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Adolescents and Digital Literacies Learning Alongside Our Students Sara Kajder

Adolescents and Digital Literacies Learning Alongside Our Students Sara Kajder

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Adolescents and Digital Literacies

Learning Alongside Our Students

Sara Kajder

Preface p. XIV

What qualities do teachers who use technology effectively possess~

1. teach using approached that foster critical thinking2. address diverse needs3.develop a solid knowledge and commitment4. participate in ongoing PD 5. Classroom Management *

Myths p.ix

#1: Literacy refers to ONLY reading!

#2: Students learn everything about reading and writing in Elementary School.

#3: Academics are all that matter in literacy learning

#4: Students who struggle with one literacy will have difficulty with ALL literacies

What current data says...  p.15

In the past 5 years more research and data has emerged...

Youth ages (12-24) who are ONLINE 93%

100% of schools NOW have Internet Access *

Three Major Uses: content creation, information production, and interacting with others

Studies: Pew Internet, Kaiser Foundation, Palfrey & Grasser

Computer Literacy p. 2

Literacy is NOT just limited to printed text. It includes images, videos, audio, and use of tools.

Have you ever heard someone say..." I can't I'm computer illiterate."

 Remember...

"Tech. for DUMMIES" books to combat this?

"ThE DiGiTaL DiViDe" p. 18

*As access increases the gap between users and non-users increases with the availability of more information. Participation vs. Access55% of online teens have social profile80% were engaged in their profile and others

Access doesn't = participation

Information from: The American Life Project

Meaning Making p. 32

Three Foundational Patterns 

1. Digital Youth are engaging in literacy practices that are richly multimedia

2. Varied literacy practices allow students to work in different roles

3. Community-building is at the core of our work as English teachers

Three Student Case Studies

First Study - Jassar's Story

    Jassar was not successful in academic realms, but outside of school Jassar flourished. He demonstrated literacy in tech. applications. He used them to support his community service work,  and in creating a group for connected American teens. He was not taught his skills IN-CLASS, but will certainly use them for his life in the future.

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Second Study - Doug's Story

       Doug is a high school study who questions everything. He was knowledgeable about many tools ranging from Facebook to ipods. His knowledge did not come from reading books, but from being immersed in using it OR watching others use it.

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Third Study - Molly's Story

    Molly used technology as a way to collaborate with peers on a high school literature assignment. Even with what she considered 'slow' technology Molly  was able to use tools such as; Moodle, Voicethread, Google Docs, and Skype to reach out to others. She identified these as being a big part of the project. It was not required that students collaborate in these ways...they were methods chosen by them!

Characteristics of Practices p. 35

WEB 1.0  Vs. WEB 2.0 Individual Collaborative, Participatory

Print-based Multimodal

Teacher or Curriculum Directed Self - Directed

Teacher to Student Feedback Feedback from diverse places; public, peers, networks, collaborators

Compare/Contrast

Traditional Writing

EditingRevisingCraftingCreating

 Audience

Digital Writing

EditingRevising

Commentators/FeedbackCrafting

RecyclingCreating

Audience*Distribution

Writing using a variety of media elements:

Images 

Voice 

Text Features

Video   

Speed-bumps along the way... p.105Assessment - is not about urgent technology use; it is about emergent use of new literacies.  These literacies are added to areas of "traditional" practices that can be enhanced.No Home Computers -Computer Lab (Time?) some flexibility and efficient use of lab time must be budgeted. Filters - can often be pulled back from a site when the impact of instructional goals have more impact.

Administration - share your pedagogical values and invite your administrators into your classroom.

Valuing Tech as a New Literacy Brought to the Classroom:expanding our literacies p.68

• Expand our definition of literacy to include non-digitized multimedia, digitized multimedia, hypertext, and hypermedia

•  Adolescent literacies are often invisible in the classroom; seeing them as valuable helps to create connection between  out-of-school literacy and traditional English curriculum

Learning Alongside Your Students

p.86-87 "We are living in the middle of the largest increase in expressive capability in the human race (Shirky 106). The use of media spaces to communicate and collaborate works very differently "from the print practices embedded deeply" in our curriculum. Online publishing gives the writer an immediate audience with a "platform [that] is at once global and free" (Shirky 77). 

Student Sharing p .74

  Random groups (of three students) are selected by   drawing   names   Each student brainstorms a list of feedback that is   important to them personally    These responses are logged through Voice Thread  which   was helpful for students who still rely on print   Student sharing via Voice Thread  is also used for book    talks, allowing less talkative students an equal chance to    share

 

Examining Teacher Practice p. 81

 Readers talking with readers through literature circles and podcast Students are engaged with their reading because they are doing something with their reading There is a level of public-ness  in an activity that is most often private  Invokes positive discussion between readers  and self regulation -

Why it works from a learning Standpoint:

p.96Brings together students' expertise

Allows students to speak as skillful readers

Success credited to students rapidly receiving and generating critical feedback from their peers

affirmation from peers

connected real-world experiences with tasks

 Link to Reading p. 78

New literature circles    support student discussion    explore strategies students use when reading     help to develop "reader's voice"

Reading discussions on line    engage in new practices using new tools    support community      create  meaningful outcomes              

                            

Multicultural Point of View p.xiii

Multicultural literacy is seeing, thinking, reading, and discussing in ways that confront and bridge social, cultural, and personal differences. It is not just reading "ethnic" text; it is a holistic way of "being"  that brings about social responsibility that extends beyond the classroom. Integration of technology is a way to "enhance" multicultural literacy

Interaction w/ Society p. 23 & Ch.7

Technology affords amazing opportunities:       to interact with current authors and  poets via e-mail        to develop communities of like-minded   learners         (example:  Ning community)          professional blogs  

                  

        

Leaving Your Digital Footprint p. 20

As teachers we help students:          engage in critical reading of literary texts

         examine,engage and work to understand literary          practices made possible by new media

         observe student work, conduct interviews,          observe/participate in learning context outside of           school which all help to develop a "digital footprint"

 Resource

 Kajder, Sara. Adolescents and Digital Literacies:

Learning        Alongside Our Students. National Council of        Teachers of English, 2010. Urbana, IL.

 Presented By:

 Susan Steffel

Elizabeth MillerJanis Germain