with the assessment process
and thoroughly understood how to
improve” (Sutherland, 2011)

13. http://labyrinth.thinkport.org/www/
http://www.inanimatealice.com/
http://testtube.nfb.ca/#/testtube

14. http://xkcd.com/731/

15. Trails Optional
Writing and the Web:
http://writing.trailsoptional.com/
Trails Optional:
http://www.trailsoptional.com/
All Background Photos by: Daniel*1977 -
http://www.flickr.com/photos/didmyself/