Tag Archives: National Writing Project

“Ahhhh, so this is what hacking feels like”: Ingenuity, Challenge & Glimmering Subversion

For the second July in a row I had the opportunity to participate in the National Writing Project‘s Making Learning Connected MOOC, or #clmooc as it is more commonly referred to across the webz.

Screen Shot 2014-08-13 at 10.57.11 AMSet 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.

Continue reading “Ahhhh, so this is what hacking feels like”: Ingenuity, Challenge & Glimmering Subversion

Creating Conversation: Composing in the Digital Age

Update: You can now navigate this conversation here.22477440_4366572e31 (1)

One of the many potentials of the shifts in re-envisioning writing in multimodal spaces is the chance for new conversations — for stretching out thinking beyond your own physical space and joining in discussions about the changes now underfoot. During November 2012’s Digital Writing Month, educators and writers and others from across many teaching levels and learning domains — from public schools to college universities and beyond — were engaged in a deep exploration of digital tools and ideas, and many participants shared reflective practice on what those digital choices were doing to their conceptions of writing.

As fellow explorers during Digital Writing Month, Kevin Hodgson and I have decided to continue that conversation through consideration of digital literacies and contemporary composition by coordinating a multimodal conversation that begins with the idea of Digital Writing Month and then stretches outward from there. We will be jumping, leaping and diving from digital media platform to digital media platform in their conversation, as we first reflect on literacies in the 21st Century and then ask, and respond to, each others’ questions.

Kevin is a sixth grade teacher in Western Massachusetts and a member of the National Writing Project. He is the co-editor and writer of Teaching the New Writing: Technology, Change, and Assessment in the 21st-Century Classroom. You may already know him as @dogtrax on Twitter. I am ecstatic to learn with him! (And, by the way, most of the text in this blog post was written by Kevin. Gotta love collaboration!)

We hope others to join us as we build this digital tapestry of ideas and reflections! We’re excited to announce that we’ll be hosting this conversation on the National Writing Project‘s Digital Is website. The exchanges will take place on Kevin’s Digital Is blog posts and my Digital Is blog posts. Please visit and join us in the comments…and feel free to respond using the same platform we used! We are also using the hashtag #modigiwri on Twitter to link the conversation together.

(#modigiwri is a play on #digiwrimo, which was the hashtag for Digital Writing Month. Our #mo doesn’t quite stand for month…We’re hoping you can infer its meaning!)
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