Making Connections: Learning Pathways & Rhizomes

The following is a Guest Post from Allie Bishop Pasquier, an early childhood educator teacher in Bellingham, Washington. Allie has been a participant in the National Writing Project‘s Making Learning Connected MOOC or #clmooc. This post is a remix of a very thoughtful piece on her blog, Bakers and Astronauts, about some of the activity in #clmooc. Allie tweets with the handle @bakersastros.

When I reflect on my learning and growth outside of being a student, “sequential” and “orderly” do not come to mind. There are fits and starts, highs and lows, and brick walls. There are memories that stick out as momentous, but at the time, I probably thought I was just browsing the Internet or having a cup of coffee with a colleague. There are times when I thought I was making a discovery, but in hindsight, I did not follow through with the project. Learning can, and in one sense, must be chronological, but that is not the same as linear, like planned learning is often expected to be. Textbooks are arranged in chapters, to be taught and “learned” in sequential order. Yet I can’t think of any way in which my out-of-school learning has been linear.

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Learning Pathways on ConnectedLearning.tv

What do learning pathways look like as young people move across learning contexts in pursuit of their interests in school, at home, in libraries, community centers and online?

Tomorrow, July 16th, at 1:00 PM Eastern/10:00 AM Pacific, I will have the opportunity to join Elyse Eidman-Aadahl of the National Writing Project, Kris Gutierrez at University of Colorado at Boulder, and Paul Allison of YouthVoices to discuss how youth leverage the opportunities, resources, tools, and connections available to them, and in this process, how learning and literacy practices are shaped. We’ll ask: How do individuals create and transform themselves as learners? How can we design learning environments to be responsive to these pathways? Continue reading “Learning Pathways on ConnectedLearning.tv”

Teachers as Contemporary Learners

Today I will be speaking with those at the Fordham Literacy Institute about how teachers can harness contemporary literacies for themselves and for their own professional growth. We’ll be taking their already great Guiding Questions and making a little twist in order to ask:

  • Who are contemporary teachers?
  • What is the potential for professional development in an age of Web 2.0?
  • How can we use technologies to build our literacy & content teaching knowledge & skills?
  • How can we use technologies to expand the walls of our professional development?

Ultimately…

  • Who am I as a teacher, and where do I need to grow to meet the needs of contemporary learners?

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To DEAR (Drop Everything And Read) or to DREAM (DRop Everything And Make)

Last weekend, as I was walking to my weekend office (my favorite cafe in El Barrio, East Harlem Cafe), I passed the corner of 105th and Lexington, which had been under construction for the last months. Suddenly, I heard someone calling my name from inside the building. Sure enough it was Manny Vega, visual artist and mosaicist extraordinaire, who is well-known for his restoration of … Continue reading To DEAR (Drop Everything And Read) or to DREAM (DRop Everything And Make)

Composing as Making: 21st Century Bricolage

I paused mid-step. A red-bellied bird had just hopped in front of me and she too had suddenly frozen in her tracks. In her beak hung a long, droopy piece of grass and a short, thin stick. We eyed each other. A cool April breeze whipped around the busy street corner. She took another hop forward balancing the items she had gathered for her nest. … Continue reading Composing as Making: 21st Century Bricolage