Bridget Dalton
berdwyer
Blaine Smith
danagrisham
jillcastek
TDWolseyUsing 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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Filed under: children's literature, collaborative writing, Early Years, English Language Learners (ELL), multimodal, visual literacy | Tagged: technology | 5 Comments »
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