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!

Personal Expression

Last spring, for methods class with Kelly Chandler-Olcott, I was introduced to digital storytelling. I was intrigued but felt overwhelmed at the thought of making my own. But, I forged through the process. The end product made me feel proud, I couldn't wait to share my story with a larger audience. Reading for class, and reflecting on personal experience, reasserts the value of using the digital story process in the classroom. Students have an opportunity for "expressing their own voice using written and oral language" through "electronic formats and media." Beyond motivation through individual expression- leading to personal ownership- students also use "authentic real-world skills in a situated learning experience" (Figg, 2010, 41). Within the creative process students learn story sequence, manipulation of audio and visual editing programs, drafting and revising writing, organization, etc. Through this experience students' critical skills are stimulated as they learn to appreciate the process.

Initially I wanted to share my digital story about student teaching. Instead, I decided to search around and see what digital stories are available. I stumbled across this particular digital story on YouTube.

This example illustrates how music, audio narration and photographs can create a poignant and meaningful story to share. The author provides the audience access into a segment of his world as a child, then he seamlessly connects his past with his future. The smooth transition of images and melodic voice over music provide an excellent example personal expression.

Along with digital stories, developing a podcast allows students, and teachers, another outlet for personal expression. In the classroom context students can use podcasts to share their expertise on a subject with a vast audience creating a transparent learning experience (Richardson 2010). Personally I have little experience with podcasts- but I know several teachers that use them on regular basis. Typically, the teachers create podcasts to share review information with students before tests. I like the idea of allowing students to create podcasts during various units. For example while reading Of Mice and Men a group of students could podcast about migrant workers during the Great Depression. Or, students could even connect with other schools- across the country or world- to share and comment podcasts.

Since I am not familiar with many podcasts, I searched around The Education Podcast Network site. This podcast, from El Cerrito Middle School, is an excellent example of how students use podcasts to communicate with their peers. The students relay important information regarding end of the year information/activities- graduation ceremony, 8th grade dance, and due dates for returning library books. As a student I remember receiving this information on a flyer that went directly into my mom's hands. Now, students have the power to provide their classmates with information- instilling students with a sense of responsibility for both those providing the information and those receiving the information.

The Wilderness Downtown

This is absolutely incredible and thrilling to watch. I found the site while searching through Hunch. Take the time to participate in the experience.

Tip: Since I grew up in a small town the address I typed didn't work well. I didn't recognize the image. So I watched a second time and typed in the address for my undergrad university. Totally worked and much more fun to watch.

Wiki

While reading the Richardson chapter this week, specifically when he acknowledges concerns about Wikipedia's reliability, I thought about an interview on The Daily I recently watched. Jon Stewart interviewed someone about Wikipedia and asked the guest how quickly inaccurate information was monitored. But, I could not remember who he interviewed- although I assumed it was a co-founder of the site- I wasn't sure (he does interview a lot of journalist and writers). So, I consulted Wikipedia. There is a Wikipedia page that lists all Jon Stewart's interviews. I found the name I needed, Jimmy Wales- Co-Founder Wikipedia. Then I immediately searched Google Videos for the clip.

Without hesitation I instinctively consulted Wikipedia- and that provided me with the necessary information to continue my search. I love to use Wikipedia as a reference starting point. Almost every Wikipedia articles provides hyperlinks to other Wikipedia pages and reference citations. And, the pages are never bias. As Richardson points out the "whole intention is to foster a neutral point of view" (2010, 60). Often times I will use information I found on a Wikipedia entry to continue my search more narrowly [i.e. the Jon Stewart interview. Or sometimes I end up searching for something completely different if I get distracted. Either way- I am using information provided through the collaboration of thousands of people for my benefit. To discover and learn. I am in control.

After searching for The Daily Show clip I reread Jimmy Wales' quote; "'[i]magine a world in which every single person on the planet is given free access to the sum of all human knowledge. That's what we're doing here'" (Richardson, 2010, 55). The "sum of all human knowledge" is a very powerful concept. Every person contributing to Wikis acts "as editor in chief" to a larger audience (Richardson, 2010, 55-6). Collaborative sites, like Wikis, provides students with a sense of empowerment and ownership over their learning experience (Wheeler, 2008). This gives students motivation- the teacher is no longer the authoritative figure in the classroom. Instead, the teacher fosters a learning environment and provides students with the tools to contribute to their own learning. As a future my main concern is about assessment. How do we assess the collaborative learning process? Especially on sites where we expect information to evolve as participation increases. These are questions I will have to tackle more thoroughly if I decide to use Wikipedia in the classroom.

p.s. when i visited jimmy wales blog i learned about a new site: hunch. jimmy refers to the site as web 3.0. although i just started playing around the site this afternoon i am already enjoying it.

Twitter Revolution?

Yesterday, while at the gym, I watched news stations covering the revolution in Egypt. Several reporters, in the past few days, have debated "The Twitter Revolution."Whether you agree or disagree that social media "helps [the revolution] move"- I think its extremely interesting that this conversation is taking place on a national level as we discuss the implications and advantages in class.

Much of the readings emphasized the concept that social media sites, like Facebook and Twitter, allow students to participate in the "larger conversation" and feel "more part of the community (Richardson 87)." The advantage to this- students less apt to become involved in a classroom setting may thrive during online discussions. This also gives students a sense of ownership, especially when they participate on a site like Diigo- members can "annotate and highlight" documents themselves and others (Richardson 92).

And, while those advantages are valuable- I worry that teachers may start incorporate technology as the curriculum instead of supporting the curriculum. Especially, since teachers (myself included) are unfamiliar with various sites like Delicious, Ning, and Diigo. Teachers may look to these sites to gain student attention and enthusiasm (valid, we want our students to enthusiastically approach school). BUT, we need understand all the implications, how they best support student learning, etc, in our own classrooms. I agree with Richardson, "if we're working with kids in schools we have a responsibility to understand what Facebook is all about" (132). I think that extends to all social networking sites- we may or may not use in our classrooms.

I followed PearlTrees [watch the info video] this past week. [The site allows users to organize information on the web and connect with other users]. I actually opened my account a few weeks ago, I eagerly tinkered around with the site for one night. Once I logged out I just kept postponing logging back on. Other than Facebook- I don't follow any social network sites, so PearlTrees never reached the top of my priority list. So, this past week I logged on a few times to better acquaint myself with the site. I was pleasantly surprised that users had commented on some of the sites I pearled or added them to their own account. To start slow I read comments on other users' accounts before I eventually left of few of my own. Although communicating with a stranger intimidates me (and goes against everything my mother and grandparents ever told me) I definitely felt a sense of invigoration and importance. I can appreciate the value students feel as the gain a sense of ownership and control over their own world, interests, writing, etc through social media sites.

On blogging.

I followed the blog Invisible Children that I found a few weeks ago on StumbleUpon.com. The blog stems from the Invisible Children website; an organization dedicated to creating documentaries about children soldiers involved in the war in Africa. Through art and media the founders, and staff, raise awareness for these “invisible children.”

The blog allows visitors to click on a category link at the top of the page, this breaks down the various pages of the blog such as Awards, Inspiration, News and Updates, etc. This lumps the daily posts together by category instead of date. Posts frequently include videos, pictures and links to other pages [for more information]. The bloggers also reflect on issues, worldwide, that affect the progress of ending war and aiding relief in Africa. Through these components the blog “engages readers with ideas and questions and links,” this inspires readers to respond, interact, with the posts (Richardson 18). Occasionally the bloggers will add video clips and other tid-bits that they find of interest at the IC office and want to share with followers. This gives the blog individual flare and allows followers to get a sense of the personalities behind the blog.

A blog, such as this, tackling issues of social injustice through art and media can be used across curriculum with students- even into social studies and science classrooms. Students can use similar blogs as an example of how to raise awareness for issues of social justice. Teachers could incorporate such blogs in short-term writing assignments or long-term whole class [or whole school] assignments. As Lisa Zawilinski states “ “classroom blogs bridge the ever-widening gap between out-of-school literacies and in-school literacies. Most literacy educators work hard to provide authentic opportunities that attempt break down those barriers.” This allows students to voice their concerns to a real-world audience under the influence of the classroom.