Theory & Practice in the Same Breath

I’ve been thinking a lot about ‘theory‘ and ‘practice‘ and their relationship lately. For one, I’m currently collaborating with practicing teachers in a course focused on models of instructional tech design. Before we dove in to these models, I invited the teachers to consider what theories or paradigms of learning guide their everyday teaching, and to create a visual metaphor for their paradigm of learning.

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The results ranged from learning-as-journey metaphors to drawing parallels between learning and trail running…during a run, as well as considering the teaching/learning dyad as the back-end of a messy equipment rack. (Feel free to comment on these teachers’ blogs and channels! We’re building our PLNs this semester by contributing our experiences and reflections to the world wide web of education via blogs and channels…like this one.)

Here’s mine from the 2014 DML Ignite talks:

Around the same time, my colleagues Amy Stornaiuolo, Nathan Phillips and I had an article come out in the academic journal called Theory Into Practice. While we were writing the piece, I reflected often about what the little word into meant in the journal’s title, and if the two could every really be divided. My colleague Lara Handsfield (who has written a great book on literacy teaching theory and practice called Literacy Theory as Practice) helpfully uses the phrase “practice and theory interanimate each other.”

As I think about the examples the teachers in our course gave, they often talked theory and practice in the same breath. Our article in the issue is titled Multiplicities in Motion: A Turn to Transliteracies, and in it, we, too, discussed mobilities and literacies theories through a classroom example. Each interanimating the other, if you will. Here’s the article’s abstract: Continue reading “Theory & Practice in the Same Breath”

May is for Mapping

I have been inspired (again) this week by the work of a group of graduate student educators I’ve been working with this semester. They are currently revisiting maps they made at the beginning of the semester to reflect on their histories with technology in teaching, their classroom space, and paradigms of learning. After three months of intense discussions, critical reflection, and application through redesign, we are now … Continue reading May is for Mapping

So Many Literacies, So Little Time

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

“You will always be the bread and the knife”: Metaphor, Meter & Meaning

This week I came across a post by Ian Bogost in the Atlantic called, “Shaka, When the Walls Fell“. The subject matter, of all things, was an episode of Star Trek, but more generally, language, figurative language, and meaning. If, like me, you are not a Trekkie, Bogost has your back. He recounts the episode nearly play-by-play while leading you gently in to the deep waters of language and meaning. I suggest reading the piece, so I won’t give a grand redux here. Rather, here are some main points and questions that I have been thinking about since:

Bogost offers a subtle and powerful critique of the way metaphor is typically depicted. The characters on the Enterprise are trying to talk to another species, the Tamarians, who communicate purely through short verbal referents to historical, cultural occurrences. Some call it metaphor, some images, and Bogost suggests: “Troi and Picard can’t help but interpret Tamarian through their (and our) cultural obsession with mimicry: Metaphorical language operates not by signification, but as poetry, by transforming the real in a symbolic mirror.”

He doesn’t go here (and in fact goes a completely different direction), but he has me wondering when (or if ever) words, whether figurative or as referent or sign, are ever real, or if they are always merely mirrors.  I want to veer to the other end of that proposition. There are times that I feel words like weights inside me. They dangle before dropping from my thoughts. My eyes tighten in response and recast my vision and memory. This isn’t always. But there are times when words, especially those operating as metaphor, couldn’t feel more “real” (whatever that is).

Continue reading ““You will always be the bread and the knife”: Metaphor, Meter & Meaning”

Learning Pathways: #DML2014 Ignite Recap

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:

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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!

Continue reading “Learning Pathways: #DML2014 Ignite Recap”

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.

Continue reading “Making Connections: Learning Pathways & Rhizomes”

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”

Tweet-a-Read: Vasudevan’s “An Invitation to Unknowing”

Sometimes while I am reading, I am so struck by the ideas and the prose that I sheepishly begin live-tweeting. On even rarer occasions, when the text is one I can’t get out of my mind, I collect the tweets and recommend the text to you. This time it was Lalitha Vasudevan‘s “An Invitation to Unknowing.” Highly recommended.

Continue reading “Tweet-a-Read: Vasudevan’s “An Invitation to Unknowing””