Infographic: Humanizing the Online Class

By Thomas DeVere Wolsey

Many posts on LiteracyBeat relate to visual literacies in digital environments, and this week I wanted to share with you an infographic (thanks to our LiteracyBeat friend, Peggy Semingson) that describes ways to humanize the online class or course. Email and threaded discussion communications can seem cold and dry at times. But teaching is an art of the heart and soul as much as it is about the stuff of any content.  I think you are going to like this infographic! Also, be sure to check out the presentation mode to break down the elements of the infographic. The presentation mode can be activated in the top, right of your browser.

Humanize

PictoChart – Click to open the infographic.

Peggy Semingson added: “Infographic was created by Michelle Pacanksy-Brock at Cal State Univ., Channel Islands (Instructional Designer). Her blog/website is here: http://www.teachingwithoutwalls.com/. I actually also came across her interactive syllabus example in the Online Learning Consortium class on The Interactive Syllabus.” Read more from teachingwithoutwalls here

Read more on LiteracyBeat about Infographics.

Which Robber Baron Are You? Quizzes to Inspire Writing

By Thomas DeVere Wolsey

You might be like me if you scroll through your Facebook news feed clicking “like” but come to a screeching halt when you find a social media quiz like this one, Which Social Networking Site Are You? on Cha Cha.  It turns out that I am Google+. Want to know which Avenger you are from the Marvel series? Take this quiz on The Escapist. According to this quiz, I’m Hawkeye.

Hawkeye
Hawkeye

Take this quiz

These quizzes that focus on the quiz taker and often combine popular culture are a little addictive. But what if they were educational tools, too? I set up a free account on Qzzr to find out.

Standards in this example:

History–Social Science Standards for California Public Schools

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

(4) Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford)  (1998, p. 38).

Common Core State Standard for writing and related substandards.

I created a social media quiz that asks students, “Which Robber Baron are you?” Based on their responses, they are given a prompt for writing based on the popular RAFT technique [click here]. In this example, I gave students the option to choose the topic based on their responses. I controlled or assigned the role, audience, and format. When I learn more about social media quizzes, I will add the R, A, and F into the quiz, as well.  Try out the quiz, below—you know you want to!

Robber Baron

Click the image to take the quiz (opens in a new window)

To set this up, I designed an Excel template with two sheets (see below). One sheet is for the overall profile for each choice; in this case, Leland Stanford, John D. Rockefeller, Andrew Carnegie, and J. P. Morgan. For each, I wrote a profile in second person (you are….) which I post as an outcome. If you would like to see the Excel spreadsheet I used, please click here. Each profile is set up according to criteria I determined in advance: Early life, interests, business focus, and so on.  The Qzzr tool allows me to choose an outcome (in this case, one of the Robber Baron profiles along with a format type), and I enter the questions from the Excel sheet into Qzzr. Just copy and paste from Excel into Qzzr and voilà!

Excel

Tabs for each sheet are on the bottom left.

Next, I create a link to a writing prompt based on the students’ responses in Qzzr and place that in the final outcome description (for example, “ You are John D. Rockefeller”).  I linked the prompt to this blog, but you may use a variety of platforms to deliver the prompt to students (e.g., Google Drive, your course management system). The great thing about Qzzr is that if the students don’t like the assigned topic, they can go again.

In this example, I wanted students to compare the assigned Robber Baron with another in the same industry. The prompt, which you may download here, is based on the format of the prompts provided at Achievethecore.org for informative writing.

Other quiz tools you may like:

http://www.proprofs.com/quiz-school/

http://www.playbuzz.com/

Good luck, and have fun, too.

Images:

The images were found using Creative Commons image search, and the photos of the Robber Barons are in the public domain. Background image in Qzzr: https://openclipart.org/image/300px/svg_to_png/178502/robber.png

Purposes for Reading—A Digital Simulation

By Thomas DeVere Wolsey

Students sometimes have difficulty understanding why they might want to reread a text. A simulation, part of an online professional development program from Annenberg Learner, clearly demonstrates how different purposes for reading result in attending to different words in the text.  This simulation, titled “The House,” allows readers to interact with a short text by reading for three different purposes.

House Simulation

Source: Annenberg Learner, Teaching Reading 3-5

Teachers may want to project this on a digital display for the whole class or allow students to work in pairs on a computer then discuss their how their highlighted text changes depending on the purpose for reading. Students come to see how highlighting a text can help them pay greater attention to what it says, as well. The digital highlighter and eraser tools are easy and fun to use. To try it, click here  then choose “The House Interactive” link.

Cool Tools from the Summer Institute in Digital Literacy

A post by Jill Castek

In July 2014, I was so inspired by the presenters and participants who attended the Summer Institute in Digital Literacy (also see the Institute Wikispace at https://dliuri2014.wikispaces.com/).  This six-day institute held at the University of Rhode Island focused on how literacy is changing as a result of emerging media and technologies.  It offered participants an exciting and hands-on experience in which to discuss and explore new approaches to teaching literacy in today’s digital age. Presenters introduced a wide array of technology tools that can be used to create digital products, critique media, and curate online resources in engaging and efficient ways.  I’ve spent the last several months since the institute exploring all the tools, techniques, and possibilities.  This post focuses on just a few of these  resources:

Vialogues: https://vScreen Shot 2015-02-13 at 4.04.47 PMialogues.com/ is a tool that can be used to spark meaningful conversations with students around videos you post to the platform. The discussions allow for a time-stamped, annotation-like discussion. Online interactions can refer specifically to exact parts of the video using time stamps. To scaffold the discussion, you can add comments, surveys and open-ended questions for your students that encourage students to critically analyze video texts.

Mozilla Popcorn Maker https://popcorn.webmaker.org/en-UScreen Shot 2015-02-15 at 9.21.39 PMS/editor/ is another tool for analyzing video (its surprisingly easy to use).  Just take a video from YouTube and students can add their own commentary using pop-up boxes.  Students can use it to critique the messages in commercials, music videos, or public service announcements.  Use it in conjunction with, or in preparation for, a face-to-face dialogue to provide an avenue for students to share multiple points of view.

Blendspace https://www.blendspace.com/ creates easy to use and beautiful to look at collections of inline resources (including images, videos, Screen Shot 2015-02-15 at 9.23.17 PMwebsites).  Just drag and drop items into your Blendspace to curate an entire educational experience for your students.  Optional features allow you to see which students have viewed the resources you posted. Quiz questions can be embedded throughout to help students track their progress through the content.  Visit the Blendspace site and explore the different ways teachers are using this innovative resource to enhance educational experiences for students.

Symbaloo http://www.symbaloo.com/ is a curation tool that is organized like a grid.  EacScreen Shot 2015-02-15 at 9.29.12 PMh square contains an image and a link to a website.  Many educators have used Symbaloo to organize sites that students regularly visit so they are accessible all in one place. Others have used it to collect resources for students to explore on a given topic.  Collections are easy to share and are engaging to look at.  Your students will make connections easily to the visual format.  This video will introduce the benefits of its use in the classroom.

2015 Summer Institute in Digital Literacy Sign-Ups

Screen Shot 2015-02-15 at 9.48.01 PMAttending the Summer Institute in Digital Literacy was one of the most  rewarding experiences of my professional career.  If you’d like to attend the 2015 institute, mark your calendar for July 26 – July, 31, 2015 and visit the Media Education Lab at the University of Rhode Island website to learn more http://mediaeducationlab.com/summer-institute-digital-literacy.

If you have used any of these resources in your classroom, leave us a comment.  We’d love to hear from you (and we’ll benefit from your experiences, too).

Hypertext Literary Analysis

This posts describes how students can explore complex texts through a hypertext literary analysis. By using PowerPoint—a common program that is readily accessible on most computers—students are able examine the multiple layers of meaning in a passage through hyperlinking words and phrases to written explanations and related media. Multiple modes are employed—including text, music, images, animation, and videos—to help students dig deep into the textual features, intertextual connections, and personal responses that produce meaning in fiction and poetry.

Creating a Hypertext Literary Analysis in PowerPoint

This strategy uses PowerPoint to create a multimodal hypertext with interconnected slides. The composing process begins by inserting the text to be analyzed on a blank PowerPoint slide, which functions as the anchor of the hypertext. Next, students can create a deck of blank slides that can easily be linked from the analyzed text. Words or sections of the text can now be hyperlinked to other slides by using the ‘Insert’ menu and designating the desired destination for the link. The majority of links will lead to other slides within the document, but hyperlinks can also be used to connect to other documents or to websites (video tutorial on hyperlinking in PowerPoint).

Once a clear and fluid structure has been established in PowerPoint, it’s time to begin incorporating multiple modes for analysis. Analysis slides will, of course, include written explanations of the textual features being explicated, but this strategy also asks students to use media to deepen and support the analysis. PowerPoint allows users to embed images, audio, and video and offers tools for editing and layering these media. Students can manipulate their chosen media to reflect themes in the text or to illustrate their personal response (see Smith & Renner, in press for more information about integrating a hypertext literary analysis in your classroom).

For example, in a hypertext literary analysis of Lucille Clifton’s poem “Homage to my Hips,” the composer hyperlinks from a PowerPoint slide that contains the original poem to other slides that include Clifton’s biographical information, intertextual and pop culture connections, a YouTube video of Clifton reciting the poem, analysis of literary devices, and personal response. Images, color, videos, and music are also used purposefully to organize, supplement, and extend the written analysis.

HLA

Example hypertext literary analysis for the poem “Homage to My Hips” by Lucille Clifton

There are a variety of ways a hypertext literary analysis can be adapted. Melanie Hundley at Vanderbilt University asks pre-service English teachers to explicate poems through hyperlinks and multiple modes (Hundley & Holbrook, 2013). Nicole Renner and I used this assignment in a 12th grade AP Literature and Composition class for students to analyze important passages from Tim O’Brien’s The Things They Carried. Through hyperlinks, students examined literary elements, such as metaphors, irony, and theme. They also hyperlinked to intertextual connections, including other literary works, films, and popular culture references, as well as key words and phrases, questions, and personal reactions (Smith, 2013; Smith & Renner, in press).

This type of nonlinear and multimodal analysis supports students to develop important literacy skills, including reading and comprehending a complex literary text, interpreting words and phrases with connotative and figurative meanings, and examining themes, structures, and points of view.

References

Hundley, M. & Holbrook, T. (2013). Set in stone or set in motion?: Multimodal and digital writing with preservice English teachers. Journal of Adolescent and Adult Literacy, 56(6), 500-509.

Smith, B. E. (2013). Composing across modes: Urban adolescents’ processes responding to and analyzing literature. Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN.

Smith, B. E. & Renner, N. B. (in press). Linking through literature: Exploring complex texts through hypertext literary analysis. In   T. Rasinski, K. E. Pytash, & R. E. Ferdig (Eds.). Using technology to enhance reading: Innovative approaches to literacy instruction. Bloomington, IN: Solution Tree.

Connecting Multicultural Education and Multiliteracies

by Thomas DeVere Wolsey

During the last year, Dr. Diane Lapp and I had the opportunity to work with several prominent thought-leaders to explore how multiple literacies and multicultural education intersect and promote greater learning and understanding amongst our students. The result, under the guidance of Dana Grisham, was a themed issue of Reading and Writing Quarterly that was just released online. In the introduction, Diane and I wrote, “Digital technology, whose users comprise ever-changing communities, permits previously disconnected worlds to find commonalities and explore differences. Technology has the potential to connect students and educators across cultures, and, at the same time, make it possible for students to participate more fully in their own cultures” (Wolsey & Lapp, 2015, p. 97).

cover of Reading & Writing Quarterly  journal

The six articles in the current special issue of Reading and Writing Quarterly each address topics that demonstrate how technology can facilitate learning, build students’ understanding of their culture, and construct bridges across and to other cultures. The table of contents may be found below. Please take a few minutes to visit the special issue on the Taylor and Francis website (preview and abstracts) or through your university electronic library resources.
• Imagining Writing Futures: Photography, Writing, and Technology by Cheryl A. McLean & Jennifer Rowsell

• Fostering Students’ Science Inquiry Through App Affordances of Multimodality, Collaboration, Interactivity, and Connectivity by Richard Beach & David O’Brien

• iPad Deployment in a Diverse Urban High School: A Formative Experiment by Nancy Frey, Douglas Fisher & Diane Lapp

• The Council of Youth Research: Critical Literacy and Civic Agency in the Digital Age by Antero Garcia, Nicole Mirra, Ernest Morrell, Antonio Martinez & D’Artagnan Scorza

• Multicultural Education and Multiliteracies: Exploration and Exposure of Literacy Practices With Preservice Teachers by W. Ian O’Byrne & Shane A. Smith

• A Digital Tool Grows (and Keeps Growing) From the Work of a Community of Writers by Nancy L. Roser, Melissa Mosley Wetzel, Ramón Antonio Martínez & Detra Price-Dennis

Reference:
Wolsey, T.D. & Lapp, D. (2015). Introduction to teachers and students as creators in blended learning environments. Reading and Writing Quarterly, 31(2), 97-101. doi: 10.1080/10573569.2014.963906

Vocabulary Video Word Webs

Recently, some folks asked for a copy of the Vocabulary Video word webs I use to guide students in researching the meaning of their word and developing ideas for their Vocabulary Video skit.  I’ve posted two word web maps below, one that can be used with any word and one that is customized for working on character attributes. I’ve also provided an Assessment Rubric and a Guide Sheet that you can adapt to fit your context. To learn more about Vocabulary Videos and view some examples, see my Literacy Beat post on VocabVid Stories.  Have fun exploring word meanings through student-created videos!

Vocabulary Video Rubric

Vocabulary Video Guide Sheet

graphic organizer of vocabulary video character attribute graphic organizer of a vocabulary video word web

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