Creating Culturally Relevant Discourse Through Digital Curation

Creating Culturally Relevant Discourse

Through Digital Curation

61st Annual Conference for Michigan Reading Association Grand Rapids, MI, March 13, 2017, 10:15 – 11:45

Sue Ann Sharma & Mark E. Deschaine

dr.sueann@gmail.com & desch1me@cmich.edu

Today’s TakeawayToday’s session will provide you with practical ways to integrate the Five Cs Digital Curation Framework with Web 2.0 tools. The goal is to garner culturally relevant materials to increase positive reader and writer identities, while fostering and engaging in dialogic discourse that examines voice, culture and perspective.

Think-Pair-ShareWhat are some of the successes and barriers to integrating culturally relevant materials into your curriculum and instruction?

How do you engage students in dialogic discourse to examine voice, culture and perspective?

What is Digital Curation?

"The intentional process of mindfully mining, organizing, and archiving digital resources” (Deschaine & Sharma, 2015)

Historical Links

Retrieved from http://www.oddee.com/item_93915.aspx

The Five Cs of Digital Curation Allows for the

“remixing data from multiple sources, including individuals users, while providing their own data and services in a form that allows the remixing of others” (O’Reilly, 2005, para 1).

Developing 21st- Century

Thinkers and

Learners“…no text is neutral and that all texts are created

from particular ideological positions or perspectives” (Vasquez et al., 2010, p.

265).

❑ Develop instructional resources from

❑ divergent perspective;

❑ disparate mediums; with

❑ commonality of thought

Giving and Getting Meaning with Digital Tools

❑ Instructional resources reflects

❑ Orientation

❑ Advocacy, and

❑ Perspectives

❑ Creator’s local sphere of influence

❑ Larger scholarly community

❑ The voice of the marginalized, voiceless, and silenced

Are You on Woo Woo?

Retrieved from https://www.youtube.com/watch?v=iESw5aL12II

Collect and Categorize with Reliable, Accessible, and Scalable Cloud Storage❏ Google Docs

❏ LiveBinders❏ Protopage ❏ Pinterest ❏ Google Drive

❏ Learni.st ❏ PearlTrees❏ Edmodo❏ Scoop.it! ❏ TouchCast

Collect❏ Amass resources

❏ acquire

❏ assemble

❏ preserve digitally

❏ store

Categorize❏ “Functional criteria

plays[s] an essential role in adults’ artifact concepts and that function overrides appearance as the basis for how we categorize artifacts” (Nelson et al., 2000, p. 134).

ScoopitDisability Supports

Retrieved from http://www.scoop.it/u/mark-deschaine

PinterestAdvocating Acceptance and

Awareness

Retrieved from https://www.pinterest.com/ssharma/awareness-and-acceptance/

ProtopageVirtual Desktop

Retrieved from http://www.protopage.com/suesharma

Critique❏ Intentionally sort

and exclude based on subtle (or not so subtle) differences

❏ “…the point of critique is to make the hidden and invisible in the work visible” (Anderson, 2003, p. 19)

Conceptualize

❏ Active transformation from one intent to another

❏ Augment the instructional utility of the original resource to meet instructional domains

How do we ensure oppression of past does not occur again?“Those who cannot remember the past are condemned to repeat it.” (Santayana, Reason in Common Sense, The Life of Reason, Vol.1 )

When the Nazis came for the communists,I remained silent;I was not a communist.

When they locked up the social democrats,I remained silent;I was not a social democrat.

When they came for the trade unionists,I did not speak out;I was not a trade unionist.

When they came for the Jews,I remained silent;I wasn't a Jew.

When they came for me,there was no one left to speak out.

Martin Niemöller Retrieved from https://en.wikiquote.org/wiki/Martin_Niem%C3%B6ller

Create a situated sociocultural approach to literacy and technology (Gee, 2010, p. 165)

Critique and conceptualize disparate curricular items from different contexts to encourage a broader critical world view of the issues and needs of those impacted by the materials.

Is Paris Burning?

Retrieved from http://www.telegraph.co.uk/news/worldnews/northamerica/usa/11242108/Ferguson-timeline-of-events-since-Michael-Browns-death.html

Retrieved from http://www.cliomuse.com/is-paris-burning.html

Retrieved from https://www.amazon.com/Selma/dp/B01A9R2LTQ/ref=sr_1_12?ie=UTF8&qid=1489327396&sr=8-12&keywords=selma

Conceptualization of Historical Events

Mitchell, Jerry and Derek H. Alderman. 2014. "A Street Named for a King: A Lesson in the Politics of Place-Naming." Social Education 78(3): 137-142.

Circulate❏ The public display of

artifacts❏ Extend teacher voice

and impact❏ Support learning

needs of individual students

❏ Helps create a critically conscious classroom

❏ Provides resilience to the materials

❏ Fosters interdisciplinary study

November, 2010; Vasquez et al., 2010) Retrieved from http://www.livebinders.com/play/play?id=57084

Paul Conrad’s

Political Cartoons 1959-1990s

Retrieved from http://latimesblogs.latimes.com/culturemonster/2011/12/huntington-library-closed-through-at-least-friday-due-to-wind-damage.html

History Science

StandardsCCSS 11.10

(2) Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including . . . Brown v. Board of Education. . . .

(6) Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965)

❑ Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. (Chronological and Spatial Thinking)

❑ Students distinguish valid arguments from fallacious arguments in historical interpretations. (Historical Research, Evidence, and Point of View)

❑ Students construct and test hypotheses: collect, evaluate, and employ information from multiple primary and secondary sources: apply it in oral and written presentations. historical Research, Evidence, and Point of View)

❑ Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. (Historical Interpretation)

Civil Rights Cartoons“I’m hijacking the bus!...Take us back to 1954!” March 17, 1972

Source: Conrad Collection, The Huntington Library, Art Collections, and Botanical Gardens, January-June 1972.

“Administration Line – Untitled Cartoon February 15, 1970

Source: Conrad Collection, The Huntington Library, Art Collections, and Botanical Gardens, 1968-May 1970.

Illustration choice

❑ What is the message that the cartoonist wishes to portray?

❑ What symbols did Conrad use in the cartoon?

❑ How effective is the cartoon?

❑ What emotions does the cartoon evoke today, a generation after it was first published?

Cartoon Analysis❑ Visuals

❑ List the objects or people you see in the cartoon.

❑ What symbols, if any, are used in the cartoon?

❑ What do you think each symbol means?

❑ Words

❑ Identify the cartoon caption or title.

❑ Does the cartoonist use words or phrases to identify objects or people within the cartoon?

❑ What words or phrases in the cartoon appear to be the most significant?

Adapted from U.S. National Archives & Records Administration’s Cartoon Analysis Worksheet, http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html

Curation Cautions● Intellectual property● Copyright● Privacy issues● Time ● Speed of transition to alternative media● Over-focus on tool function versus

content design● Inconsistency of Infrastructure

Curation Benefits● Can be in incremental step● Allow co-creation of instructional materials

with students● Amplifies both teacher and student voice ● Extends instructional opportunities● Cost effective alternatives to commercial

products● Encourages interdisciplinary collaboration

and discussion

Thank You!

Mark E. Deschaine, PhDdesch1me@cmich.edu

Sue Ann Sharma, PhDdr.sueann@gmail.com