Tuesday, June 25, 2013
Monday, June 24, 2013
Week 6 Instant Messaging: A Literacy Event
Article Response
With “increasing dependence on digital reading and writing
for professional, community, and household purposes, the reading and writing
instruction common to most classrooms may be inadequate to prepare students for
a wide range of reading and writing purposes” (as cited in Carey, p. 4). I found this statement very
concerning. When you think about it,
outside of school and the teaching profession, there are very few times bosses
will ask you to read and analyze a textbook or novel. However, most jobs will require you to read,
comprehend, and respond to email and text messages. While reading skills are important, we as teachers
need to look beyond the traditional text book and focus on teaching students to
read and evaluate all types of text, digital as well as print, so that our students may find success as they enter their communities and the workforce.
The following video recommends four ways (classroom website, online collaboration, virtual field trips, and digital storytelling) teachers may incorporate new literacies in their existing classroom curriculum. My favorite part about this video was that it held students accountable for their learning. It is the students, not the teacher, who manage the classroom website. Within the website, students create a weekly blog to update their parents and peers about what they have done in class, manage upcoming events and assignments through the use of an online calendar, and much more!
How can instant messaging support reading and writing in school?
In elementary school, instant messaging may be used as a
collaborative tool for class discussions.
Instant messaging tools may provide students more opportunities to share
their ideas and opinions (Carey, n.d.), as well as encourage reluctant students to
participate by removing them from the “spotlight.”
How did your attitudes and beliefs about the value of instant message as a result of reading the research on instant messaging as a literacy practice?
I am still hesitant on using instant messaging in my
classroom. While I believe instant
messages have the potential to be effective collaborative and instructional
tools, I am concerned that their usage would be difficult to monitor. If I were able to find an instant messenger
that would allow me to monitor my students’ conversations, I would consider
implementing this tool. Until then, I
feel safer using blogs for my students’ online communication.
Resources
Carey, J. (n.d.) Instant messaging: Literacy Event. Retrieved from https://docs.google.com/file/d/0B6DFAmexYq7vYWdXV2RacF9EVXc/edit
Reynolds, J. (2011, June 11). Technology in the 21st century classroom: New literacy. Retrieved from https://www.youtube.com/watch?v=sJ9pjyBrCS0
Reynolds, J. (2011, June 11). Technology in the 21st century classroom: New literacy. Retrieved from https://www.youtube.com/watch?v=sJ9pjyBrCS0
Tuesday, June 18, 2013
Weekly Reading 5: Reading by Design
Introduction
“What is different now . . . is that spending time on the
Web whether it is looking up something on Google or brittneyspears.org, entails
engagement with text” (Rowsell & Burke, 2009, pg. 1). This is so true! I think about this quote in terms of video
games. While there were some text-based
computer video games in the late 1980’s, most games (Pac-man, River Raid, Space
Invaders, etc.) had no text. Today’s
video games are so much different. They
involve complex characters and plot lines.
I personally like survival horror games and get so frustrated if I get
stuck on the gaming aspect because I get so involved with the storyline. In today’s world, if a student signs onto the
internet or plays a video game, they have to be able to comprehend text, as
well as images and audio.
The following is a link that will take you to a blog posting on Psychology Today’s
website:
In his posting, Peter Gray
describes how video games allow children to experiment with personalities, as
well as develop career readiness skills such as filling out applications,
working as a team, experimenting with leadership roles, and communicating through
online text in chat rooms, instant messages, or email.
What did you learn about how reading of digital texts differs from the reading of print texts?
Print text is linear
and mostly focuses on comprehending words on a page with possibly a few illustrations thrown into the mix. On the other hand, digital text is an ever
changing format that involves text, images, audio, and layouts, all of which
work together without dominance (Rowsell & Burke, 2009, pg. 1). Digital text easily lends itself to social
learning and revision because it can literally be in anyone’s hands in an
instant. It has no foreseeable end and
may literarily continue until the reader chooses to stop the task.
Do you agree that the reading of digital texts is complex?
Digital text is
complex because it requires the reader to comprehend so much more than simply
the words on a page. To truly understand
the author’s digital message, the reader must evaluate not only the text, but
the images, audio, and layout that are associated with the words. This requires the blending of several reading
strategies making digital reading very complex indeed.
Do you think that reading digital texts has value for reading in school?
I believe digital
texts have value in reading instruction.
The goal of teaching reading is for students to become efficient at
reading and comprehending complex reading texts. Printed word is only one piece of a
comprehension task. We all know that the
meaning of words changes with connotation.
Digital reading engages more
pieces of the comprehension puzzle. If a
student is able to deifier multiple modes of communication, it will allow
him/her to see a more complete picture. Thus
using digital reading for instruction helps challenge students to become more
critical readers and thinkers by involving them in complex reading tasks.
How might a teacher connect Peter's online reading skills with academic reading? How might this improvePeter's academic reading?
As any teacher
knows, motivation is the key element to facilitating learning. At this time, Peter Is not motivated in his
English Arts class but he does enjoy reading on the internet. A teacher could help connect Peter’s online
reading skills with academic reading by letting Peter use a novel or literary
work from class to create an online video game in the style of “Naruto.” In this activity, Peter would read
a required text but demonstrate his knowledge in an online format he is fluent
in. Furthermore, if Peter is reluctant or frustrated
when reading a required novel, his teacher may be able to find an online
graphic novel based on the class reading requirement that Peter may read instead.
Peter loves anime and graphic novels so if he enjoys the graphic novel
version enough, he may even be motivated to try reading the classroom text in order to get more
information on the story.
Other ideas
include having Peter complete characterization on characters from “Naruto” or diagram
plot summaries of specific tasks in the game.
Peter could also make text-to-self connections by comparing or
contrasting himself to the characters in the game. Furthermore, he could create a blog or wiki
page depicting different aspects of the game, including characterizations,
related folklore, etc.
Resources
Gray, P. (2012, Jan. 7). The many benefits, for kids, of playing video games. [Blog]. Retrieved from http://www.psychologytoday.com/blog/freedom-learn/201201/the-many-benefits-kids-playing-video-games
Rowsell, J. & Burke, A. (2009). Reading by design: Two case studies of digital reading practices. Journal of Adolescent & Adult Literacy, 53(2), 106-118. doi: 10.1598/JAAL.53.2.2 or http://mylearningspaces.com/docs/ReadingbyDesign.pdf
Sunday, June 16, 2013
Media Ecology Interview Analysis
Hanging Out
*social media (Twitter)
*computer
*cell phone
*Wii (online, multiplayer functions)
Messing Around
*I came across vlogs (video blogs) and enjoyed them and found more and more as I went.
*watch YouTube videos
*ipod
*computer game, pinball
*play music
Geeking Out
*vlogs
*YouTube
*if I’m curious about something.
Schooling
*homework help
*research for classes
*online tests
*online assignments
*(computers) offer information
*computer usage is increasing and we
should know how to work them.
*can’t publically give away personal
information like where I live, school, etc.
*I think we should know how to work them (computers).
Media Ecology Interview
Media
Ecology Interview
Conducted by Kasondra Gorman
Name: Chayse
Age: 16
1. Do you have a
computer /iPod/MPC playerWii/ ect....? computer, ipod, wii, cell phone
2. What kinds of
things do you use the computer for? social media (Twitter), homework help, if
im curious
about something
3. What is your
favorite thing to do on the computer? watch youtube videos
4. How did you learn
to do that? I came across vlogs (video blogs) and enjoyed them and found
more
and more as I went
5. What are some other
things you use the computer for? play music
6. What is your
favorite game? Why? for a computer game, pinball
7. Do you know other
people who do this? no...
8. How do you use the
computer at school? research for classes, online tests, online assignments
9. How would you like
to use the computer at school? for one thing I think we should have
computers
that actually work and continue using them for research and also to learn how
they work
10. Do you think
teachers would let you use the computer to do those things? Why? Why not?
yes
because they offer information and because computer usage is increasing and we
should
know how to work them
11. Anything else you
would like to tell me? no
12. Do your parents
have any computer rules (sites you are allowed or not allowed to go on,
time
limits, restrictions)? I cant publicly give away personal information like
where I live,
school, etc
Thursday, June 13, 2013
Week 4 Reading (Digital Spaces for Young People's Online Authoring: Challenges for Teachers)
I was surprised to read that “Young people or digital
natives, who are born into a technology rich world, interact in online
environments in fundamentally different ways to the older generation of digital
immigrants” (Adlington & Hansford, 2008, pg.3). Prior to reading this article, I believed
that all age groups generally use the computer for similar means. However, after evaluating my use of
technology, I find that I predominately use digital technologies as tools to
enhance what I already now, rather than use it to gather ideas to use in new
situations or for new purposes as do many digital natives (Adlington & Hansford, 2008).
In the article, “Digital Spaces & Young People’s Online
Authoring,” it states that one of the main differences between in-school and
out-of-school text is that “school text focuses on endorsement of linguistic and
cultural masteries and the locus of control is located away from the teenage
author” (Adlington & Hansford, 2008, pg.4).
This video demonstrates how the
use of instructional blogs provide students with choices and, therefore, inspires them to use their
voice through written word, images, and collaboration to create positive social
change as well as to teach others about various topics.
Why is it important for teachers to use digital media to support writing instruction in school?
Many reluctant school writers spend hours participating in self-directed writing activities such as blogging and creating webpages while at home (Adlington & Hansford, 2008). By adapting digital media for school use, student motivation may be increased. Furthermore, with the use of their students' prior technology experiences, teachers may identify their students' writing strengths and use this knowldege "to build on the strengths that young people bring to their learning from their out-of school experiences with technology" (Adlington & Hansford, 2008, pg. 10).
What are the differences between writing online and writing in school?
In online writing, the student takes initiative and ownership in their published work. In-school writing is usually directed by the teacher and focuses more on formal writing techniques and mastery of lingustics.
How should teachers use digital spaces to support writing instruction in school?
Teachers should not necessarily seek to replicate extracurricular digital activities within school, using and building on students' background knowledge and digital experiences will help students find success in their in-school instructional writing tasks. By investigating the motivation behind students' online writing activities, teacher may also be able to channel that motivation into engaging and authentic writing tasks for their students.
What are some of the challenges to using digital spaces for writing instruction in school?
I believe one of the hardest challenges to using digital spaces for writing instruction is teaching students to adjust their writing genre according to their audience and purpose. Students must understand that writing has multimodal aspects and that grammar and linguistic expectations vary per task (Adlington & Hansford, 2008). Other challenges include creating meaningful technology tasks "that will interest and challenge students into writing effective pieces for significant purposes (Adlington & Hansford, 2008, pg. 7) and creating assessment goals practices that reflect 21st century goals (Adlington & Hansford, 2008).
Example of digital text to support learning in school:
In this video, 4th and 5th grade students use blogs to write and upload artwork. Their teacher, Jon Schwartz, notes that he has noticed an increase in his students writing and that they are now writing voluntarily on the weekends and evenings as well as in school. Not only are these students writing but they are also trying to attract an audience with their writings. As one previously reluctant writer noted, "It's really cool because they are not actually looking at me but they are actually looking at my writing." Readers are allowed to comment on their blogs so they are able to "utilize peer-evaluation ratings systems to establish their own reputations, ratify others' reputations and discriminate between reliable and unreliable sources (Adlington & Hansford, 2008, pg. 3).
Fox Video:
Student Blog Example:
Resources:
Adlington, R. & Hansford, D. (2008). Digital spaces & young people's online authoring. National Council of Teachers of English and Literacy. Retrieved from http://www.englishliteracyconference.com.au/files/documents/AdlingtonHansford-Digital%20spaces.pdf
Schwartz, J. (2011, Jun. 9). Elementary student blogs: Innovative classroom technology. Retrieved from: http://www.youtube.com/watch?v=OTToERnTKB4
The Blog of Hooverneb. (2011). Retrieved from http://hooverneb.blogspot.com/
Tuesday, June 11, 2013
Illuminated Text ~ Final Copy
Watch
Music: Jewel Beat Corporation. (2011). Mystery Unlocked. Retrieved from http://www.jewelbeat.com/free/free-music/JewelBeat%20-%20Mystery%20Unlocked.wav
Sunday, June 2, 2013
Week 3 Reading: Multimodal Literacy: An Introduction
What
is the main argument presented in this article?
The main idea of this article is
that the definition of literacy has changed. Literacy is no longer simply associated with
how well a person reads and writes.
Messages are now carried through multiple modes (written language,
visual representations, music, and digital means). Being literate has thus evolved to
understanding how all these modes intertwine to carry ideas to the masses.
Why
is it imperative that teachers and educational policy makers recognize the role
multimodality plays in redefining literacy in the 21st century?
Literacy has been redefined to
include multimodal aspects. In order to
keep up with the demands of an increasingly growing global community, teachers
and educational policy makers must embrace multimodal instruction to prepare
our students for the workforce qualifications needed to thrive in this
ever-changing world.
What is the fundamental philosophical orientation of educators who engage in multimodal literacy instruction?
According to Lankshear and Knobel
(2007), educators must be willing to adapt and take on new ethos when engaging
in multimodal literacy instruction. It
is not enough just to use technology to adapt old teaching practices but instead, we must “develop new ways of being when working with new technologies:
sharing, experimenting, innovating, and creative rule-breaking (video podcasts,
photo editing, and morphing of images, for example)” (Sanders
& Albers, pg. 11).
What
is the rational for engaging children in learning through the arts promoted by educational philosophers like Maine Green and
Elliot Eisner? Do you share this philosophical orientation? Why? Why not?
Philosophers
such as Maxine Greene have “long argued that the arts in education enable a
person to become different and look through the lenses of various ways of
knowing, seeing, and feeling in a conscious endeavor to change one’s perspective
on the world” (Sanders & Albers, pg. 6).
I agree with this philosophical orientation because all of our senses
must work together to help us understand the world around us. To further illustrate this point, check out
this video on the McGurk Effect:
Name three benefits of multimodal
reading and writing for students.
Multimodal
instruction teaches students to analyze, synthesize, and evaluate text. When students create PowerPoints, WebPages,
or digital films, they must learn to analyze images for qualityto determine which will best represent their
text and intended message. “In creating
such texts, the textmaker considers how each of these elements interrelates and
how this relationship will inform a viewer’s interpretation” (Sanders &
Albers, pg. 8). Furthermore, when
students design multimodal presentations, they learn to synthesize, or
build a structure from many materials and resources, in order to create
representations within their presentations.
Finally, with the creation of their product or presentation, students
are taught to evaluate, for “within multimodality inherently lies a critical
perspective enacted when examining the textmaker’s choices regarding the
materials used, how those materials are framed and designed, and how such
decisions are realized and situated within the creator’s beliefs “ (Sanders
& Albers, pg. 9).
Give
an example of how blogging supports the four aspects of multimodal theory
proposed by Kress and Jewitt.
When creating a blog, the author must
first consider materiality (What materials are available to convey
meaning? Are they affordable? Are they useful?). Next the author must frame the chosen
materials in a way that will best represent the message he/she is
communicating. Text layout, images,
written word, and music all have an important role when conveying meaning.
Next the creator of the blog must take into consideration the design of the
blog. How does each resource play
together to support the blog’s message?
When the blog is ready to be published, production factors in. The author must evaluate how his/her beliefs
have contributed to the materials used in his/her posting. Were these decisions effective in conveying
the intended message?
What
can teachers learn about their students from their image productions? Why is
this important?
Image production allows students to
think abstractly, imaginatively, and descriptively. Through artwork, literacy is engaging,
supportive, and may allow for more informed, precise, and descriptive talk (Sanders &
Albers, pg. 7). This is important because images allow
children to be more engaged critical thinkers about ideas they may not be ready
or unable to express in written word alone.
As one student stated, “Pictures paint the words on paper for you so
your words are much better“(Sanders & Albers, pg. 7).
According
to this article, why should teachers use technology in their teaching?
Teachers should use technology in
their teaching to prepare students for the digital literacy skills needed in
the 21st Century. Also, by
including technology in the classroom, we are given the opportunity to examine
and incorporate the everyday digital literacies students bring into the
classroom so that we can make literacy more relevant to them. If students see a task as relevant, they will
become more motivated and engaged to the learning task.
How does multimodal literacy relate to 21st century literacy?
The
use of digital tools (blogs, Webpages, Facebook, YouTube, etc.) has “allowed
for greater participation collaboration, and distribution of knowledge that has
not been possible with our previous uses of technology (Sanders & Albers,
pg. 11). These tools go hand in hand
with the 21st Century Literacy Goals: Effective Communication,
Digital-Age Literacy, Inventive Thinking, and High Productivity. By using multimodal literacy instruction,
students will learn how to navigate the digital world and use technology to
communicate globally. By creating
presentations with digital tools, students will demonstrate productivity and
inventive thinking as they search for ways to best illustrate the messages they
wish to exemplify.
What project described intrigued
you the most?
I
found many of the projects listed interesting, however, the one that caught my
eye the most was “Inventing a Drama World as a Place to Learn.” Second graders are dramatic by nature and, while
the Holocaust would not be appropriate subject matter for this grade level,
this project could easily be adapted to picture book or another social studies
concept more suited to 2nd graders.
The dramatic reenactments could then be videotaped and edited by
students to include a musical soundtrack.
A multimodal, dramatic retelling of a story would likely increase
reading motivation with my students.
What challenges to integrating
multimodal reading and writing into schools do you most identify with?
My
school is very fortunate to have technology resources available to us. Each classroom has five computers and the
school shares two computer labs and two mobile labs. While I realize we are luckier than most, even
with this technology, we still have twenty-seven general education rooms trying
to compete for only four class-wide sets of computers. The day I had students working on Photo Story,
I had only four computers at our disposal (the fifth computer refused to
download the program). This project
ended up taking two days to complete.
While I felt this was a worthwhile activity and the other students
worked on other activities while they waited, I also felt that a lot of
instructional time was lost with its implementation. If it had not been near the end-of-the-year, I may
have been more reluctant to invest the time into this activity. Thus, the biggest challenges I see in
integrating multimodal reading and writing is the availability of technology
and time restraints.
Why is mulitmodal literacy essential in preparing students for work, play and democratic participation in the 21st century?
Collaboration
through technology has become a global enterprise. Students already collaborate with their peers,
and complete strangers, when they play video and computer games online. Not only do their characters work together
but often they can text back and forth while playing. They also share videos and comments with their
friends using cell phones and social media sites. When they join the workforce, they will likely
be required to connect with their coworkers using multiple formats (email,
texts, presentation software, etc.) As
citizens of our country, they will also have to decipher and evaluate digital
and written material presented to them by party candidates in order to make informed
voting choices that will determine how our government is run. Therefore, multimodal literacy instruction is
essential so that students may develop the necessary skills that will enable
them to think critically, produce efficiently, and communicate effectively in
the outside world.
Multimodal Literacy Image
Resources:
Brainrulesbook.
(2008, March 6). McGurk effect (with explanation). Retrieved from http://www.youtube.com/watch?v=jtsfidRq2tw&feature=related
Sanders, J. and Albers, P.
(n.d.) Multimodal literacies: An
introduction. Retrieved from https://docs.google.com/viewer?a=v&q=cache:ZnRBedCgj_IJ:https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/32142Intro_x.pdf+are+literacies+and+Discourses+used+interchanably&hl=en&gl=us&pid=bl&srcid=ADGEESjE9pBd2JmN_g_xuDVosAj01ImYkr6u-oyjriG0tREXG8fzwbyeuhcmDw0rrbTA1rug-bgizHwuiUlocJcQwdvcCiPOxZYWVExNgQ8BmulksyeRUcUX4LJmfxLlw7e8UTdG2TuT&sig=AHIEtbSZ7RHTNL_Rfe2bglUQRg9zzCD2JA
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