From Last Time/Desde La Última Vez:

Today's Daily Agenda

1. Attendance by showing a draft of Part Two of Your Multimedia Project

2. Questions? Answers?

3. Writing Time:

  • Free Choice
  • Pair Share

4. "Digital Writing"
*Four snapshots:

    • Participatory Culture
      With relatively low barriers to artistic expression and civic engagement
    • With strong support for creating and sharing one’s creations with others
    • With some type of informal mentorship whereby what is known by the most experienced is passed along to novices
    • Where members believe that their contributions matter
    • Where members feel some degree of social connection with one another (at the least they care what other people think about what they have created)
  • New Ways to Teach Writing
    • They expose students to more generalizable strategies for digital writing that can be used inside and outside of school.
    • They cultivate important skills, dispositions, and habits of mind that extend beyond the focused activities themselves.
    • They involve students in creating and reflecting on multimodal compositions, helping students learn to manage the intersections of image,voice, and text.
    • They involve publishing for real audiences and purposes so that students can experience and learn from the full writing process
  • Challenges Writing Teachers Face in Digital Writing
    • Inadequate training: Computers are very complicated tools that in and of themselves don’t necessarily make anything easier or faster. For computers to be richly connected to curriculum, a great deal of time and training must be

allocated to their integration, and, unfortunately, few schools had (or now have) the means to provide appropriate and adequate training, especially considering how fast technological tools evolve.

  • Shifting notions of texts:Where does grammar instruction fit, for instance, in slideshow presentations? What happens to the thesis statement in a digital movie? Teachers require new layers of literacies to use and integrate computers in the classroom in ways that do not distract from but instead complement writing practices. And not only do teach-ers require these literacies, they have to be able to teach and assess them.
  • Shifting notions of literate citizenship: Students rely on skills that allow them to navigate video games, to search through complex systems,

to hack through school- or parent-constructed firewalls, and more. Not surprisingly, teaching new literacies is remarkably difficult in an environment where both technology and digital literacy practices change so rapidly that our schools—including our public schools, and especially our public schools in poor or poorly funded districts—struggle to keep up.

  • An array of student technological skills: Classrooms are and have always been complicated spaces where a range of abilities are enacted. Technology adds a new layer to these complications, as students bring

with them remarkably different technology backgrounds and digital literacy skills.

  • Privacy and personal safety challenges: The American public has read

headlines over and over again in the past fifteen years or so regarding young people “in danger” while participating in online networks. In the classroom, teachers have to negotiate their best practices and the best sites to integrate teaching with the protection of students’ identities and privacy in digital spaces.

  • Timing and access: Teachers who have limited access to computer labs

or who have to schedule time in computer labs weeks in advance recognize issues related to timing and access. Just-in-time teaching—having the ability to address student questions, concerns, and writing-related needs as and when needed—is ideal, but when computer lab access is scheduled for the semester or the school year weeks in advance, it’s tricky to create a just-in-time environment.

  • Standards and autonomy: All teachers operate within standards, their

implementation, and their assessment. All teachers have to negotiate their classroom and school autonomy within the framework of standards and testing. Because digital writing tools and spaces evolve constantly, no one standard or set of standards will capture entirely or specifically the skills our students need to best equip them in a twenty-first-century world.

  • Public scrutiny: If teachers have students use authentic, real-world dig-

ital tools and spaces in their classrooms, this often means they’re having students write to an audience beyond the classroom. In this context, student-produced drafts might be taken out of context, and student work is more visible than it perhaps has been in the past

  • A New Understanding of Rhetoric and the Rhetorical Situation
    • Rich contexts for writing By this, they mean both spaces that allow stu-

dents to write with computers and share that writing, and assignments and approaches that encourage students to do so in appropriate ways.

  • A rhetoric that is technological, social, and cultural The WIDE

Research Collective argued that traditional approaches to audience, con- text, and purpose certainly carry over into digital realms, but that we must also attend in different and perhaps new ways to the social and cultural contexts of digital writing.

  • An analytical, thoughtful, critical consciousness of technology When

students live technology-rich lives, and when many technologies become ubiquitous, we must work to remind learners to question technology, to analyze tools, and to carefully select the best tool available for a particular meaning-making task.

  • A “learning how to learn” approach Because technologies change and

evolve so quickly, it is in our and our students’ best interests to teach approaches that transcend specific technologies and can be brought to bear in different contexts and with different tools. In this way, students can change and evolve with technology rather than remain rooted to skills anchored to one particular tool or technology.

  • A recognition of multimodal approaches to writing Approaches include writing as text, with images, with audio, with hyperlinks, and much

more. Students need to understand how these media work for different audiences and in various contexts and how to layer and juxtapose media to create sophisticated messages

5. Work time--final of your Video or Podcast Due Thu; or work on your "Images and Words" assignment.

6. Next Time/La Próxima Vez:

  • Write Video or Podcast is Due