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
Continue reading “Where’s Anna: Literacy Research Association Edition”
I had the opportunity to present at the National Writing Project’s Annual Meeting at the end of last year. For the Annual Meeting, NWP used the concept of “HOMAGO”—a new term that comes from Connected Learning research and refers to the learning that comes from Hanging Out, Messing Around, and Geeking Out. Nicole Mirra and I were invited to present our research and work with youth in the Geeking Out strand–specifically, to address how our work with youth has moved us to re-think some current approaches to “interest-driven” connected learning.
I shared some of the findings of my study into how young men develop as writers in their teen years. For this session, I focused on sharing the ways the young men participated in activities in schools, in out-of-school contexts, and online. Quite briefly, the young men used their experiences in these contexts as resources to help them achieve their developing writing purposes, preferences, and aspiring literate identities. Their invested interests in who they wanted to be as writers, what they wanted to write, and how they wanted to go about doing those activities influenced the writing practices they took up, adapted, and resisted. The young men habitually reminisced Continue reading “A NWP Backchannel: Rethinking Interest-Driven”
Today I came across this recording of the spoken word piece by Bonafide Rojas called “In Front of the Class.” In it, he describes a group of youth who, at first glance, may seem hopeless. He says to the young people:
Let the page be a doctor.
Let the page be a therapist.
Let the page be a lover.
Let the page be your enemy, punch it in the face.
Let the page be your best friend
who will never stab you in the back.
Let the page be your Prozac.
Let the page be your hip hop.
Let the page be your rock and roll.
Let the page be that fancy ride you’re always talking about.
Let the page be that bling, bling on your wrist.
Let the page be the underground beat you’re about to rip.
Let the page be your autobiography.
This week I will be speaking with the NYU’s ELL (English Language Learners) Think Tank, a consortium of teachers from across New York City. One of the first things I am going to do is ask us to (re)think the typical definition of writing that we see at work in our schools, and particularly the limited ways we talk about writing when working with those who are learning English. What do we “let the page be”?
For the young men I got to know while researching how young men develop as writers, “the page” was all of the things Bonafide Rojas listed, and more. At some point during the two years that I traced their writing practices, each of the young men dealt with particular social tensions like for one young man, trying to make sense of having an abusive father, and for another young man, being considered by some to be “too White” and by others as being “too Latino.” To make sense of these social tensions, each of the young men independently turned these literal issues into figurative literary tropes through writing.
Continue reading “What Do We “Let the Page Be”?”
Last month I had the pleasure of guest hosting the weekly #engchat on Twitter. Sixty minutes zoomed by as the tweets poured in in rapid succession. I knew I would need some distance and time to reflect on the wide range of ideas and extended multiple conversations that happened that night. After combing through the responses to just the first question of the night in the archives of the chat session, I realized that this would have to be a series of reflections. I am no Wonder Woman. So, without further ado, here is the first question and what I saw as a few of the salient points made in just the first 15 minutes of the evening’s chat. Continue reading “Playfulness, Risk-Taking and the Developing Writer: #engchat Reflection Part I”
I am ecstatic to have the opportunity to guest host #engchat on Monday 01/07/13 at 7PM EST. By hosting #engchat, I get to have 100s of dedicated and inquisitive English Language Arts teachers think with me about a topic about which I care deeply. What a way to start a new year! #engchat is the brain child of Meenoo Rami, an ELA teacher herself. She describes … Continue reading Your Invitation to Join Me When I Guest Host #engchat 01/07/13
Although only the hardback version (a.k.a. expensive collectors’ item) of our new book, Developing Writers: Teaching and Learning in the Digital Age, shows up on Amazon and Barnes & Noble, the Buy Now and Desk Copy buttons at Open University Press, U.S.A. are now functional! (Amazon does have a Kindle version.) With Richard Andrews, Dean of Faculty and Professor of English at the Institute of Education, University of London, … Continue reading Welcome to the United States, Developing Writers!
Those who know me personally will immediately know the location of this picture: New York’s Central Park. If it were possible to have an affair with an inanimate object, the Park and I would be dating. And my favorite of all activities in said park is joining the crowds of runners of all ages and sizes as we round the many roads, trails, lanes that weave through … Continue reading Meditation on a Run (Part 1 of 4)
This last week, I found out that I had been featured on YouTube for over a year and didn’t even know it. It is my initial foray on the YouTube scene, and I am pleased to report that it isn’t that embarrassing. In the video, I was reporting about the grant I received in 2008 to work with Richard Andrews, who was a visiting professor … Continue reading YouTube Initiation