Webwatch: Teach the Books You Love

Guest post by Literacy Beat friend Susan Lenski at Portland State University

Teach the Books You Love (http://ttbyl.net) is a free online database of books for grades 5 through 12 that are aligned to the CCSS. With many states and districts adopting the Common Core State Standards, it’s becoming harder to teach the books that you love, or books that are not a part of the public school canon. Many school districts only want teachers to teach with books recommended by the Common Core, and often they require in-depth analysis and alignment to teach anything else. Ttbyl.net is a collection of books that have all been aligned with the Common Core. All of the books have qualitative and quantitative text complexity measures listed, along with summaries, rationale for teaching, suggested CCSS, and even some teacher resources. Teachers can then match books to the needs of their students and come up with vibrant new ideas for their curriculum, and justify it to their administration.

TTBYL

Teach the Books You Love

Picture Book Abundance: Will It Ever Happen?

A guest post by Mark Condon

Can you envision book abundance, worldwide?

Given the importance of good picture books to beginning readers, the goal of establishing picture book “abundance” is one that everyone can endorse. Supporting it as a cause and making it happen, however, are two very different things. Do the math. There are over 7 billion people in the world. Perhaps 10% of those people are birth to age 8, the ages for which picture books tend to be most important. That’s 700 million children. Now, many of those have plenty of picture books, but more of them do not.

However, for the sake of conversation let’s say 350 million children who need access to abundant picture books don’t have it.

So, how many picture books qualify as “abundant” enough to support each of those kids in learning even basic reading ability? A convenient and defensible number is 100. That comes from Evans and colleagues(2010) who discuss what they call “family scholarly culture” a terrific concept that describes families that read and discuss books together. In their longitudinal study of 27 countries with data covering 20 years, Evans et al display graphics indicating that almost regardless of parent education or income, the number of books in the home is the best predictor of school success, and each book added to the home, up to just about 100 seems to increase that prospect of academic advancement. So, 100 books is certainly abundant enough.

So let’s see, 350,000,000 kids x 100 books, that’s 35 billion books needed. Oh, and that number increases each year with the addition of another 4 million or so new children added to the world’s population. Sadly, the Bill and Melinda Gates Foundation doesn’t have enough money to make even a small dent in that, even if they could get books (written, edited, printed, bound, stored, and transported) at a cost of $1 apiece, they then have to get the books into those children’s homes.

So, let’s face facts, book abundance – 100 books for every child in the world – will never happen… WAIT!…or will it?

The Digital Solution

The alternative solution to the one I posed above of course is digital books. By leveraging the rapidly expanding digital network system around the world and then populating a library with 100+ creative-commons copyrighted, mostly non-fiction (the intention being to create generally universally interesting content) picture books and then translating and narrating those books in nearly 7000 languages (I know, I know, but stay with me), it could work.

Look at the Global Book Publication Matrix, below.

Global Publishing Matrix

Global Publishing Matrix

Digital books can be created that are offered as a Global Public Good, i.e., A resource that is free for all (no login) and inexhaustible (digital).  That’s the goal of Unite for Literacy, a small “social enterprise” company in Colorado that has a free library that went online in August 2013.


Unite for Literacy to date actually has more than 100 books available in a free online library (www.UniteforLiteracy.com) and each one offers English text and is narrated in up to 18 world and indigenous languages. With the current languages, nearly half the families around the world can access the library and read the English book, listen to the English narration and/or listen to a book narration by a fluent native speaker of their home languages.

Plans include adding books created in collaboration with the content experts at local cultural institutions (museums, galleries, performance groups, sports teams, etc.) and of course adding more languages. Japanese was just added, Turkish and Slovak are on the way and Navajo and Cherokee are in the works. Also, when time and budget permit the books will be readable in the all of the world’s languages of instruction (about 200 by our count) as well.

Unite for Literacy is supported by generous corporate and organizational sponsors, all committed to world literacy and actively advocating for literacy in their communities. It is further being promoted by a growing number of educators, librarians and advocacy groups that take the online library link out to the communities that they serve. Sponsors are publicly recognized in the communities that they serve and on the companies’ websites, as well as in the library. Sponsorships are available for providing existing books for new language communities, for underwriting book authors to create new titles or to advocate for particular books with which they wish to be associated. Community literacy advocates take advantage of additional web resources to promote family readership and the accessing of books at home and school.

Digital Book Readers

Digital Books from Unite for Literacy

Free, digital, narrated, picture books are the game changer. There are efforts well under way as this is written that seek to create inexpensive smartphones and free or nominally priced mobile Internet access around the world. Those efforts, backed by the titans of digital communication, will in a very few years put the riches of the Internet within reach of even those living in poverty. When these digital books become eventually available in all 200+ world languages of instruction and those texts are accompanied by on-demand narrations in the almost 7000 indigenous and immigrant mother tongue languages found in homes that send their children to those instructional settings, then in fact worldwide picture book abundance will be a reality.

Unite for Literacy is working to make a contribution to that effort.

Reference:

Evans, M., Kelley, J., Sikorac, J., & Treimand, D. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations.  Research in Social Stratification and Mobility, 28, pp. 171–197.

All images in this post courtesy of Unite for Literacy.

Goodnight, iPad!

by Dana L.  Grisham

Goodnight, Moon, by Margaret Wise Brown (1947) with pictures by Clement Hurd, is a classic piece of children’s literature often given as a baby shower present in board book form. According to Wikipedia, it was one of the “Top 100 Picture Books” of all time in a 2012 poll by School Library Journal.

The story is about a little bunny who has been tucked in bed and is about to go to sleep. He looks around the room at pictures–a cow jumping over the moon, three little bears, and at real animals such as two little kittens and a mouse. He also looks at a quiet old lady who was whispering “hush.”  The little bunny says “goodnight” to the room; to the moon, the cow, the light and the red balloon (a favorite of my own granddaughters) and the book ends with a goodnight to “noises everywhere.”

Goodnight, Moon

Goodnight, Moon

Let us fast forward to 2011. A new book makes the scene, called, Goodnight, iPad, by Ann Droyd (surely a pseudonym)*, published by Blue Rider Press (Penguin Group).

Goodnight, iPad

Goodnight, iPad

 

In this book, instead of a little old lady saying “hush,” there is a little old lady trying to sleep. Why can’t she sleep? Because in a “bright buzzing room” there are a number of electronic devices being use by critters vaguely resembling bunnies (think baby “minions”) who are wide awake. Even the fireplace is a giant TV with a “virtual” fire. Eminem is singing as a ringtone for a mobile phone and there are taps that signal text messages “with no end.” The old lady has had it! She gathers up their devices and throws them out the window,  saying “Goodnight” to each of them, while ignoring some pretty dramatic protests from the bunnies/minions. She tucks them all in bed and now she can, at last, sleep in peace and quiet.

The last panel is one of the little guys in bed with a book, a flashlight, a cat, and a mouse. What are they reading? Goodnight, Moon, of course!

Last panel

Last panel

 What can we take away from a comparison of these two iconic books?

First, our lives have changed irretrievably in terms of everyday activities. Technology, which Don Leu described as “deictic” or constantly changing over a decade ago (Leu, 2000), has unmistakably gathered momentum and may be seen as revolutionary rather than evolutionary.

Second, EVERYONE, virtually without exception, around the entire planet, is involved in the revolution. Mobile devices, tablets, Youtube, social networking sites, e-games, and LCD HDTVs, ringtones and texting, Twitter, and so on….digital literacies!

Third, we have technophobes who gloomily predict the end of civilization as we know it (Goodnight, iPad seems to fit) contrasted with technogeeks, who want more changes faster and see the resulting energy as a renaissance and a leveling of society (Gorbis, 2013). Who do we believe?

Finally, what does this mean to education? Kevin Leander (2009)  has characterized the responses that educators (and others) have to the changes we are experiencing. He notes four types of response to digital literacies: (1) resistance or steadfast adherence to print-based literacies; (2) replacement, or discounting of print-based literacies; (3) return, or valuing of digital literacies only as they support print literacies; and (4) remediation, or the attempt to redefine  literacy learning through adoption of a “parallel” pedagogy that values both print and digital literacies. I was trying to decide my own stance on “literacies” and found myself in the remediation phase. Interesting that, for the first time in my life, I am in remediation!

But literacies are social as well as academic and the popularization of online communication has brought that further into focus. Are we headed for an era when so-called “school literacies” are denigrated to the resistance phase?

Needless to say, I don’t have the answers, but I do have some observations on how literacy proceeds in the early years and how technology is involved in that development. The observations are of my own children and grandchildren and while that is not at all scientific, there are some semi-respectable precedents for it (think Skinner box).

Example 1.

When my son, who is a pilot in the Army National Guard, was sent on a second tour of duty in Afghanistan in 2012, he left behind his wife and a two-week old baby son. This tour of Afghanistan differed greatly from his first tour in 2003, when letters (pen and paper) and emails were the extent of communication. Once, when a Blackhawk helicopter crashed, he was allowed to phone home to tell his parents that it did not involve him. That was revolutionary at the time.

On this tour, he was able to purchase reliable Internet time in his quarters on the base in Bagram and Apple technology allowed him to Facetime almost daily with his wife. In addition, they purchased a camera system that worked with iPad and iPhone and he was able to observe the baby in his crib. In terms of more traditional literacies and technology, he purchased a book about dads and babies and audio-recorded his voice so that he could “read” to his son while deployed. Attached is a picture of the baby listening to his father “read” the book.

Listening to Dad read.

Listening to Dad read.

Happily, my son came home safely and now reads “real” books to his son, including his favorite Red Truck (Hamilton, 2008). Can Red Truck make it up the hill? Red Truck can! Red Truck will! ZOOOM! Red truck goes to the rescue and when my son reads to my grandson, they make the sounds dramatically together. Incidentally, Red Truck is available as an ebook.

Zooom!

Zooom!

Example 2.

I also have twin granddaughters who are now four and a half. In my September 2012 Literacy Beat blog, I shared a picture entitled “Digital Morning,” which I’m reposting below. You can see Dad on his laptop, and the twins–one on an iPad and one on an iPhone.

Digital Morning

Digital Morning

The twins love to read print books, but they also love to explore literacy online.

Both of them LOVE the iPad and use it for lots of things, such as puzzles, art, coloring, and literacy learning.  Recently, they have been exploring two Apps, Reading Ravens (http://www.readingraven.com/ ) and Hooked on Phonics (https://itunes.apple.com/us/app/hooked-on-phonics-learn-to/id588868907?mt=8).  Both provide experiences with phonological awareness, with phonics, with word patterns, tracing letters on the screen, and with beginning reading. Both are interactive in different ways. Both take very different paths to the same end. Both are very engaging to my four-year-old granddaughters.  In my next post, I will explore these two Apps and provide a list of resources for early literacy development.

I began this column with the book Goodnight, iPad because iPads play an increasing role in literacy these days. One resource that I have found valuable is Using Apps for Learning with Literacy Across the Curriculum, by Rick Beach and David O’Brien (2012). In a review of the ebook, Don Leu termed the increasing use of iPads as “…perhaps the most profound change taking place in literacy and learning today” (p. ii). Naturally, I downloaded this book to my iPad and it offers a useful framework for thinking about how to employ the apps across grade levels and content/discipline areas. They include an Apps for Learning with Literacy website and a resource Wiki for readers. Last each of 12 chapters provides a wealth of resources for educators. Enjoy!

* Actually by David Milgrim, an author, illustrator, and cartoonist, who is “very interested in how we got to be who we are.” Check him out at http://www.davidmilgrim.com.

References

Beach, R. & O’Brien, D. (2012). Using apps for learning with literacy acros the curriculum.

Gorbis, M. (2013). The nature of the future: Dispatches from the socialstructed world. New York: Free Press.

Leander, K. (2009). Composing with old and new media: Toward a parallel pedagogy. In V. Carringtron and M. Robinson (Eds.), Digital literacies: Social Learning and classroom practices (pp. 147-162). Los Angeles, CA: Sage.

Leu, D. J., Jr.  (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. Mosenthal, P.D. Pearson, and R. Barr (Eds.), Handbook of Reading Research, (Vol. 3, pp. 743-770). Mahwah, NJ: Erlbaum.

UDL Studio: Deepening response to literature

UDL Studio, a free digital tool (funded largely by the Carnegie foundation) has recently been released by CAST. UDL studio is underpinned by the principles of Universal Design for Learning . UDL Studio  joins other successful digital tools created by CAST. See for example my blog post on LEA Meets Book Builder. UDL Studio enables anyone to create media-rich resources, to actively engage and motivate students, and to respond flexibly to the needs of each learner; thereby ensuring quality and equality in access to learning for all.

UDL Studio offers templates to scaffold you or your students as you create content using multimodal elements, such as text, image¸ video, audio, and animation. You can explore the project library to view previous projects created by UDL studio users.
For example, Katherine Cooper has created a project around Charles Dickens’ classic tale A Christmas Carol. In the screen shot you can see links to audio recording related to character study. Students can also record their prior knowledge of the story through multiple modalities, such as writing, recording, drawing, or uploading a file attachment.

Katherine Cooper

Katherine Cooper

Meanwhile, Matthew Puma has created a resource to support his students while reading SOS Titanic by Eve Bunting. Students can explore historical information relating to the Titanic; inner feelings of the characters; and actions and events within the book. The screen shot below relates to a mind map of themes in the Titanic.

mind map SOS Titanic

My wonderful, final year, elective student teachers have begun to explore the possibilities presented by UDL Studio to encourage immersion in, involvement with, and interpretation of literature (Dwyer & Larson, 2013). We have begun a project around The Boy in the Striped Pyjamas/Pajamas by John Boyne. Our aim is to deepen engagement with the text through close reading to explore the structure of the text; the perspectives of the characters; the use of vocabulary; and historical perspectives relating to the text.

The Boy in the Striped Pyjamas

We really like the tips and resources page which asks you to reflect carefully on how the use of the digital tool enhances children’s understanding of text; enriches the reading experience; and represents information in an engaging manner. The plethora of free digital tools include:

Recording and editing software
Audacity: http://audacity.sourceforge.net/
Free Sound Editor: http://www.free-sound-editor.com/
Audio Pal: http://www.audiopal.com/index.html

Video search engines and editing software
• Blinkx Video Search Engine: http://www.blinkx.com/
• Truveo Video Search: http://www.truveo.com/
• Video editing http://www.stroome.com/

Sources for images
• Pics4Learning: http://pics.tech4learning.com
• Creative Commons image search: http://search.creativecommons.org/
• Free Photos: http://www.freeimages.co.uk

Animation tools
• Gifninja: http://www.gifninja.com/
• Picasion: http://picasion.com/
• GoAnimate: http://goanimate.com/

Reference
Dwyer, B. & Larson, L. (2013). The writer in the reader: Building communities of response in digital environments. In Kristine E. Pytash & Richard E. Ferdig (Eds.). Exploring Technology for Writing and Writing Instruction. US: IGI Global

Expanding the Scope of Digital Writing with iBooks Author

A New Post by Jill Castek

Tools for digital publishing are becoming much more sophisticated. With iBooks Author, it’s now easier than ever to create interactive and visually appealing iBooks for iPad. The Apple-provided templates feature a variety of page layouts. You can add your own text and images using drag-and-drop. Interactive photo galleries, movies, Keynote presentations, 3D objects, and more can also be embedded. Completed books can be submitted iBookstore in a few simple steps. And before you know it, your students can be published authors.

Many teachers are now using the iBooks Author app to create iBooks. Some have used the ePub export option using Apple’s word processing program Pages to create PDFs that can be stored and accessed on iPads (using Kindle Reader for iPad).

Andrea Santilli and her seventh graders at Woodlawn Beach Middle School created a 133 page iBook entitled Creatures, Plants and More: A Kids Guide to Northwest Florida, that includes numerous images of creatures and plants. This book is an interactive field guide of Northwest Florida. The stories and photos are now a published collection that has become top seller in Apple’s iBookstore. For those interested in visiting Florida, or just reading about it, this book will bring you in contact with fascinating interactive photo galleries and videos along with detailed narrative descriptions.

Creatures, Plants, and More:   A Kid's Guide to Northwest Florida

Creatures, Plants, and More: A Kid’s Guide to Northwest Florida

Mr. Smith’s 5th graders created  Two Kids and a Desert Town. These special education students were greatly motivated to write for an authentic audience. The project integrated technology, provided opportunities for collaboration, and gave students the chance to reflect on their learning process. Having published this book, and knowing that individuals all over the world have downloaded it and read it, these students will forever see themselves as writers!

Two Kids and a Desert Town

Two Kids and a Desert Town

After the success of Desert Town, Mr. Smith’s students created a second iBook entitled 5th Grade: Reflections on our Year. This book showcases the growth made by each student across the year.  Reflecting on their progress has encouraged them to see themselves as readers and writers.

5th Grade:  Reflections on our Year

5th Grade: Reflections on our Year

Other creative teachers, such as Chris Schillig, and his students created spin-offs works including It Was A Dark and Stormy Classroom. This book is made up of more than 40 of their collaborations and solo stories — an anthology of crime, murder and clues that proves detective fiction is alive and well in the 21st century.

It Was a Dark and Stormy Classroom

It Was a Dark and Stormy Classroom

Mr. Schillig’s AP English class tried their hands at modernizing The Canterbury Tales and created Canterbury Remixed. As you peruse this book, you can see how engaging this tools in iBooks can really be!

Canterbury Remixed

Canterbury Remixed

If you’re interested in learning the specifics of iBooks Author and are attending the International Reading Association conference in San Antonio (April 19 – April 22), check out Genya Devoe’s session entitled Using iBooks Author to Bring Content To Life with Your Students. The session will include an introduction to iBooks Author and an extensive step-by-step presentation in how participants can use iBooks Author to meet the differentiate needs of students and engage students in literacy in a new, exciting way. This session will take place Sunday April 21st from 9am – 10am in the Grand Hyatt Lone Star Ballroom E.

IRA 2013

IRA 2013

If you’ve used iBook author and have a book or experiences to share, please leave a comment. It would be great to hear from you!

Let the Reader Beware: Evaluating Digital Books

This week’s post is a guest presentation by Elizabeth Dobler from Emporia State University. Beth has been working in an area that looms large for all educators: evaluating digital books for use in the classroom. Beth has put together a rubric which I believe teachers everywhere will find useful for these essential evaluations. As a teacher educator, I am planning to use the rubric with my master’s level practicing teachers and I beiieve that teacher preparation programs need a useful tool like this for teacher candidates to learn about and use. It is with a great deal of pleasure that I offer Beth’s post on LiteracyBeat. DLG

Let the Reader Beware: Evaluating Digital Books

Elizabeth Dobler

Three things happened to me in the same month that led to my interest in the topic of digital books.  I received an iPad from my university, I began teaching a children’s literature course, and I watched first grade children create their own digital books.  So now, during the winter evenings, instead of watching television or crocheting, I am searching Amazon, the iBookstore, and Barnes and Noble for quality digital books for children that I can recommend to preservice and inservice teachers.

Through my perusal of many digital books, I have reached two conclusions.  First, digital books, or ebooks, have the potential to let readers interact with the book in amazing ways, which can be both motivating and distracting. Many digital books integrate multimedia elements, including text, images, music, sound effects, and narration. In Axel the Truck, published by Harpers Collins, this book for beginning readers provides simple text, colorful images, intro music, and truck sound effects. The reader may choose the narration feature or to read the book themselves.   A reader’s interactive finger tap or swipe can move objects or cause characters to speak. In the app book The Monster at the End of This Book, the beloved Muppet, Grover invites readers to tickle his tummy, upon which he giggles. Some digital books provide ways for readers to become part of the story, such as the app book Cinderella: A 3-D Fairy Tale, which uses  the camera feature of the iPad to place the reader’s own face in a mirror above the mantle.

When teachers, library media specialists, and caregivers choose digital books to use with children, care should be given to selecting books with multimedia elements that deepen the reader’s understanding and appreciation of the story, rather than distract from the meaning of the text. A study by the Cooney Center at Sesame Street Workshop, entitled “Print Books vs. E-Books” (Chiong, Ree, & Takeuchi, 2012), looked at the interactions between parents and their children when reading digital books and found that the enhanced digital book (one with multimedia elements) promotes discussion related to the digital design rather than the content of the book. Does this shift from a focus on the story mean we shouldn’t read ebooks with children? Absolutely not! Children need to experience lots of different genres and formats of books, both print and digital, to prepare them for the wide variety of reading experiences they will encounter in their future.

The second realization I had during my very unscientific-relaxing-on-the-couch study of digital books for children is the quality of these books varies greatly. With the advent of self-publishing and digital bookstores, the world of children’s literature is experiencing unprecedented change. Today anyone can publish a book and make it available in a digital bookstore. On the one hand, this change is highly motivating for our students, as they can see their ideas and writing come alive in a digital book, and this can be shared with others. On the other hand, because anyone can publish their digital book using relatively easy to use publishing software, the traditional system of checks and balances used to screen publications before putting them into the hands of children no longer applies. Books with inappropriate content or incorrect spelling, grammar, or punctuation are available for little or no cost. The book The Case of the Missing Banana, by Matthew Ryan, has bright illustrations and a simple, yet clever text. It’s also missing capital letters for proper nouns and at the beginning of sentences. The Quirky, Nerdy, and Entirely Original Elementary School Adventures of Derpy Dork by Jack Thomas, appears to be a cruder version of The Diary of a Wimpy Kid (Kinney, 2007). Lest I paint an unfair picture, many high quality digital publishing companies do exist. Nosy Crow and Callaway Digital Arts are two of my favorites.

Those who teach, love, and care for children must be the gatekeepers, teaching children how to make wise decisions about book selections of all types, and making these selections for children when necessary.  In order to do this effectively, we must be able to identify quality digital books.  I have shared my interest in digital books with fellow educators, and with their help, we created a simple tool for considering the quality of a digital book.  The Digital Book Evaluation Rubric guides teachers to consider the reading options, user friendliness, appropriateness, and polished appearance of a digital book. Please take the tool, use it, and send us feedback.  In fact, the process of evaluating an digital book works really well if you find a comfy spot on the couch, curl up with a blanket, your digital device of choice and enjoy a book or two.

Elizabeth Dobler is a literacy professor at Emporia State University, in Emporia, Kansas. edobler@emporia.edu

References

Chiong, C., Ree, J., Takeuchi, L., (2012). QuickReport: Print Books vs. E-Books. Joan Ganz Cooney Center.   http://www.joanganzcooneycenter.org/publication/quickreport-print-books-vs-e-books/

Kinney, J. (2007). The Diary of a Wimpy Kid. Amulet Books.

Quality Digital Books

Axel the Truck: Rocky Road (Harper Collins) by J. D. Riley, Illustrated by Brandon Dorman. https://itunes.apple.com/us/book/axel-the-truck-rocky-road/id472125985?mt=11

Cinderella: A 3-D Fairy Tale (Nosy Crow). https://itunes.apple.com/us/app/cinderella-nosy-crow-animated/id457366947?mt=8

The Monster at the End of this Book (Callaway Digital Arts/Sesame Street Workshop) by Jon Stone; Illustated by Mickael Smollin. https://itunes.apple.com/us/app/monster-at-end-this-book…starring/id409467802?mt=8

Questionable Quality Digital Books

The Case of the Missing Banana by Matthew Ryan. https://itunes.apple.com/us/book/the-case-of-the-missing-banana/id442569924?mt=11

The Quirky, Nerdy, and Entirely Original Elementary School Adventures of Derpy Dork by Jack Thomas. https://itunes.apple.com/us/book/quirky-nerdy-entirely-original/id452819761?mt=11

Digital Book Evaluation Rubric

Type of Digital Book (check all that apply):

_____  traditional (print book turned digital)                            _____  gamified (book has embedded game elements)

_____  original (book written for mobile device only)           _____  movie and cartoon inspired

_____  uncertain/unknown

Robust Quality Adequate Quality Limited or Weak Quality
Reading Options Readers can choose options for reading, listening, viewing, or interacting with the text. I can adapt the way I “read” this digital book depending on my reading needs and interests. Or if I cannot choose, I at have several options available (read, view, listen). A limited number of reading options are presented, but the reader has no choice (i.e., audio and text). I can read and listen to this digital book, but cannot choose between one or the other. Reader has no choice of options beyond reading the text and viewing the illustrations. I only have the option of reading this digital book.
User Friendliness Provides various prompts, such as arrows or sounds, for accessing special features (i.e., turning pages, moving objects). Guides the reader towards interaction with the text. I can easily understand how to access all of the bells and whistles available in this digital book. Provides a limited number of prompts for accessing special features.  I can find the special features of this digital book with some exploring. No prompts are provided for accessing special features. The reader must dig to discover the features. I have to search to find the special features of this digital book and even then I may not find them.
Appropriateness The text (vocabulary and ideas) and illustrations are appropriate for the age level of the intended audience.This is an appropriate digital book that I would recommend to the children in my class. One or two questionable elements are present in the words and/or illustrations.  I should provide an explanation prior to sharing this book with my class. The topic, language, and/or illustrations are not appropriate for the age level of the intended audience. I would not share this digital book with my students because it is inappropriate.
Polished Appearance The text has been carefully edited for spelling, grammar, and punctuation.  No errors are present. The illustrations are placed near the appropriate text. I can recommend this digital book to my students with an assurance of high quality. One or two small editing errors are present in the entire digital book, and these do not detract from the text. Illustrations are placed close to the appropriate text. I am aware of the miniscule number of editing errors, but feel the value of the digital book provides a balance. Numerous spelling, grammar, and punctuation errors are present in the text. Illustrations are repeatedly not placed near the text. There are so many editing errors in this digital book, I would be not share this with my students.

Created by Elizabeth Dobler and Daniel Donahoo

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Using Strip Designer for Literacy Learning

Using Strip Designer for Literacy Learning

“In order to be read, a poem, an equation, a painting, a dance, a novel, or a contract each requires a distinctive form of literacy, when literacy means, as I intend it to mean, a way of conveying meaning through and recovering meaning from the form of representation in which it appears.” (Eisner 1997, p. 353)

It has been 15 years since Eisner eloquently reminded us that we are moving from a text-based world to a multimodal one where we learn to learn from a fresh variety of sources and communicate generatively with a vast array of tools at our disposal. Schools around the U.S. have not always been quick to adopt such new tools and in some cases have moved to discourage the use of new literacies and evolving technologies in the classroom. In other places, such technological innovation is not only welcomed, but also supported.

We find a welcome case of such support in Napa, California, where a non-profit institution, NapaLearns (napalearns.org) has become a benefactor of technological innovation, providing grants to schools in the area for the purchase of tools and training. You may learn a great deal about the efforts of NapaLearns by visiting their website.

Here I would like to highlight one of the projects that NapaLearns funded. The project takes place in a public school and in the Kindergarten classroom of a very talented teacher, Ms. Martha McCoy. Martha and I became acquainted through her graduate program in Innovative Education at Touro University, where I taught research methods last spring.

In Martha’s words:

This year our kindergartners embarked on a great journey to explore the ways technology can be used to enhance their learning. In addition to crayons, paper, pencils, playdough, puppets, puzzles, play, manipulatives, and realia, we are learning with iPads.

Our students are primarily English Language Learners, 100% of whom are living in poverty based on qualifying for free or reduced lunch. Less than 2% of the students’ parents graduated from high school in the U.S. and 17/18 students only speak Spanish at home.  These students are at the greatest risk of school failure.

The strategy for use of the iPads was to provide early academic intervention focused on building English language vocabulary and school readiness in our most ‘at risk’ students. The iPad enhanced kindergarten project began as a partnership between NapaLearns, a nonprofit organization, Calistoga Family Center, a family resource center, and Calistoga Joint Unified School District. The partners share in NapaLearn’s mission to “re-imagine learning for all children in Napa Valley …to promote implementation of education innovation and promote student- centered 21st century learning…so our students can compete in a fast paced technology enhanced world.” (NapaLearns Mission Statement, 2010).

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Martha completed an action research report to ascertain the effects of a partnership in her school between her kindergarteners (who knew iPads) and 6th graders at the school (who knew about writing). The Kinders and the 6th graders worked in cooperative pairs to create comic strip posters to show preschool children (who would be in K the next year)  what a typical day in Kindergarten looks like.

The Kindergarteners used their iPad cameras to take pictures of typical scenes in a Kindergarten day. They also drew pictures using Drawing Pad (see screen capture below).

 

 

The drawing pad application costs $1.99 and I purchased it to try it out. Don’t laugh (I’m not an artist!), but learning the program was simple and here is a terrible example.

For those of you who know my husband, Marc, he is well represented by a firetruck (we own one from 1949). Me, I’m always up in the air.

The students put this photos and text together using another iPad (and iPhone) application called Strip Designer (see screen capture below). This program costs $2.99 and I also downloaded and tried it out using photos.

Strip Designer also has a tutorial and is relatively easy to learn.  I’ve done a couple of the comic strips, but instead of sharing mine, I have Martha’s permission to share one her student did:

But probably the best way to get the essence of Martha’s work is to view her Animoto on the project, also created for the Innovative Learning program at Touro (under the auspices of Program Director, Dr. Pamela Redmond). You can view this at http://animoto.com/play/xLgpKJU7wrQjLe1qaVfWuQ.

You can also get more information about Martha on her weebly website: http://msmccoysclasswebsite.weebly.com/

One project is complete, but new learning continues. Martha is busy planning new efforts for this academic year. She has already designed lessons on digital citizenship for the K-6 team. She plans for 6th graders to learn about Internet safety, cyberbullying, and respectful (and responsible) digital behavior to prepare for teaching their Kindergarten buddies.  Then they will design posters, digital books, and skits with their Kindergarten buddies about how to be safe and respectful online. Martha plans to weave elements of Internet safety throughout their projects all year long and build it into their rubrics.

I can hardly wait to see the results!

In the meantime, I am planning a little research of my own with the collaboration of four high school teachers who will use Strip Designer to scaffold the literature they will be using in their classrooms. Much more on that later.

There are so many ways that the above two inexpensive programs can be used to scaffold our students’ learning. The Drawing Pad art can be emailed and archived, as well as placed in “albums” and books to be viewed online or printed out. Strip Designer is very productive also. I have written before with colleagues on the uses of graphic novels in special education (Smetana, Odelson, Burns, & Grisham, 2009; Smetana & Grisham, 2011), while having used them with mainstream classes. Storyboarding and graphic novel writing is made easy with Strip Designer. There must be many more uses of this that readers of this blog can envision! A very positive part of this is that one iPad can be used to do all of this. Martha has iPads for all her students, but even if you have one in your classroom, you can provide enormous benefits to your students with very little expenditure.

What are YOUR ideas for using these new tools? All ideas and comments are very welcome!

References

Eisner, E.  (1997). Cognition and representation: A way to pursue the American Dream? Phi Delta Kappan, 78, 349-353.

Smetana, L., Odelson, D., Burns, H. & Grisham, D.L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adult and Adolescent Literacy, 53, 3, 228-240.

Smetana, L. & Grisham, D.L. (2011). Revitalizing Tier 2 interventions with graphic novels. Reading Horizons, 51, 3.

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