More than Digital Reading: Literacy Lessons Using Digital Tools to Inspire Change
Participate and share : Interactive lecture
Tuesday, June 26, 10:15–11:15 am
Dr. Sara Kajder Teri Lesesne Donalyn Miller Pernille Ripp Franki Sibberson Kristin Ziemke
Join a team of powerhouse English teachers and experts as we explore igniting readers’ engagement, perspective and purpose. We focus on the real learning and creation that emerges when we use tools and texts to open critical discussions, a language of possibility and purposeful spaces for students to create change.
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Flipgrid app, Web browser/Wifi Access|
|Focus:||Digital age teaching & learning|
|Topic:||Communication and collaboration|
|Subject area:||Language arts|
|ISTE Standards:||For Educators:
|Additional detail:||ISTE author presentation|
This session is designed to steep participants in a discussion of models of technology-rich instruction that engages student readers in reading that expands their perspectives, connects to their local communities, and provides rich opportunities to use their voices, their creativity and their agency in doing work that DOES work far beyond the walls of a classroom. Because we want this to be timely and current, we will be talking about work we are doing with readers and teachers throughout the fall and spring of the 2017-2018 school year.
As each of our speakers are highly-published, nationally-recognized literacy teachers and experts, the format of the session will utilize an ignite model, allowing each presenter to share a quick-paced but content-rich talk alongside an active backchannel facilitated by all of the session speakers. We will also share an interactive flipgrid in which our k-12 students share their experiences, reflections, and messages for session participants.
Participants will access and evaluate multiple middle grades and YA Literature texts which present diverse perspectives, experiences, cultures, and ways of being.
Participants will evaluate multiple instructional projects which challenge students in English classrooms to create content for intended audiences and public sharing.
Participants will reflect on and write about their own instructional decision-making within tech-infused literacy projects.
Participants will synthesize share their thinking and response to speakers’ ideas within multiple backchannel spaces.
Participants will reinvent modeled instructional ideas to fit their instructional contexts and goals.
Flipgrid, padlet, wevideo, anchor app, soundtrap, instagram, voicethread, tapewrite, goformative, wordpress, doink, procreate, Adobe Spark, MS Sway, Glose, Goosechase, Paper app, IFTTT
(Note: As we are speaking about work we are doing with students and teachers this fall and spring, we anticipate that this list will grow and change between now and June.)
Example of an instructional activity that will be discussed:
(Again, we are planning to discuss work that is currently ongoing in our classrooms and work with teachers. This is one example to give you a sense of the kinds of reading and writing work we will each share within the ignite talks.)
One of our speakers will share one project she completed with eighth graders in a diverse, low-performing, high-poverty school in Athens, GA. Students began the project asking to do reading and writing that could mean something beyond the classroom walls. We began the unit by socially reading All American Boys within Glose, a digital reading space which supports multimodal annotations. The class paired with another eight grade class in Pittsburgh, PA, talking together about race, safety, poverty, and growing up in communities that were being regentrified or eliminated to make room for larger stadium parking lots. On the heels of this discussion, students wanted to use their writing to advocate and invite change.
They researched local issues which residents in their neighborhoods raised and asked for help in sharing with the larger community. What began as a writing project paired with gathering oral histories using voice recording apps grew to include flipgrids and annotated Google Maps, collaboratively written multimodal community “brochures” in MS Sway, and digital videos which were run on the local busline.
Evidence of its success:
Students working in this project were in low-performing, “standard” level English classes and self-identified as non-readers and non-writers. Within this project, students found purpose in their writing, writing across modes and media for an authentic audience. They critiqued, revised, risked, and shared their work both in the classroom and in the larger community. Several were invited to present in an event held at the community library. 100% of students completed every task within this project. And, they expected this level of purpose and relevance in the next assignments which followed it. The class is continuing to work on holding adults accountable for addressing the community needs the projects uncovered, regularly using social media to continue to engage in purposeful dialogue and creating a web presence to share their work with a larger audience.
1. Session framing by sharing our students’ voices in Flipgrid. (5 minutes)
2. Speaker One Ignite Talk: 6 minutes, 40 seconds - (20 second transition to speaker two)
3. Speaker Two Ignite Talk: 6 minutes, 40 seconds - (20 second transition to speaker three)
4. Speaker Three Ignite Talk: 6 minutes, 40 seconds
5. Participant Turn and Talk (2 minutes) with synthesis post in shared padlet (3 minutes)
6. Speaker Four Ignite Talk: 6 minutes, 40 seconds - (20 second transition to speaker five)
7. Speaker Five Ignite Talk: 6 minutes, 40 seconds - (20 second transition to speaker six)
8. Speaker Six Ignite Talk : 6 minutes, 40 seconds
(Throughout ignite talks, participants will be engaged in active backchannel discussions using twitter and a session hashtag.)
9. Participant Turn and Talk (2 minutes) with synthesis post in shared padlet (3 minutes)
10. Q&A (All remaining time)
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Hobbes, R. (2017). Create to learn. NY: Wiley Press.
Jenkins, H., Shresthova, S., Gamber-Thompson, L. & Zimmerman, A. (2016). By Any Media Necessary: The New Youth Activism. NY: New York University Press.
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Smith, R., & Dalton, B. (2016). “Seeing it from a different light:” Adolescents’ video reflections about their multimodal compositions. Journal of Adolescent and Adult Literacy. 59(6), 719-729.
2017 Horizon Report, k-12 education - New Media Consortium and Consortium for School Networking (https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/)
National Council of Teachers of English Definition of 21st Century Literacies (http://www.ncte.org/positions/statements/21stcentdefinition)
Mozilla Web Literacy Map (https://learning.mozilla.org/en-US/web-literacy)
Pernille Ripp (@pernilleripp) helps students discover their superpower as a former 4th and 5th, but now 7th grade English teacher in Oregon, Wisconsin. She opens up her educational practices to the world on her blog www.pernillesripp.com and is also the creator of the Global Read Aloud Project, a global literacy initiative that has connected more than 4,000,000 students. She is an internationally known educational speaker and also the author of several education books, with her latest release called Passionate Readers - The Art of Reaching and Engaging Every Child.