This last week Amy Stornaiuolo and I had an opportunity to meet with teachers at the Annual Meeting of the National Writing Project to discuss the mobile dimensions of contemporary literacy practices. By mobile, we mean the aspects that can move and are moved in writing. Most obviously, the list of things that move in writing includes the people who are writing, and all the old … Continue reading Exploring Mobile Dimensions with NWP
A couple of years ago, I posted about talking to my niece and her fifth grade class about audiences on- and offline. This week, in a graduate course I am teaching, the topic of teaching about online interaction and audiences with elementary students was raised...and I realized I never hit "post" on this companion post. So, here is a major #tbt to something that has been sitting in draft mode for too long.
A couple of years ago, I had the opportunity to talk with a fifth grade class about audience using a mini-lesson and guided practice that is probably familiar to many teachers. We then extended that discussion into considering what writing for an audience means in contemporary times. The young people in that class shared great advice for the demands on writing in a digital, networked age.
We started our conversation with a guessing game comparing two texts that were talking about a pair of shoes online:
We talked through the criteria the school was using in on online writing platform and saw that depending on the audience, every aspect of a piece of writing might change depending on the audience.
On October 9th at 4:30 EST I will be joining the Teachers Teaching Teachers about Technology (4T) Digital Writing Conference. #4TDW, for short. 4TDW is a free, virtual conference on digital writing. They just ask that you register to get a newsletter with links to each week’s sessions. There are six sessions focusing on a variety of aspects of digital writing each Sunday in October. … Continue reading Join Me at #4TDW!
The title of this post is borrowed from one of the pre-service teachers I’m working with in a Literacies and Technologies Across Disciplines course at my new institution. It’s the beginning of a new semester, and in this course that means, it’s Literacies Log time. In this assignment, I ask students to log their literacy activity for just an hour’s worth of time. The results are always … Continue reading So Many Literacies, So Little Time
This week I have the opportunity to join with many of you at the Literacy Research Association‘s annual conference. I look forward to catching up on the great work that I am usually only able to follow at a distance. Here are three times you can catch up with me:
Methods for Researching Transliteracies in Practice:
An Embodied Theoretical Review
On Thursday December 3, 2015 8:45am – 10:15am in Costa Del Sol Ballroom – Salon E, you can join us in an Alternative Format Session. This alternative session addresses a central challenge for literacy researchers–how to account for practices ‘on the move’–by drawing together literacy scholars working at the methodological cutting edge. Through data demonstrations and an embodied theoretical review, this symposium initiates a concerted effort to gather a set of innovative methodological tools that address the complexity of transliteracies in practice. The audience will collaborate in constructing a visual map, considering with panelists how to ethically represent marginalized voices.
Anna Smith, University of Illinois, Urbana-Champaign
Amy Stornaiuolo, University of Pennsylvania
Nathan Phillips, University of Illinois at Chicago
Christian Ehret, McGill University
Matthew Hall, The College of New Jersey
Jon M Wargo, Michigan State University
Joanne Larson, University of Rochester
“I’ve Become a Student of This”:
Temporal Practices in Transcontextual Writing Development
This post is updated to include a recording of the event...
Tuesday (8/19) at 8PM EST was the second live event in the month-long focus on young adults and their writing practices from #literacies chat and the Literacy Research Association‘s Research to Practice webinar series. I was honored to join Jen Scott Curwood, Ryan Rish, Jeremy Hyler, and moderator Paula DiDomenico and discussant Mellinee Lesley in the live LRA Learning Research to Practice show.
In addition to discussing the kind of research we do regarding writing and young adults, we discussed the current context for teaching young adult writers, and how we typify the young adults’ writing practices. We tackled the reoccurring question: What does it mean to teach young adults how to write? And finally, we discussed what we hope to see in research and practice in regards to young adults and their writing practices.
Set up as a massive (over 1,000 makers), open (free, no prerequisites, across multiple platforms including offline), online (hosted at Educator Innovator) collaboration (organic, responsive series of make cycles led by participant-facilitators), this year I was able to experience the ways that connected professional development can allow us to learn in what typically would be considered disconnected ways. Case in point: #clmooc officially ended on August 2nd. It’s August 8th, and I am now working on my responses to the Make Cycle that began mid-July. Mind you, there is power in learning in synch and in conversation with others, but the threads of my “classmates'” work and conversations lay available to me across cyberspace, and what I would have otherwise missed due to life interruptions, I can now contribute to, i.e. learn by making and connecting.
So, let’s get to it. In Make Cycle #4, we were invited to Hack Your Writing. This led to a myriad of various makes and forks and very cool conversations about what it means to “hack.” I was (and still am) especially influenced by several fellow participants who grappled with what it means to “hack” and whether revising written products should be considered “hacking” at all.
The following is a quick-fired dispatch from the outer bank regions of the zombie horde (i.e. from Pete (@allistelling) and Anna (@anna_phd)) to the #TvsZ community. #TvsZ is a massive zombie lore-based contemporary composition learning game. (That’s what we said: a massive zombie lore-based contemporary composition learning game.) Others are welcome to read it as it has equal amounts of connected learning and contemporary composition talk!
Sign ups are now open for Making Learning Connected 2014! Continue reading “Invitation to Participate in the 2014 Summer #clmooc”
On March 8, 2014, I had the opportunity to tackle a new format for sharing my research–an Ignite Talk. With 20 slides that advance automatically after 15 seconds, those preparing Ignite Talks are given the charge to “be inspiring, but make it quick.”
I chose to talk about “learning pathways.” The word “pathways” showed up in 48 of the 70 session titles at the Digital Media and Learning Conference this year. I had yet to hear, however, someone talk about the concept directly, and critically. In the talk I asked:
From my work researching the pathways of young men as they develop as writers, I had a few items I thought could provoke a conversation. Such as:
Below is a voice recording over the slides. Feel free to discuss in the comments below!