Final final thought!

During the online presentation four people visited our typewith.me space. I visited two classmates pages. I felt a little overwhelmed- trying to chat with the authors and maintain our page. But, I thoroughly enjoyed scanning through my peers' pages. Even though it seemed overwhelming- I definitely participated in some valuable conversations. I think it could have gone just as well if we meet in class.

Final Thoughts

The new literacies perspectives cannot be easily defined. The most important characteristics, society and technology, associated with new literacies perspective are regularly evolving (Leu, 2004). While researchers and authors offer a plethora of varied definitions, the majority incorporates similar components. New digital literacies demand a new skill set from both teachers and students. The roles of both are now changing in the classroom. The teacher is no longer the only expert and the print text is no longer the only resource. With digital technologies students have "greater access to larger amounts of information" outside the classroom and print text (Leu, 1575, 2004). Therefore, "the student no longer just consumes the content provided by the teacher" (Richardson, 150, 2010). The students begin to construct their own learning experience, while the teacher acts a "connector", "content creator", "collaborator", and "change agents." Teachers must provide the tools and guide students as they learn how to gather, synthesize, and interact within the vast expanse of digital literacies.

New literacies demand that students communicate with a larger audience and interact with the text. Students must be writers as well as readers able "to manipulate identity as well as the norms of conversations" within an electronic space (Leu, 1571, 2004). Collaboration is large component of digital literacies. Also, the genre of writing evolves as technologies change the ways we communicate. Students can use multimodal forms of communication to interact with text, such as podcasts and/or digital stories. These new genres of writing challenge traditional constructs; therefore, educators must serve as "change agents" moving toward the implementation of new literacies (Richardson, 155, 2010).

While new literacies perspectives is multi-faceted and ever changing the definition hinges on societies expectations of "literate individuals" (Leu, 1583, 2004).

In my future practice I hope to model the concept of a "change agent" and vigorously fight for the implementation of new literacies techniques. I think it is extremely important that educators do not view technology and literacy as two separate entities. Instead we understand that two compliment each other. We cannot divide them. As educators we must act as the guides while our students explore and develop the digital literacy techniques they need to be literate individuals in today's society. Through the implementation of Internet inquiries, visual literacy activities, WebQuests, etc, I hope to challenge and motivate students as they independently work through digital literacies.

Skype

I Skyped with Sarah this week, my second ever using Skype. I think this is a great collaboration tool for students to use with each other- or for a teacher to use with students. During student teaching my teacher told me she used Skype the year before with her class- the students discussed a text with a class from another school. Everyone loved the experience, the students especially enjoyed the authentic audience it provided.

The most important point, to me, that we discussed was New Literacies no longer places the teacher as the center of learning. Instead, the collective knowledge of the students has higher value in classroom (Leu). New Literacies positions students as the experts, publishing and communicating in an online format. Most importantly, New Literacies provides- almost requires- opportunity for collaboration.

For Free!

The readings this week also discussed the potential to link resources for students and parents on websites. This is a link that allows you to search for thousands of public domain books. I think this would be an excellent incentive for student literature-based experiences (Baker 2007). This might even come in handy when searching for supplementary literature during units, an online literature experience.

New Literacy Integration

I found this week's readings especially interesting, creating a classroom website is definitely a technology I want to incorporate into my future classroom. My first in encounter with a classroom website occurred during my student teaching. An eight grade science teacher showed me the website/blog (he uses blogger) he created.

The website is one of his most valuable tools. Through the website he can engage parents and students- parents can view the site to stay in touch with what their student is learning, view assignment, and become involved. Similarly, students use the website for assignments, engage in linked materials and websites, and participate in the classroom community beyond the class walls. One of my favorite aspects of the site is the red notice on the home page:

ABSENT STUDENTS, KEEP UP WITH CLASS WEBPAGE.

PUT MISSING ASSIGNMENTS IN MY MAILBOX AND SEE ME UPON RETURN.

One of Mr. Fahy's core principles, as a teacher, is teaching students personal responsibility. He places a lot of responsibility on the students- this is just one example. Through the webpage he uses technology to support student learning and ensure they remain responsible for their education. Mr Fahy is working toward developing motivated, productive and conscientious students.

In the article Literacy Instruction With Digital and Media Technologies the authors state that Michael's morning routine readies him "for the teaching and learning expectations of the day" (Barone, 294, 2008). As a student Michael is responsible for preparing himself for the day's activities. This all occurs through a motivating and engaging experience. While this may not be possible for every classroom, this illustrates just one valuable facet of how classroom websites compliment student learning.

I know there can be reservations regarding the incorporation of new literacies in the classroom, but I think websites are such a great and easy place to educators to start! We can start slow- using websites as newsletters for students and parents- then progress as we learn with our students. As Todd states, we shouldn't "use technology just for the sake of using it" (Barone, 300, 2008). But we should dismiss tools solely because we don't see the place for them in our classes. As educators we should view technology and literacy as compliments not two separate entities competing with each other.

All About the Visuals

[This is the what I wrote] During student teaching I used comic strips during a grammar unit on dictation. The special education teacher I worked with came up with the idea for our "blended" class. We used two Peanuts comic strip- for the familiarity and concise dialogue. We choose strips depicting Linus waiting for the Great Pumpkin (this was in the fall around Halloween) talking with Charlie Brown and Lucy. For the blended class we rewrote some of the conversation for students, as an example, and finished in class. Then students rewrote the second strip in the comic for homework.

I modified the activity for the "regular" class, I did not rewrite any of the conversation- instead we worked in partners then shared with a class. course I can't find the original comic strip, but any would work for this activity. This is one of several ways to incorporate comics into grammar lesson to motivate children through less traditional text structure (McViker, 87, 2007).

Visual literacies support all students find "meaning in imagery" and engagement in their own learning experience (Long, 499, 2008). I try to make an effort to incorporate visuals in the curriculum whenever I find the opportunity. The experience enriches all student learning, as well as moves us away from more mundane modes of teaching. Everyone wins!

Inquiry via the Web

Last semester I was introduced to, and spent time navigating, WebQuests- so I decided to explore the world of ThinkQuests. Also, after watching the Dr. Donald Leu's informative videos I was left slightly confused regarding the difference between a WebQuest and ThinkQuest. And furthermore, why a teacher would choose to use one technology over the other. Using the ThinkQuest website as my main resource I searched through various categories within the library database. Since our final project needs to incorporate social justice- I searched primiarly within the social sciences and culture categories. I was surprised by the multitude of intriguing and original topics students choose to develop for a ThinkQuest. As pursued different topics I started to realize the difference between the two technologies. While a WebQuest requires students to engage in a specific process to complete a task and create a final product (Sox, 2009), a ThinkQuest provides a space for students to collect/explore information on a certain topic.

I choose to further investigate a ThinkQuest called "Forget Me Not," designed to inform audiences and raise awareness about issues regarding the elderly. The colorful site provides various multimedia, links to pages within the site, and digital stories. Easy to navigate, the interact site challenges students' critical thinking skills as they gather and synthesize the vast amount of information provided.

A great aspect of ThinkQuests, from this site, they are created by students for students. Therefore, student learners gain higher levels of access through relatable language. A huge benefit for ELLs or LDs in the classroom that possess difficulty with reading comprehension

Although meant for WebQuests, authors Sox and Rubinstein-Avila's affirmation that "one should avoid using flowery and convoluted language, opting instead for short sentences, simple tenses, and direct commands" applies to all web-based inquiry projects (Sox, 41, 2009). Modifications such as clear and concise directions benefit all learners within the classroom- and especially provide high support to students with LDs or ELLs. Also, sites such as ThinkQuests and WebQuests allow students to activate their 21st century literacies within a structured environment (Skylar 2007). The structure and support through multimedia, study guides and organizers allows student learners, that need certain modifications, the opportunity to engage in the an activity that demands higher level thinking- and achieve success (Skylar 2007). Within a classroom these web-based inquiry task allow students the opportunity to become the expert, within a topic and as a web navigator, while the teacher's role transforms into the guide (Leu, 106, 2004). Such activities promote student centered learning within a constructivist context.

Plus, they really are super fun and way more interesting to explore than a encyclopedia. Even as an adult- I found several of the ThinkQuests extremely interesting and informative!