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
It’s a blustery, rainy…and sticky-warm July day. And yet, I am still about to embark on a walk…a blog walk.
Connected Learning Massive(ly) Open
On-(and Off-)line Collaboration
(See why it’s shortened?)
It’s basically a connected learning summer camp for educators. There are a series of Make Cycles that begin (and only begin, never end) each week through July, and educators can follow their own lines of inquiry while making, experimenting, writing, and connecting. As you can imagine, it has turned out to be a choose-your-own-adventure space bubbling with ideas, rich with potential, and a little overwhelming to try to take in in one gulp.
This brings us to the #clmooc Blog Hub, and my blog walk (inspired by Kevin Hodgson’s idea of the blog walk and the results Deanna Mascle found on the walk she took). Since it seems that our Make Cycle #3 is focused on game design, I am going to change the blog walk into a blog hunt—a hunt for ideas that spur my thinking…
First along my way, I’ve met Aaron Johannes who is a graphic facilitator. I had never heard of this, but it resonates with the work I had done with Matt Hall and Nick Sousanis—and more deeply, Nick’s work recently published as the book Unflattening—to share the critical role of creating visualizations of our thinking while/during/in the processes of inquiry. This is what Aaron does for groups—on the fly graphic representations of a conversation or strategic planning meeting. What a powerful layer of understanding that must bring! Continue reading “Going on a Blog Hunt. #clmooc Marks the Spot.”
I’ll say it. My 2014 Year in Review from WordPress is sad, just sad. And though the graphics are fun (thanks, WP), my work on this site has not been fireworks worthy. Let’s just take my 2014 Posting Patterns as an example…
Posting patterns? Pretty pitiful. I didn’t have a “posting pattern.” I was in an avoidance holding pattern. Sure there was a lot going on this year, but I don’t need excuses. To be blunt: The sustained intensity of the dissertation processes in concert with the massive amount of other critical and creative…and really exciting…scholarly work I had been engaged in for the last couple of years had left me a little tired, a little wrung out to dry, and thus, a little hesitant to engage in any kind of writing, creating or making that was not absolutely, utterly necessary. And yet, I’ve missed it, and I’ve missed the rush, the spark, the energy I get while writing, creating, and making in order to keep writing, creating and making.
So, what am I going to do about it?
Write. Create. Make.: A solution. Not a resolution.
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!
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).
Sign ups are now open for Making Learning Connected 2014! Continue reading “Invitation to Participate in the 2014 Summer #clmooc”