ISTE20Creative
Constructor Lab
Digital
Leadership Summit
Edtech Advocacy &
Policy Summit

Multimodal Strategies for Creative Literacy

Explore and create
Pre-registration required

Explore and create : BYOD


Wednesday, June 26, 1:00–2:00 pm
Location: 118B

Rebecca Goddard   Jennifer Hall   Wanda Hanley  
How do you define "text"? The emerging definition of text is "anything that students can read, write, view, listen to or explore, including books, photographs, films, articles, music, art and more." Learn how to implement multimodal media as text in any classroom for instruction and assessment.

Audience: Coaches, Curriculum/district specialists, Teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: None at this time.
Focus: Digital age teaching & learning
Topic: Storytelling/multimedia
Grade level: PK-12
Subject area: Language arts
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
For Students:
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

Proposal summary

Purpose & objective

The purpose of this presentation is to share the idea that text is no longer defined as a words on a page or screen. Today, text is around us in many forms of media. Therefore, using many of the same ideas that we use to develop literacy of traditional text can be enhanced to develop literacy skills in multimodal media.
Using many forms of media beyond video such as podcasts, images, sound effects, and closed captioning, we will share how literacy strategies engage learners to think deeper. For example, we will share how we use sketchnoting strategies with podcasts to analyze presidential speeches or Shakespeare. We will also share how we use audio clips like a marching army to build suspense and rise while teaching the fall of the Roman Empire. Additionally, we will share multiple strategies for citing evidence and making claims, identifying main ideas and supporting details, sequencing of events, and many more.
Most of all, when attendees leave our session, we want them to use multimodal media as tools to enhance content area instruction with a focus on literacy. Changing the pattern of the examination of traditional text to a deep understanding of text using digital media will mean a shift in mindset but it is a path that will lead to student success.

Outline

The presentation will be divided into 4 main parts:
1) What is literacy and text?
2) Video (with sound, without sound, closed captioning, etc.)
3) Audio (podcasts, speeches, sound effects, etc.)
4) Images.
We will begin with a 10 minute share session on the changing ideas of text and literacy. We will use a digital tool to collect ideas of what literacy looks like today and then discuss as a group the need to incorporate multimodal literacy to our students. We will also share strategies for reluctant teachers.
Next we will spend approximately 10 minutes on each of the forms of media represented above sharing strategies for incorporating meaningful digital text in the classroom. Attendees will participate in learning 4-6 new strategies each for using video, audio, and images in their classroom.
We will close the session by sharing our resource library of lessons and student examples that go beyond the 12-18 strategies already shared. Attendees will have the opportunity to add their own strategies to the list via a digital collection tool. (We have used Padlet in the past but are eager to try a new tool.)

Supporting research

Walsh, M. (2010). Multimodal Literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33.

Bowen, T., & Whithaus, C. (2013). Multimodal literacies and emerging genres. Pittsburgh, PA: University of Pittsburgh Press.

Troy, H. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.

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Presenters

Rebecca Goddard, Pine Lake Preparatory
Jennifer Hall, Atlanta Public Schools

Jennifer Hall has been an educator for more than twenty-one years and currently serves as an Educational Technology Specialist (ETS) for Atlanta Public Schools. As a National Board Certified Teacher, Jen has seventeen years of middle school classroom experience. Jen’s expertise includes technology integration, gifted education, project-based learning, curriculum writing, digital resources, Web 2.0 tools, video production, and professional development. As an ETS, Jen collaborates with teachers, works with students and provides school-based trainings, as well as district-wide professional development. Jen is passionate about all things #edtech and loves working with teachers to enhance instruction and engage students.

Wanda Hanley, Wake County Schools

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