Meet the Influencer: Peggy Semingson

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Literacy Beat bloggers have long taken inspiration from Peggy Semingson’s dedication to using technology to advance learning. We wondered what she is currently working on professionally for our Influencer series. Her answers follow. 

I was asked to write for Literacy Beat about some of the latest projects and ideas I have been working on as they relate to the intersection of literacy and technology. A few of those ideas are shared here. Comments are most welcome!

Peggy Semingson

Peggy Semingson

What trends do you see having a significant impact in the coming 5 years in the space where technology and literacy meet?

There are two ideas I will briefly share: Open educational resources and self-directed teacher professional development via social media (e.g., Twitter).

Lately, I’ve been hanging out with librarians and attending library-focused presentations and events. Librarians are truly on the cutting-edge of the future and are in tune with trends like the changing nature of information and literacy access. One of the main topics of focus among librarians and those in the broader education community has been the concept of open educational resources, or OER.

Generally, OERs are text-based and multimodal resources freely available on the Internet. They are intentionally made and created to broadly share knowledge and information with the goal that others can remix and/or reuse the content to meet their needs. MOOCs (Massively Open Online Courses that are offered free of charge), such as those offered by edX, are steadily used by educators and others to participate in open learning and connected with others online. Teachers are providing MOOCs in more grassroots ways, for instance, through Canvas.

OERs, including free courses such as MOOCs, are increasing access to learning and are of importance in underserved areas like third world countries and for those who just need or want to learn a skill or acquire knowledge outside of formal schooling.

What is exciting is these open and freely available resources are gradually replacing expensive textbooks. I’m a firm believer that learning materials should be mostly current and with digital and open resources, they can be more readily updated. I have personally contributed to the OER space also in terms of my YouTube channel which has almost a million minutes of viewings! The most popular video is on the topic of phonological awareness, phonemic awareness, and phonics. I think this topic is confusing to a lot of people, globally, so I’m glad I can help add some clarity there! I also share micro-podcasts on literacy topics in my podcast channel on SoundCloud.

One of my goals is to revamp my professional website, Virtual Gadfly, to focus more on sharing concrete tools for K-12 teachers. Future plans include expanding my YouTube channel to include videos on other complex ideas in literacy, such as dyslexia and other high-interest topics.

Also of interest are creating more of what I call dialogue videos, where I am informally talking with another educator about a specific topic in an unscripted way. I have done some dialogue videos with my colleague Dr. Jodi Tommerdahl and she brings her background in neuroscience and linguistics into our conversations on literacy topics of mutual interest. These videos are then also incorporated into my literacy teacher education courses and they are freely available online.

Beginning Reading: Dialogue with Dr. Peggy Semingson and Dr. Jodi Tommerdahl

Another idea I am seeing is the whole idea of teacher professional development as incretamixes_twitterasingly decentralized away from formal training led by schools, districts, or outside vendors. Increasingly teachers are taking learning into their own hands via social media (e.g., Twitter), digital platforms, and mobile learning (m-learning).

We are all seeing and participating in self-directed learning, or what I call “DIY PD” (do-it-yourself PD) such as scheduled Twitter chats, hashtag learning and awareness (e.g., #weneeddiversebooks), crowdsourced resources, and direct teacher-to-teacher supports. This is part of a broader trend of decentralized learning across multiple social media platforms. I appreciate the grassroots nature of these types of digital learning activities that teachers can participate in. The dialogue taking place on Literacy Beat is another example of educators engaged in “DIY PD” and learning. I would like to do empirical research in this area of self-directed teacher professional development soon. Recently, I wrote a column about the use of Twitter in learning about young adult authors recently in The ALAN Review.

What significant event in your life changed the focus of your work?

Teaching online, starting in 2008, made a huge impact on the focus of my practice and research. At first, I was a complete “deer-in-the-headlights” about teaching online and really didn’t know what to do or what my role was as an instructor. Most people need an overarching framework to guide their thinking about teaching online.

Related to digital teaching and learning, I learned about the Community of Inquiry (COI) framework from a former professor I still keep in touch with, Dave Caverly at Texas State University, San Marcos (in Texas). Learning about the Community of Inquiry framework (Garrison & Arbaugh, 2007) changed my whole approach to digital teaching and learning as a teacher educator!

The focus of COI is three-fold (Garrison & Arbaugh, 2007). First, there is the teacher presence and role in the course. Second, there is an intentional fostering a sense of trust and social presence in the course. Third, the teacher actively facilitates a cognitive presence, or an inquiry and problem-solving approach in the course.

It has worked quite well as a foundation and framework for my own teaching. I also create a lot of my own materials, mostly multi-modal. I have been well supported in my ongoing learning in digital teaching and learning by the Center for Distance Education at The University of Texas at Arlington.

What research are you currently working on related to literacy and technology?

I’m working with a small team of colleagues to analyze how a major literacy organization exchanges ideas in networked ways through Twitter. We are incorporating data analytics (“big data” approaches to research) as well social network analysis (SNA) of the publicly posted Tweets from a major conference. We are using mostly computational tools to look at the data.

It’s really fascinating! This ties to my earlier point about teachers seeking to enhance their own learning spaces and backchannels outside of more traditionally sanctioned (e.g., school district or formal schooling) contexts. I’m really interested in how teacher knowledge production about literacy works in self-directed professional development digital spaces like Twitter, blogs, and other online forums. I believe that literacy organizations and publishers will play a big part in helping to facilitate such “backchannel dialogue” related to professional learning about literacy. Stay tuned for more on this soon!

I am affiliated with a small group of colleagues (“Obnoxious Academic Consortium”) in literacy. We want to advance thinking in our field about multimodality in literacy and academia. We want to also advance the idea that there are other venues besides traditional print journals to network and exchange ideas. The blog for this group is here.

Reference

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet & Higher Education, 10(3), 157-172.

Meet Peggy:

Dr. Peggy Semingson is an associate professor of Curriculum and Instruction at the University of Texas at Arlington where she teaches online courses in Literacy Studies. Dr. Semingson has experience as a classroom teacher and reading specialist in both Southern California and Texas. Her research interests include social contexts of literacy learning, digital pedagogies, and online literacy teacher education. She has published in Teachers College Record, Language Arts, and Research in the Teaching of English. She was awarded the Jeanne S. Chall Research Grant from Harvard University in 2009–2010. She is on Twitter: @PeggySemingson. Her blog is: http://virtualgadfly.com

Contact Peggy at peggys@uta.edu

Peggy and Dexter

Peggy and Dexter

Teacher Education Research Study Group

By Thomas DeVere Wolsey & Dana L. Grisham 

The Teacher Education Research Study Group, or TERSG, is a professional learning community of the Literacy Research Association that sponsors research in the field of (you guessed it) teacher education related to literacy.

TERSG members consider the preparation of excellent literacy teachers to be both a professional and a personal priority. In addition, this study group provides an opportunity for educators to come together for further study of effective practices in literacy teacher education. In this post, I want to tell you a little bit about a longitudinal project that examined the pathways from teacher candidate to student teacher to novice teacher. This project is the work of a subset of the larger study group who have published many other articles and resources related to teacher education, as well.

The research team has changed members as personal and professional demands have changed over time, but the work has continued since we first started the three-phase project in 2009.  The group has been incredibly productive, but one of the things that has come out of our work has been the opportunity to demonstrate that faculty members from small teaching colleges can work together to gather a substantial data set and mold that into multiple presentations and publications.  In addition our little band of researchers, a subset of the larger study group, has strengthened friendships, as a result of this project.

In addition to face-to-face meetings at the annual Literacy Research Association conference, the researchers met frequently using technologies such as Skype, Google Hangouts, and webinar software. We stored and shared documents on Box.com, Google Drive, and occasionally in Dropbox.  The Box.com secure site houses over 1154 discrete documents from raw data, to minutes of our meetings, to draft and final manuscripts.

This post will serve as a home base listing of the publications and presentations completed to date. We hope that our work will help inform the ongoing discussions about how best to prepare candidates as exemplary teachers of reading. Whenever possible, I have included a link to the presentation and publication resources, as well. The Wordle slide show, below, is drawn from descriptors of the teacher preparation programs that participated in the project.

Publications:

Scales, R.Q., Ganske, K., Grisham, D.L., Yoder, K.K., Lenski, S., Wolsey, T.D., Chambers, S., Young, J.R., Dobler, E., & Smetana, L. (2014).  Exploring the impact of literacy teacher education programs on student teachers’ instructional practices. Journal of Reading Education, 39(3), 3 – 13.

Grisham, D.L., Yoder, K.K., Smetana, L., Dobler, E., Wolsey, T.D., Lenski, S.J., Young, J., Chambers, S., Scales, R.Q., Wold, L.S, Ganske, K., & Scales, W.D. (2014). Are teacher candidates learning what they are taught? Declarative literacy learning in 10 teacher preparation programs. Teacher Education and Practice, 27(1), 168-189.

Wolsey, T.D., Young, J., Scales, R., Scales, W. D., Lenski, S., Yoder, K., Wold, L., Smetana, L., Grisham, D.L., Ganske, K., Dobler, E., & Chambers, S. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35 (3), 204 – 222. doi: 10.1080/01626620.2013.806230

Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D.L., Scales, R., Smetana, L., Wolsey, T.D., Yoder, K.K., & Young, J. (2013). Literacy course priorities and signature aspects of nine teacher preparation programs. Literacy Research and Instruction, 52(1), 1-27. doi: 10.1080/19388071.2012.738778

Young, J.R., Scales, R.Q., Grisham, D.L., Dobler, E., Wolsey, T.D., Smetana, L., Chambers, S., Ganske, K., Lenski, S., & Yoder, K.K. (In press). Teacher preparation in literacy: Cooking in someone else’s kitchen. Teacher Education Quarterly.

1 additional manuscript is currently under review and 2 more are in preparation. These will be added to the resources listed here as they are published.

Presentations:

Wolsey, T.D., Grisham, D.L., Smetana, L., Ganske, K., Scales, W.D., Lenski, S., Scales, R., Wold, L., Chambers, S., Young, J., & Dobler, E. (2013, April). A longitudinal investigation of teacher education programs across the United States. Paper presented at the annual meeting of the American Educational Research Association in San Francisco, CA. Poster session 45-086-5 #14. Juried.

Wolsey, T.D., Scales, R.Q., Young, J., Smetana, L., Lenski, S., Yoder, K., Ganske, K., Grisham, D. L., Dobler, B., & Chambers, S. (2015, December). A longitudinal perspective on teacher development: Investigation of teacher preparation. Paper presented at the annual meeting of the Literacy Research Association. Carlsbad, CA. Juried.

Wolsey, T.D., Grisham, D.L., Smetana, L., Ganske, K., Scales, W.D., Lenski, S., Scales, R., Wold, L., Chambers, S., Young, J., & Dobler, E. (2013, December). From teacher preparation through first-year teaching: A longitudinal study through the lens of professional standards for literacy professionals. Alternative session paper presented at the annual meeting of the Literacy Research Association, Dallas, TX. Juried.

Scales, R.Q., Chambers, S., Wold, L., Young, J., & Lenski, S. (2012, November). Exploring the impact of literacy teacher education programs on teacher candidates’ instructional practices. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA. Juried.

Dobler, E., Grisham, D., Lenski, S., Scales, R., Wolsey, D., Smetana, L., Young, J., Yoder, K., Alfaro, C., Chambers, S., Ganske, K., & Wold, L. (2011, December). Expanding the investigation: Exploring the impact of teacher preparation programs on the instructional practices of teacher candidates. Paper presented at the annual meeting of the Literacy Research Association, Jacksonville, FL. Juried.

Scales, R.Q., Chambers, S., Wold, L., Dobler, E., Lenski, S., Smetana, L., Grisham, D., Wolsey, T.D., Young, J., Ganske, K., Alfaro, C., & Yoder, K.K. (2011, November). Signature aspects of literacy teacher education programs: A national study. Paper presented at the annual meeting of the Association of Literacy Educators & Researchers, Richmond, VA. Juried.

Lenski, S., Wolsey, T.D., Alfaro, C., Chambers, S., Dobler, E., Scales, R., Smetana, L., Grisham, D., Wold, L., Young, J., & Scales, W.D. (2010, December). The impact of teacher education programs on the instructional practices of novice teachers. Alternative format paper presented at the annual meeting of the Literacy Research Association, Ft. Worth, TX. Juried.


Multimedia digital books: Forward Thinking

Teaching the Language Arts: Forward Thinking in Today’s Classrooms by Elizabeth Dobler, Denise Johnson and Thomas DeVere Wolsey. Published by Holcomb Hathaway, ebook available via Inkling platform.

forward thinking

  When I received a copy of Forward Thinking I was immediately struck by the calibre of the authors (Elizabeth Dobler, Denise Johnson and our own Literacy Beat blogger De Vere Wolsey). In turn, each author is well respected within the literacy community for situating their research in classrooms and making strong research-to-practice connections. The six modes of the Language Arts- reading, writing, listening, speaking, viewing and visually representing provide the organisational framework of this etext. However, it is the enhanced etext publishing format which I want to particularly draw attention to in this post.

A number of distinctive features encourage active learning environments by combining traditional and electronic content. These features allow the reader to transact with the text in multiple ways through media elements such as, video, graphics, and audio which are embedded in the etext. Readers can watch lessons being taught in real classrooms; have instant access to multiple resource ideas that are shared through video clips (e.g. writing workshop); listen to podcasts of teachers and students; view graphics of work samples and follow hyperlinks to websites. In addition, links between research and practice are featured in interviews with scholars like Don Leu, Dorothy Strickland and Nell Duke. Finally, the etext incorporates a note sharing feature which could be used to create pathways to learning through listening, reading and viewing within a community of learners.

The authors of Forward Thinking note that the book models ways in which electronic resources can be integrated with and used to augment traditional classroom instruction. Forward Thinking  allows us  envision the possibilities when technology is integrated in meaningful ways to enhance literacy and learning in the 21st century classroom.

Literacy Beat @ IRA (Sunday)

Last year at IRA, Dana was awarded the TILE-SIG Research  Award. This year, she is the keynote speaker. The title of her keynote is “Changing the Landscape of Literacy Teacher Education: Innovations with Generative Technology.”  Congratulations go, also, to our friend and colleague, Denise Johnson at the College of William and Mary, who is the TILE-SIG Research Award recipient this year and next year’s keynote speaker.

Bloggers Dana and DeVere with colleague Linda Smetana discussed their work with Vocabulary Self-collection Strategy Plus (VSS+) at the Meet the Researchers Poster Session on Sunday. Their poster (via Slideshare) you can view here:

VSS+ Poster Session at Meet the Researchers
Learn more about VSS+ on this blog here and here.

View video examples of students’ VSS+ work below.

Dana and Linda Smetana presented research on the manner in which preservice teachers approached and used ebook formats.

And great news! Bloggers Jill and Bernadette with colleague Colin Harrison wrote a new book that debuted today.

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Colin, Bernadette, and Jill presented shared resources and ideas excerpted from their new book published by Shell Education.  The IRA session entitled Transform Your Literacy Practice Using Internet Tools and Resources: Meeting Students’ Instructional Needs while Addressing the Common Core State Standards.  Click here to access the presentation materials and website for the session.

In the book, readers will discover how to effectively use technology to support students’ literacy development. New classroom uses for technology are introduced in this easy-to-use resource that help educators enhance students’ attention, engagement, creativity, and collaboration in reading and learning. Great for struggling readers, this book provides strategies for making content-area connections and using digital tools to develop reading comprehension.For more information about the book, click here.

 

Pecha Kucha, a Presentation Format with Many Possibilities

By guest posters W. Ian O’Byrne & Sue Ringler Pet, & regular blogger Thomas DeVere Wolsey

The nature of literacy is rapidly evolving and these changes demand an expanded view of “text” to include visual, digital and other multimodal formats (Rose & Meyer, 2002; New London Group, 2000; Alvermann, 2002). A richer and more complex definition of literacy requires a complex theoretical framing of the “multiple realities” that exist between educational research and practice (Labbo & Reinking, 1999).  Several colleagues* decided to experiment with the pecha kucha presentation style at a session of the Literacy Research Association, December 5th, 2013. What they learned from the session and their ideas for PK-12 classrooms and teacher preparation coursework is summarized in this post of Literacy Beat. Our pecha kucha session used multiple methods united by similar perspectives to investigate shifts in the space and stuff (Lankshear & Knobel, 2006) of learning.

Evolving pedagogical models for new literacies and emerging technologies hold “explosive possibilities” (Barab & Kirshner, 2001) for reading and writing spaces. Specifically, these studies examine literacies as cutting across chronotopes of time and space (Bakhtin, 1937) and evolving into “communities of inquiry” in which participants require new knowledge and identities (Gee, 2005).

Since the technological advances documented in these studies drove much of the change that we see in information and communication, researchers and educators attempted to answer the important question:  How can the use of new and digital literacies in instruction enable “explosive possibilities” for meaning-making and identity construction? These studies examined literacies and digital texts while documenting perceived changes in social practice through the lens of teachers and students as agents of change.

What is Pecha Kucha?

Pecha kucha, Japanese for the sound of conversation, is a presentation method in which 20 slides are shown for 20 seconds each (6 minutes and 40 seconds in total). The format utilizes images more than words, keeps presentations concise and fast-paced, powers multiple-speaker events, keeps the interest level up, and gives more people the chance to show. Would you like to hear several Japanese speakers pronounce the term? Click here.

Teachers and Students use Pecha Kucha

Pecha kucha is well-suited for the age of the Common Core and other rigorous standards.  The Common Core calls for students to evaluate information from diverse sources, present information in an appropriate style, and make strategic use of digital media. Further, the pecha kucha style requires student presenters to be concise and choose their words and images wisely and well. Students might present pecha kucha via webcast or video (think, YouTube or Vimeo) so that parents and other community members can participate. They may work in small groups around selected topics. Who says every presentation has to be made to the entire class, anyway?

Teacher Educators and Teacher Candidates use Pecha Kucha

The IRA standards for Literacy Professionals call for teacher candidates to employ traditional print, digital, and online resources to “meet the needs of diverse students” and “prepare learners for literacy tasks of the 21st century.” Arguably positioned in one of the most influential roles with regard to the explosive possibilities of digital literacies in PK-12 education, teacher educators must continually model well-considered integration of digital tools in university classrooms. Within the context of a disciplinary literacy course, for instance, professors may choose the pecha kucha platform for in-class presentations in lieu of the tired Powerpoint® platform, especially in cases where visuals are preferable to print text, to effectively encapsulate and express important concepts, terms, or ideas. In this setting, pecha kucha presentations can be posted and revisited on Blackboard or similar course platforms for review. Professors may also invite undergraduate and graduate students to learn and employ pecha kucha to explore and represent basic literacy concepts with digital images and metaphors — and teach them to classmates. Teaching and/learning such “basic” literacy terms (e.g., phonemic awareness, syntax, semantics) through a multimodal digital platform (pecha kucha) may lead to enriched understandings of the ways in which reading involves the coordination of multiple systems including traditional “components” theory of teaching reading instruction as well as sociocultural theories of literacy acquisition.

How to Create Pecha Kucha: Resources and More

What are the steps to creating a pecha kucha presentation?

  • This website lists presentation steps in pecha kucha format and a template is available there, as well.
  • A few tips for beginners might be helpful to teachers who want to coach their students and minimize frustration.
  • Richard Edwards suggests that pecha kucha can be easily adapted to two-person teams; that is, a 20 slide X 20 second presentation by one student can become a 10 slide X 20 second presentation by two students. He also staggers presentations over class sessions such that no one class session is devoted to a long series of pecha kucha presentations, which, like traditional presentations, can be quite tiring for the audience.
  • Because pecha kucha is image intensive, it is very important that students learn the basic principles of Fair Use and apply them. This post from an earlier LiteracyBeat column may be a good start.  Learn more about Creative Commons and how it works to give students and other users the tools to share and use the creative work of others.

Similar to pecha kucha, Ignite presentations include 20 slides but they advance at the rate of 15 seconds each (total of five minutes). Some fairly good information about both ignite and pecha kucha are available from Trinity Valley Schools (opens as a PDF).

Assessing Pecha Kucha

Of course, any presentation in a classroom is an opportunity to learn and a chance to demonstrate what has been learned.  Assessment includes the possibility of feedback about content knowledge, processes leading to learning, and presentation, speaking, and listening proficiency appropriate to the grade level. Mr. Holliday designed this rubric as a means of assessing and providing feedback on the pecha kucha format. This university rubric from iRubric takes into account content knowledge  and this  one, by Danny, is designed with the junior high or middle school audience in mind. Educator Jeff Utecht suggests that participants rate the pecha kucha presentation using a form in Google Docs for quick analysis and feedback. Also on the blog post are additional ideas and a rationale for using pecha kucha.

Typical assessments measure and provide feedback as to how the presenter met the pecha kucha criteria (including 20 slides X 20 seconds each, 6 minutes 40 seconds total), concision, design, and cohesion, as well as content. Choo (2010) suggests that makers and composers of digital texts consider the following:

•           How do words function to “relay” or contribute to the meaning of an image?

•           Where will the image be placed in relation to the words and why?

•           How much of the frame-space will the image occupy, compared to the words?

•           Is the focal point of the text on the image or on its words, and why? (p. 172)

Here is one attempt at pecha kucha by DeVere recreated from the December 2013 presentation at Literacy Research Association. It is not quite perfect (you will notice it is longer than the allotted time!), I am sure you’ll agree, but do play the video and let us know what you see.

What have you done in your PK-12 or university classroom with pecha kucha?

*Presenters at the Literacy Research Association, Dallas, TX: Kelly Chandler-Olcott (Chair), Stergios Botzakis (Discussant), Sue Ringler Pet, Greg McVerry, Junko Yukota with William Teale, Joan A. Rhodes, Katina Zammit, William Ian O’Byrne, Thomas DeVere Wolsey

Guest posters:

W. Ian O’Byrne is an assistant professor of educational technologies at the University of New Haven. Read his blog post on the topic of pecha kucha here.

Sue Ringler-Pet works at Iona College, and you can read more about her here.

References:

Alvermann, D.E. (2002). Adolescents and literacies in a digital world. New York: Peter Lang.

Barab, S.A., & Kirshner, D. (2001). Guest editors’ introduction: Rethinking methodology in the learning sciences. The Journal of the Learning Sciences,10(1-2), 5-15.

Bolter, J.D. (1991). Writing space: The computer, hypertext, and the history of writing. Mahwah, NJ: Lawrence Erlbaum Associates.

Choo, S.S. (2010). Writing through visual acts of reading: Incorporating visual aesthetics in integrated writing and reading tasks. High School Journal, 93(4), 166-176.

Gee, J. (2005). Semiotic social spaces and affinity spaces. In D. Barton & K. Tusting (Eds.). Beyond communities of practice. Cambridge: Cambridge University Press.

Labbo, L. & Reinking, D. (1999). Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34(4), 478-492. doi:    10.1598/RRQ.34.4.5

Lankshear, C. and Knobel, M. (2006). New Literacies: Everyday Practices and Classroom Learning. 2nd ed. Maidenhead & New York: Open University Press.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Preparing Teachers to Teach Writing Using Technology by Kristine E. Pytash, Richard E. Ferdig, Timothy V. Rasinski, et al. , 2013, ETC Press

Thanks to ETC Press and editors Kristine Pytash, Richard Ferdig and Timothy Raskinski, we have a valuable new resource to guide our work integrating technology into writing instruction.

The book is available online and can be downloaded freely at: http://www.etc.cmu.edu/etcpress/content/preparing-teaching-teach-writing-using-technology

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I have copied below the description of the book, followed by the table of contents.  I encourage you to download the book and then sample chapters of interest.   Note that there is also a link to supplemental materials for Rish’s Chapter 1, Beach and O’Brian’s Chapter 5, Collet’s Chapter 8, and McIntyre’s Chapter 10.

As we all know, it is expensive and time consuming to develop, edit, and publish professional books.  I applaud the editors and ETC Press for freely offering this resource.  The work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 License.   That is, you are free to share the work, with attribution; you may not use it for commercial purposes (to learn more about this level of use, go to  http://creativecommons.org/licenses/by-nc-nd/2.5/

Book description

Technology is changing not only how people write, but also how they learn to write. These profound changes require teachers to reconsider their pedagogical practices in the teaching of writing. This books shares instructional approaches from experienced teacher educators in the areas of writing, teacher education, and technology. Chapters explore teachers personal experiences with writing and writing instruction, effective pedagogical practices in methods writing courses, and professional development opportunities that effectively integrate technology into the writing classroom and contribute to students’ growth as writers and users of technology. While the chapters in this collection are written to inform practice, they are written from a theoretical and empirical base by research-oriented educators in our field. Each chapter provides a research base for a particular instructional approach, a description of their strategy, and examples from instructional settings that highlight how the pedagogical practice advanced the knowledge of the teachers in the areas of writing instruction and technology.  This collected volume provides as up-to-date understanding of how teachers are prepared to teach writing using technology.

Foreword (David Reinking)

 Preservice Teacher Methods Courses

1.  Exploring Multimodal Composing Processes with Pre-Service Teachers (Ryan M. Rish)

2.  Developing Preservice Teachers for 21st Century Teaching: Inquiry, the Multigenre Research (Carol Wickstrom)

3.  No more index cards! No notebooks! Pulling new paradigms through to practice (Nanci Werner-Burke & Dawna Vanderpool)

4.  Exploring Writing with iPads: Instructional Change for Pre-Service Educators (Joan Rhodes)

In-service Teacher Methods Courses

5.  Fostering Student Writing-to-Learn through App Affordances (Richard Beach & David O’Brien)

6.  Virtual worlds, videogames and writing instruction: Exploring games-based writing practices across content areas (Hannah Gerber & Debra Price)

7.  Engaging Teachers in Digital Products and Processes: Interview Feature Articles (Susan D. Martin & Sherry Dismuke)

Working with Teachers in the K-12 Setting

8.  Helping teachers make the shift: Professional development for renovated writing instruction (Vicki S. Collet)

9.  Teaching Long-Term English Learners to Write in Content Areas: The Application of Dynamic and Supportive Instruction (Nancy Akhavan)

10.  Technology and Writing Instruction: Three Cases in a Title I Elementary School (Beverly McIntyre)

Beyond Professional Development

11.  Write, Respond, Repeat: A Model for Teachers’ Professional Writing Groups in a Digital Age (Troy Hicks, Erin Busch-Grabmeyer, Jeremy Hyler, & Amanda Smoker)

12.  Comic life + writing = motivated student writers: Incorporating visual graphics to teach writing (Lynda Valerie & Farough Abed)

Composition Coursework

13.  Errors and expectations in the electronic era (Jesse Kavadlo)

14.  E-feedback focused on students’ discussion to guide collaborative writing in online learning environments (Teresa Guasch, Anna Espasa & Paul A. Kirschner)

15.  Writing with Wikipedia: Building ethos through collaborative academic research (Frances Di Lauro & Angela M. Shetler)

Conclusion

16.  Assessing the impact of technology on preparing teachers to teach writing using technology (Kristine E. Pytash, Richard E. Ferdig, & Timothy V. Rasinski)

Exploring Multimodal Composition and Digital Writing

In addition to the free ETS Press volume on writing and technology, Ferdig and Pytash have also recently published an edited volume, Exploring Multimodal Composition and Digital Writing.

http://www.igi-global.com/book/exploring-multimodal-composition-digital-writing/75468.

As a contributing author, I just received my hard copy of this handbook and am looking forward to exploring the various chapters in depth (and especially the chapters written by my Literacy Beat colleagues Jill Castek and Dana Grisham!).  The book is quite comprehensive and should be an important resource for the field.  Topics include:

  • Collaborative writing tools
  • Digital Assessment
  • Digital Media
  • Information and Communication Technologies
  • Multimodal Writing
  • Online Writing Communities
  • Technology-Facilitated Revision
  • Writing Processes

There is so much to learn about technology, media, and literacy, that I feel rather overwhelmed at times (actually, more times than I care to admit!).  I appreciate the opportunity to learn from the authors represented in these two books, one of which is freely downloadable, and know I will find support for my quest to become a creative and thoughtful multimodal composer and teacher.  I hope you find these books useful to you on your journey and welcome response and comments about your work.    BD

Web-Watch: The Balanced Literacy Diet

By Thomas DeVere Wolsey

This week, I share a website I recently discovered while visiting with a colleague from the University of Toronto. The Balanced Literacy Diet website takes an innovative approach to supporting teachers, parents, administrators, and teacher-educators in preventing literacy failure. The Balanced Literacy Diet approach uses a familiar metaphor to address the complex nature of teaching literacy: the food pyramid. On this site, the food pyramid is transformed into a reading pyramid and a writing pyramid. Fifteen essential “food” groups form the foundation of the literacy diet.

Reading Pyramid

Literacy Diet Reading Pyramid

The food groups include topics such as motivation to read, writing processes, and text structures, for example. View a full list by clicking here. Teachers can then use the recipe finder to locate activities and explanations built on the food groups. For example, one recipe for fourth grade addresses the food group, “Real Writing: Text Structures” through a math lesson (see figure 2, below). The recipe includes an activity objective, four images of student work products, a video with a teacher explaining the recipe, and a transcript of the video. Links to other recipes by the featured teacher are included. Each video is concise and just long enough to keep the viewer engaged. The math literacy lesson video is just one minute, twenty-three seconds in length.

math & literacy

Math and Literacy Recipe

Another innovative feature of the site is the virtual classroom tour option. The virtual classroom tours are interactive; that is, the viewer controls what to look at in the classroom and can point to features which then pop-up a description and additional video describing what is on the screen. I recommend using Chrome or Firefox rather than Internet Explorer at this time; Internet Explorer 10 appears to limit what you can do on the website.

The Literacy Diet website is a project of the Melissa Institute for Violence Prevention and Treatment. A key tool in the Institute’s arsenal rests on the idea that improved literacy for students translates to a more peaceful and less violent society overall. Please take a moment to read about the Institute. The Ontario Institute for Studies in Education at the University of Toronto hosts the site. You may want to grab a soda and snack before you visit the Literacy Diet site—once you start reading, viewing, and touring the recipes for literacy success, you may spend more time than you planned getting to know the innovative teachers on this interactive and useful site. Teacher educators will find all kinds of useful examples for the teachers-to-be-with whom they work. Excellent ideas gathered by grade/age, stage of literacy development, and food group will inspire new ideas for teachers, parents, and administrators.

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