EDUC 6816 Final Citizen Journalism Report

EDUC 6816 Final TrackStar

Here is the link to my final TrackStar

EDUC 6816 Weekly Reading #10

1. How does the project detailed in the video support the research process that is consistent with the kind of research people encounter in the workplace?

First, the research is personal to them.  When people in the workplace are conducting research they are looking for information that is important to their work, just like in this video these people have identified a problem and want to find a solution.  Also, they are collaborating with the locals.  Everyone's opinion and perspective is important.  This applies to the workplace because, usually, a unit runs more smoothly when everyone is working together and listening to each other.  Members of a workplace share information, just like the locals were sharing information with the researchers.  Everyone is working towards a common goal, and that is the most important aspect.

2. How does this project support new literacies?

New literacies are defined as  “a set of cultural competencies and social skills which young people need as they confront the new media landscape.” (Jenkins)  This project represents authentic research.  The problem directly affects the people and culture of Borneo.  Throughout the project observations were made, data was collected, authenticated, and analyzed, and solutions were considered. 

Sources

International Reading Association. (2009). New Literacies and 21st Century Technologies. Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf.

International Society for Technology in Education. (2012). ISTE 2012 Wednesday Keynote Dr. Willie Smits with Christopher Gauthier. Retrieved from https://www.youtube.com/watch?v=U7-qjllPCOo.

Jenkins, Henry. (2008).What can Wikipedia Teach Us About the New Media Literacies. Retrieved from http://hosted4.mediasite.com/mediasite/Viewer/?peid=a3224ae765a64c70a8e33ee164992f511d.

EDUC 6809 Weekly Reading #10

1. What is the main argument being made by the speaker?

The main argument being made by the speaker is that our goal in education should not be focused on test scores, but rather, maximizing each students' creativity; to motivate them, and foster their passion and confidence.

2. Do you agree or disagree?

I agree with the argument being made.  Schools focus too much on teaching for the test, and in the process, creativity is pushed to the side.  We want everyone to be on the same page, but every student is not the same.  We need to focus on enhancing each of our students' strengths.

3. Make connections between the ideas presented by the speaker and concepts explored in this course.

In the video the speaker talks about the importance of confidence, and how it is related to success.  In week four we read an article from Adlington, who says, "Walsh found that his students became empowered as authors, producing sophisticated pieces of multimodal work that would have been very difficult in a conventional essay."    I agree with the speaker that confident students will have more success.  Confidence is motivating; if you don't believe in yourself, will you even try?  Walsh is a great example of a teacher empowering his students; he gave them the confidence to produce great work.

The speaker in the video also stresses the importance of risk taking.  During week six we learned about a person using a new form of technology for the first time.  "I can recall my first IM experience.  I felt anxious and rushed..." (Carey)  It is important that we encourage our students to take risks and try new things, even if it scares them.  If we simply stay in our comfort zone we will never know how far we can reach.

Passion is another topic the speaker discusses.  Our students today come to us technology rich and passionate about social media and gaming.  And we have the opportunity to incorporate those interests into our curriculum.  YALSA says, "Social media has many positive uses...it provides an ideal environment for teens to share what they are learning...receive feedback...create a sense of community."  According to Hayes, "Gaming is both a form of consuming (reading) and producing (writing)."  Both social media and gaming provide teachers the chance to tap into our students' passions while also teaching them valuable skills for the future.

Lastly, the speaker talked about personalizing education.  Not all students learn the same.  "...we had to shift our thinking and position ourselves as learners in the process, watching to see how his interests constantly shifted and changed." (D.E. Alvermann)  What we think a student will get out of a reading or lesson is not necessarily what they will.  They have their own interests and reasoning, and that is the reason it is so important to get to know our students.  So that we can make education personal to each of them.

Sources

Adlington, R., & Hansford, D. (2008, July 6). Digital spaces and young people’s online authoring: Challenges for teachers. Retrieved June 10, 2013, from National Conference for Teachers of English and Literacy: http://www.englishliteracyconference.com.au/files/documents/AdlingtonHansford-Digital%20spaces.pdf


 Carey, J. (n.d.). Instant Messaging: A Literacy Event. Retrieved June 25, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7vYWdXV2RacF9EVXc/edit

D.E. Alvermann, M.C. Hagood, & K.B. Williams (2001, June). Image, language, and sound: Making meaning with popular culture texts. Reading Online, 4(11). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/alvermann/index.html


 Hayes, E. R. & Gee, J. P. (2010). No Selling The Genie Lamp: a game literacy practice in The Sims. Retrieved from: http://www.wwwords.co.uk/pdf/validate.asp?j=elea&vol=7&issue=1&year=2010&article=6_Hayes_ELEA_7_1_web


ISTE Videos. (Producer). (2012, July 9). ISTE 2012 Tuesday keynote featuring Yong Zhao. [You Tube video]. Retrieved from https://www.youtube.com/watch?v=mKXeNKsjoMI

Young Adult Library Services Association (YALSA). (February 2011). Teens and Social Media in School and Public Libraries. Retrieved from http://www.ala.org/yalsa

EDUC 6809 Week 10 Rubric

Here is the link for my rubric

EDUC 6816 Rough Draft

This is the start of my Citizen Journalism report.  This first part focuses on the history and laws pertaining to prayer in public school.  The next parts will focus on the support for prayer in public school and the arguments against it.

EDUC 6809 Multimodal Product

For my students' multimodal project they will tell a story with pictures to convey their understanding on the topic, as well as communicate their feelings on the topic.  In terms of content, in this product, students are learning about the California Gold Rush.  They are exploring the history, people, challenges, benefits, and set backs. 

For the multimodal product the students will begin by researching the California Gold Rush and evaluating websites to find accurate information.  The digital tools they will use are Jing, Power Point, and Photo Story.  Through Power Point they will set up their slides with their content, sort of like story boarding.  They will use Jing to capture and insert images.  Then, through Photo Story, they will learn to add their slides and create text and transitions.  This is also where they will record their audio onto the story.

EDUC 6809 Weekly Reading #9

"Teachers should plan a regular series of studio sessions, during which students bring their projects to class so both teachers and classmates can informally review and respond to these texts."

I chose this quote because I think it is a great idea.  This is much more beneficial to students than just expecting them to do the entire project on their own, without any feedback.  Feedback as you work through the stages of a project is so important.  It gives the students guidance, and a chance to fix something that isn't going well, or expand on a good idea that they have.  It also keeps them from feeling they are on their own and getting frustrated.  They have the opportunity to ask their peers what they think would improve the project.  This is a great way to have students collaborating, even while working on an individual project. 

I chose the image below because it is a great visual for the difference between assessment and evaluation.  Formative assessment, such as we would do for our digital compositions, gives the students feedback and gives them the opportunity to increase the quality of their projects.

(2013).  Image retrieved from http://www.fathmathwahda.blogspot.com

 

1. What should the assessments of multimodal texts provide for students?

 

Assessments for multimodal texts should be formative.  Students should be given feedback throughout the different steps of the project.  This assessment should be used as a guide to keep students moving forward in their projects.  The assessments should have clear expectations so that the students know exactly what is being asked of them for each step of the project, and for their final project.

 

2. What are the benefits to using formative assessment when asking students to compose multimodal texts?

 

Formative assessment gives students feedback as they go.  This helps to keep them from getting overwhelmed and frustrated.  It serves as a guide for where they are and where they are going.  This feedback gives the students the opportunity to increase the quality of their work.  It is also a great collaboration opportunity; where students can review and give each other feedback.

 

3. How do you feel about collaboratively constructing rubrics or assessment criteria with students?

 

I think it is a great idea!  The more students are engaged and active in their learning, the more meaningful it will be.  I think it would be highly motivating for students to have a say in the criteria they will be evaluated on.  And it will give them a better understanding of the expectations going into the project.

 

 

Here is the link to a copy of my rubric

 

 

Source

 

Borton, S. C., & Huot, B. (n.d.). Chapter 8: Responding and Assessing. Retrieved July 16, 2013, from Google Docs: https://docs.google.com/file/d/0B6DFAmexYq7veC02bzZxTGVZT1k/edit

EDUC 6816 Weekly Reading #9

"Although trends to make usage of Web 2.0 applications in schools are reported, the tools are still being used in a 1.0 or consumerist manner."

I chose this quote because, after doing my interview of a young person, I have found just how accurate this quote is.  When I asked my young person about her technology use in school I was surprised by how little it was being used.  The only things her class used computers for was to either take benchmark tests or look up information for reports.  Even in her computer class ( a specialist class she has once a week) they are usually doing keyboarding exercises, typing in word, or making Power Points.  She is going into seventh grade; these are skills she has been able to do since her early elementary years.  So why are they still teaching them?  Why are teachers not taking advantage of the new literacy skills they could be teaching?

I chose the image below because I thought it went well with the reading (and is also cute).  Our students come to school equipped with knowledge and skills pertaining to Web 2.0.  And yet we are not embracing it.  We should strive to include things like social media and multimodal learning into our curriculum to better prepare our students for the future.

Image by JR Mora.  (2013).  Retrieved from http://www.seobuscadores.com/actualidad/web-1-0-web-2-0-web-3-0-y-su-evolucion

 

1. What makes a literacy practice a new literacy?

 

When it encourages participation, collaboration, collective intelligence, sharing, innovation, and evolution over individual intelligence and ownership.  New literacy is a result of people working together and learning and sharing with each other.

 

2. How might Citizen Journalism support the development of new literacies?

 

For my Citizen Journalism project my students are interviewing members of the community.  This supports participation of the interviewer and the community members, and also collaboration.  At the end of the project the students will share their information with others.

 

3. What is critical literacy and how does your Citizen Journalism project encourage critical literacy?  How might you change your project to encourage critical literacy?

 

Critical literacy is looking at information through a "political, social, and economic lens."  For my Citizen Journalism project my students are taking the question of whether prayer should be allowed in school and looking at it from multiple points of view; themselves as students, teachers, principals, religious leaders, and members of the community.  They are also taking a look at the history of the subject and how it has changed legally over the years.  If I were to change my project I would like to add one more question to students to think about and to ask in their interviews:  If prayer were legally allowed in public schools, how would that effect their community?  Would anything change?

 

4. What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on those opportunities to promote information literacy?

 

One problem that may arise is that the tool would be used just for the sake of using the tool.  For example, a teacher may have students post on a blog, but really all their doing is the same as writing it out on paper.  Instead, teachers can capitalize on this tool by encouraging sharing and collaboration by having the students read and comment on each others' posts.  Also, they can encourage multimodal learning by asking the students to incorporate images, videos, and audio into their postings.

 

Source

 

Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).

 

 

EDUC 6816 Story Board

 

For some reason I found this assignment challenging.  I don't remember making a story board before, and I wasn't really sure how to organize it or what to include.  This is basically an outline of what will be in my report.  The tool I used to make my story board was Power Point.  To create the report I will use Photo Story to put the report together, Jing to capture images, and my computer's audio equipment to narrate.

 

EDUC 6809 Week 8 Activity 2

Digital Reflections: Expressing Understanding of Content through Photography

This project would work for multiple topics: science, geography, literature, etc.  For my learning adventure I would have the student focus on a historical event.  Students will explore both facts and feelings about a historical event and make self–text–world connections as they prepare a presentation using word-processing and presentation software.  Students select photos from websites that demonstrate their content understanding and communicate their feelings on the topic. They write and record a two-minute descriptive or persuasive script and pair the script with the photos using presentation software, such as Photo Story.

To meet the needs for my learning outcome I would start by teaching how to create a digital story; how students can add pictures, video, text, and audio to personalize their story.  Next, I would introduce researching information on the internet and how to evaluate those sites for accuracy.  Finally, I would teach an overview of the historical event we are learning and then introduce the project. 

This project supports multimodal learning because students are searching the internet for information.  They will look for photos and videos to communicate their knowledge on the subject as well as their feelings.  The students will take the information, photos, and videos to create a digital story using Photo Story.  They will also write a script and record it to incorporate into their Photo Story.

Source

Beyersdorfer, Janet. (2013). Digital Reflections: Expressing Understanding of Content through Photography.  Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/digital-reflections-expressing-understanding-985.html?tab=1#tabs

EDUC 6809 Week 8 Activity 1

I have made a few generalizations about young people who live in the Appalachian region after reading through my peers' case studies.  The first generalization is that most students in the area spend a great deal of time participating in social media.  They communicate with their peers through Facebook, Twitter, and Instagram.  The second generalization is that a majority of students in the area are gamers of some sort.  They play games through a variety of mediums: smartphones, iPads, Xbox, etc.  A lot of the game play is social; either they are playing with others physically, online with others, or just participating in games their friends also play.  Most students do their social networking and gaming outside of school, because it is not permitted in school.  Students report using technology in the classroom for activities such as test taking and research.

EDUC 6816 Weekly Reading #8

"Information retrieval is certainly a skill, features of which are transferable across disciplines and applications."

I chose this quote because I believe information retrieval is an important skill that our students will need for the future, but not just information retrieval.  What happens when they come across the information they think they are looking for?  They need to be able to evaluate the information and validate it.  These skills are the responsibility of all teachers to teach, not just the librarian.  Students can practice information retrieval and evaluation skills in any subject area, for any teacher.

I chose the image below because it shows how all information skills are vital for information fluency.  Students need the traditional research skills as well as the 21st century skills of evaluating and validating the information found.

 

Image by Eduscapes. (2013). Retrieved from http://eduscapes.com/instruction/1.html

1. What is the difference between IL and BI and why is the distinction important?

BI, bibliographic instruction, is the traditional way we learn to research, mostly through print texts in the library.  IL, information literacy, is a further reaching definition.  It includes not only the research, but also the evaluation of the information for accuracy and bias.

2. Why should classroom faculty teach IL?

Classroom faculty should teach IL to prepare their students for the workplace in the 21st century.  Employers not only need to be able to find information, but also evaluate it for validity.  It is every teachers' responsibility to best prepare students for the future.

3. What is the role of the classroom faculty in developing information literacy?

The classroom faculty has the role of teaching students the skills to (1) evaluate arguments (2) verify evidence and (3) propose solutions.

Source

Grafstein, A. (2002). A Discipline-Based Approach to Information Literacy. Retrieved from: http://westmont.edu/_offices/provost/documents/Senate/Full/2009-2010/Discipline-Based%20Approach%20to%20Information%20Literacy.pdf

EDUC 6809 Weekly Reading #8

"As adults, we assumed that any information we forwarded to Ned about Goodie MOb would be well received and useful to him. This was not the case. As Ned began to show us and to teach us about his interests in Goodie MOb, we had to shift our thinking and position ourselves as learners in the process, watching to see how his interests constantly shifted and changed. Though appreciative of the information we shared with him, he had his own agenda for engaging with texts concerning Goodie MOb. Clearly, the meaning he made from the text was not the meaning we made from the text."

I chose this quote because I believe it makes a good point; just because a student is interested in a particular subject, doesn't mean that any information we give them on the subject will be valuable or meaningful to them.  We need to make the effort to find out what exactly about the subject motivates them.  We also have to be prepared that they may reject some information we give them.  No two people view a piece of information the same, whether it be a written text or a video.  It is important to let the student make his/her own meaning from the text, and not push our meaning on them.  I find it so frustrating when teachers do that.  I had a high school English teacher who would always tell us what a text meant; she had no interest in our interpretation or opinion.  Doing that really takes away from the students' engagement with a text.

I chose the image below because it relates to the reading this week.  Most students are obsessed with pop culture.  They may not remember a multiplication fact or who fought in WW2, but they can go on and on for days about movies, television shows, music, celebrities, etc.

Image by Roy Nixon. (2013).  Retrieved from www.CartoonStock.com

1. What is your stance on using popular culture texts in school?

I think it is a great idea.  Pop culture is something most students are interested in, whether it be music, movies, comics, television, etc.  If the subject is something the students care about, they will be motivated to read texts about it, research it, or talk about it.  Also, because it is something they care about, they will be much more engaged with the text, instead of finding it boring.

2. What are your concerns about using popular culture texts in school?

My biggest concern is that some of the pop culture that students are interested in is inappropriate.  Some of the music or movies may have inappropriate language or content.  I believe the best way to handle that is to screen content very carefully before allowing it into the classroom.

3. How can popular culture texts support school-based writing?

I think it supports school-based writing by motivating students to write.  Again, if the subject is something important to them, something they care about, they will want to read texts about it.  They will want to share what they know with others, which can be done in classroom blog postings or multimedia presentations.

4. Find and link a web-based popular culture text you might us to support writing in your teaching context.

Everyone's a Critic: Analyzing Sitcoms as Cultural Texts is a lesson plan that involves students analyzing different sitcoms.  The lesson incorporates digital literacy, communication, collaboration,  writing, and art.

Sources

D.E. Alvermann, M.C. Hagood, & K.B. Williams (2001, June). Image, language, and sound: Making meaning with popular culture texts. Reading Online, 4(11). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/alvermann/index.html

Doyne, Shannon. (Dec 2011). Everyone's a Critic: Analyzing Sitcoms as Cultural Texts. Retrieved from http://learning.blogs.nytimes.com/2011/12/01/everyones-a-critic-analyzing-sitcoms-as-cultural-texts/

EDUC 6816 Track Star Rough Draft

Should Prayer Be Allowed in Public Schools?

EDUC 6809 Weekly Reading #7

No Selling the Genie Lamp: A Game Literacy Practice in The Sims

Summary:

This article talks about the many different types of literacies; how there are multiple ways in which we read and write.  Some of them are traditional, while others incorporate 21st century skills.  Gaming is one type of literacy.  This article details the game, The Sims, where players take on a role and participate in a virtual world.  In this game players have many opportunities to "read" and "write".  The player has to understand what is going on in this virtual world as well as be able to respond and play in it.

What I Learned:

From this article I learned that game literacy has the potential for a deeper learning.  Players are not just passively playing a game.  They are engrossed in it; having to take in what is going on and make decisions on how to proceed.  Gaming is just one form of literacy that makes up all the literacies for how we communicate.

Quote;

"Playing a game is at one and the same time a form of consuming (reading or understanding the design features and content of the game) and producing (writing or enacting the game by playing it)."

I chose this quote because before I began taking these classes I never would have thought online games to be so complex.  Now, I can see how players are reading and writing, just in a different way.  All forms of literacy are important, because, like I said above, put together they make up how we communicate in this world and with each other. 

Source

Hayes, E. R. & Gee, J. P. (2010). No Selling The Genie Lamp: a game literacy practice in The Sims. Retrieved from: http://www.wwwords.co.uk/pdf/validate.asp?j=elea&vol=7&issue=1&year=2010&article=6_Hayes_ELEA_7_1_web


Teens and Social Media in School and Public Libraries (article of my choice)

Summary:

This article talks about what social media is and how it can be used to facilitate learning in school.  In this article you will find many good examples of ways for teachers to incorporate social media into the curriculum.  Some examples include creating a Facebook page for a historical figure or creating a class blog.

What I Learned:

I found some great ideas for ways to incorporate social media into the classroom.  I used many of the examples in my Media Ecology Case Study.  The young person I interviewed is heavily involved with social media, as are her friends.  The examples from the article teach you how to connect the interest in social media to learning activities.  These activities would be highly motivating and engaging for someone like the young girl I interviewed.

Quote:

"Social media has many positive uses in schools and libraries.  It provides an ideal environment for teens to share what they are learning...allows teens to receive feedback...create a sense of community."

I chose this quote because I love the collaboration opportunities that social media can provide for learning.  Students are able to share what they are learning with their peers, instead of just the teacher.  Students can also receive feedback on what they are posting.  I believe this would be highly motivating because teens care so much about what their peers think of them.  I also like how it brings everyone together.

Source

Young Adult Library Services Association (YALSA). (February 2011). Teens and Social Media in School and Public Libraries. Retrieved from http://www.ala.org/yalsa

EDUC 6909 Media Ecology Case Study - Final Draft

Here is the final draft of my Media Ecology Case Study

EDUC 6816 Weekly Reading #7

"...high levels of engagement aren't necessarily guaranteed by simply infusing technology."

I chose this quote because I completely agree; you can't just stick a laptop or iPad in front of students and say that they are engaged with technology.  You have to have a well thought out, planned lesson to incorporate technology.  It needs to be relevant to the students' lives, and something that will benefit them.  In my observation I have seen too many teachers just assign a website with generic games, and that is their technology integration for the week. 

Just because students are using technology doesn't mean they are engaged or excited about it.  For example, I know a lot of teachers have students create a Power Point to display what they have learned, but that is so boring.  Students have been creating Power Points probably since they started school.  Why not give them something more interesting?  Something where they can really use technology skills, such as editing, or adding music and video.  They could create a Photo Story, or an iMovie, or even a Prezi.  In order for students to get the most out of our technology integration we need to incorporate new and innovative projects for them to create.

I chose the image below because it goes along with the quote above.  In today's world we can't expect students to be challenged or motivated by only allowing them to create pencil and paper products.  We are a technology rich generation and we should embrace that.  Let our students be creative; let them show us what they are capable of .

Image found at Cartoon Stock.  Retrieved from http://www.cartoonstock.com/directory/g/grammar.asp

 

1. How might you citizen journalism project resemble a technology rich project?

 

During my citizen journalism project my students will be asked to interview members of the community for their opinions on the topic.  They will be using digital media to record their interviews.  Also, my students will be using digital media, such as Photo Story or iMovie, to present their final projects.

 

2. What did you learn about successful implementation of technology rich projects?

 

I learned that you need to have a well thought out plan before you introduce the project.  I also learned that students will need guidance throughout the project (this is where my Track Star will play a big part).  If the project involves group work, I would probably begin incorporating some group work before this project.  Finally, students need to be interested and motivated by a topic that means something to them.

 

Source

 

Addlington, R., & Harvey, H. (2010, April 6-9). ACEC2010 - ENGAGING YOUNG LEARNERS: THE MULTI-FACETED AND CHANGEABLE NATURE OF STUDENT ENGAGEMENT IN TECHNOLOGY-RICH LEARNING PROJECTS. ACEC2010: DIGITAL DIVERSITY CONFERENCE.

 

EDUC 6809 Case Study

Link to my case study