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Showing posts with label adolescent literacy. Show all posts
Showing posts with label adolescent literacy. Show all posts
Friday, April 27, 2012
WHS May Professional Development Series
Monday, April 23, 2012
Connected Learning
The Essence of Connected Learning from DML Research Hub on Vimeo.
We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society. Fortunately, we are also able to harness the same technologies and social processes that have powered these transformations in order to provide the next generation with learning experiences that open doors to academic achievement, economic opportunity, and civic engagement. Specifically, we now have the capability to reimagine where, when, and how learning takes place; to empower and motivate youth to pursue knowledge and develop expertise at a pace, to a degree, and on a path that takes advantage of their unique interests and potential; and to build on innovations across a growing spectrum of learning institutions able to support a range of learning experiences for youth that were unimaginable even 15 years ago. We propose a new approach to learning -- connected learning -- that is anchored in research, robust theories of learning, and the best of traditional standards, but also designed to mine the learning potential of the new social- and digital media domain. Connected learning is a model of learning that holds out the possibility of reimagining the experience of education in the information age. It draws on the power of today's technology to fuse young people's interests, friendships, and academic achievement through experiences laced with hands-on production, shared purpose, and open networks.DML Central Connected Learning
Monday, March 12, 2012
W2.0F Week of 12 March 2012
Topic: The Power of Social Media
ISTE NETS S: 1, 2, 3, 4, 5, 6
Welcome
Tools now in USE: OpenClass, Google Apps (Including Docs, Blogger, Reader) Del.ico.us, Twitter, Tumblr, Youtube and Vimeo (see tutorials and ask questions in the Q and A forum or if you would like F2F in learning lab!)
This Blog Post Schedule is cross posted from OpenClass!
Please ask questions in the comment form here!
Daily Schedule
Meeting discussion: Questions & Clarifications
Video Presentations
Discussion and deliberation: Kony2012 and the power of social media
PLN Research Tools and Tutorial
Always: Student Directed Action Projects (What do you want to do?)
Whats Due
PLN Updates (del.ico.us)-Daily
PLN Gadgets-Wednesday
Youtube or Vimeo Channel-Friday
Reflection Blog Post-Sunday
Review
Delicious and RSS
You will want to follow and/or participate in the following tags including web2.0found (general), web2.0foundreadings (articles, audio, video), or (new!) web2.0foundtools (tech tools or info about tech tools). Also, by tagging blogposts, tweets (if you are using Twitter), videos (do you already have a Youtube Channel?), or really anything digital with web2.0found, we are then able to find relevant course content via Google Search, Google Alerts, or visual type search engines such as Spezify.
Blogging
You should now be posting regularly to your own blog with reflections about what you are learning in (or around) the course, in response to related tasks (including Relevant Reading reflection assignment (required once a week), audio, video, etc.) and interactions. You should also have now linked to at least the course participant blog bundle provided and have begun commenting on student posts.
A Reminder
Twitter
There are several students who have now connected via Twitter. I am hoping that the majority of students (if not all) will give Twitter a try for at least the duration of the course. Students in the past have found it to be conducive to better understanding the content of the course and building learning networks for their practice and professional development. We will formally go over Twitter next week.
Relevant Readings (Review)
In addition to relevant readings for the week I will suggest other weekly material (i.e., 'Media to Get You Thinking'), but those particular readings are not required. However, "reading" widely about the related topics and concepts (available through various media), reflecting on those readings, and sharing your knowledge via interactions (e.g., blog posts, Delicious postings, and Twitter interactions) should be seen as a core activity of this course.
Relevant Readings For this Week! (Social Media) (Due Sunday)
In your blog post respond to the questions using the readings below as a starting point and anything else you research:
Kony2012
You should be bookmarking and posting towards your PLN topics all week. As a gauge, remember 5 annotated bookmarks and at least 4-5 posts per week (video's, images, writings, quotes....) are the norm for meeting expectation in Web 2.0 Foundations. We will add Youtube this week so make sure you are being effective in your research. We will discuss how Youtube or Vimeo can be used in place of a few of your Blogposts this week.
Tools of the week!
We will discuss adding other gadgets to your Blog this week also.
ISTE NETS S: 1, 2, 3, 4, 5, 6
Welcome
Tools now in USE: OpenClass, Google Apps (Including Docs, Blogger, Reader) Del.ico.us, Twitter, Tumblr, Youtube and Vimeo (see tutorials and ask questions in the Q and A forum or if you would like F2F in learning lab!)
This Blog Post Schedule is cross posted from OpenClass!
Please ask questions in the comment form here!
Daily Schedule
Meeting discussion: Questions & Clarifications
Video Presentations
Discussion and deliberation: Kony2012 and the power of social media
PLN Research Tools and Tutorial
Always: Student Directed Action Projects (What do you want to do?)
Whats Due
PLN Updates (del.ico.us)-Daily
PLN Gadgets-Wednesday
Youtube or Vimeo Channel-Friday
Reflection Blog Post-Sunday
Review
Delicious and RSS
You will want to follow and/or participate in the following tags including web2.0found (general), web2.0foundreadings (articles, audio, video), or (new!) web2.0foundtools (tech tools or info about tech tools). Also, by tagging blogposts, tweets (if you are using Twitter), videos (do you already have a Youtube Channel?), or really anything digital with web2.0found, we are then able to find relevant course content via Google Search, Google Alerts, or visual type search engines such as Spezify.
Blogging
You should now be posting regularly to your own blog with reflections about what you are learning in (or around) the course, in response to related tasks (including Relevant Reading reflection assignment (required once a week), audio, video, etc.) and interactions. You should also have now linked to at least the course participant blog bundle provided and have begun commenting on student posts.
A Reminder
There are several students who have now connected via Twitter. I am hoping that the majority of students (if not all) will give Twitter a try for at least the duration of the course. Students in the past have found it to be conducive to better understanding the content of the course and building learning networks for their practice and professional development. We will formally go over Twitter next week.
Relevant Readings (Review)
In addition to relevant readings for the week I will suggest other weekly material (i.e., 'Media to Get You Thinking'), but those particular readings are not required. However, "reading" widely about the related topics and concepts (available through various media), reflecting on those readings, and sharing your knowledge via interactions (e.g., blog posts, Delicious postings, and Twitter interactions) should be seen as a core activity of this course.
Relevant Readings For this Week! (Social Media) (Due Sunday)
In your blog post respond to the questions using the readings below as a starting point and anything else you research:
- What are the new media literacies (including social networking) and how should young people use them for learning?
- How do you think social media helped the Kony2012 campaign reach people? What are some arguments for and against this phenomenon?
Kony2012
- (A Students View) Kony2012 - The Hype, The Technology and The Success
Teju Cole on Kony and the White Savior Industrial Complex
Invisible Children's Response to International Criticism
Social Media
- The New Media Literacies: Members of the research team at Project New Media Literacies discuss the social skills and cultural competencies needed to fully engage with today's participatory culture.
- Social Media in Plain English: Common Craft
- Social Networking in Plain English: Common Craft
You should be bookmarking and posting towards your PLN topics all week. As a gauge, remember 5 annotated bookmarks and at least 4-5 posts per week (video's, images, writings, quotes....) are the norm for meeting expectation in Web 2.0 Foundations. We will add Youtube this week so make sure you are being effective in your research. We will discuss how Youtube or Vimeo can be used in place of a few of your Blogposts this week.
Tools of the week!
Video (Research, Fun) "Vimeo" or "Youtube" (Due Friday)
- http://www.vimeo.com/
- Vimeo Tutorial 1
- Vimeo Helpdesk
- http://www.youtube.com/ (Personal Google Email or Using FirstClass)
- Youtube Tutorial
- Create and Account.
- Create a Channel.
We will discuss adding other gadgets to your Blog this week also.
- Keynote Web 2.0 conference: Speaker: Clay Shirky
Sunday, February 12, 2012
High Tech High
What does WHS already do that mirrors this innovative 21st century learning community. What makes High Tech High so admired?
Standards Driven PBL: What the process looks like.
Standards Driven PBL: What the process looks like.
Wednesday, February 8, 2012
Blogging: What would your day look like?
The inaugural Web 2.0 Foundations blog posts are due this weekend. After participants looked over detailed directions and had some face to face collaborative planning time about blog basics we have moved on to understand blogs in a more conceptual sense while using blogs in learning context. We use a comprehensive Blogging design sheet for our weekly reflection blog assignment:
At first I will give participants prompts, but in weeks to come their self organized research topics will guide blog posts:
Prompt 1 was given at the beginning of Week 2:
After viewing and commenting on the post above (http://whsii.blogspot.com/2012/02/networked-student.html) answer the following question in a new post on your blog "If you could get credit for school learning anyway you wished what would your day look like"? Remember to follow the Web 2.0 Blogging Assignment carefully and add images and or video in your post.To scaffold this learning we devoted time to brainstorming dream designs and experiences for learning.... and had our first Mobile Learning experience with a short "walking" tour of the science wing to ideate on the potentials of WHS architecturally. More discussion in class.... I have students take group notes via Google Docs with one volunteer scribe to capture the big ideas.... Now its up to them. A few examples of divergent and very successful learning environments will follow in the next posts for participants all.
Targets Met (Week One and Two) *:
The ISTE National Educational Technology Standards (NETS•S)
and Performance Indicators for Students
1. Creativity and Innovation
Students
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes.*
b.create original works as a means of personal or group expression.*
c.use models and simulations to explore complex systems and issues.*
d.identify trends and forecast possibilities.*
2. Communication and Collaboration
Students
use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning
and contribute to the learning of others. Students:
a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. (Partial)
b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of other cultures.
d.contribute to project teams to produce original works or solve problems.*
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.plan strategies to guide inquiry.*
b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.*
c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.*
d.process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students
use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources. Students:
a.identify and define authentic problems and significant questions for investigation. (Partial)
b.plan and manage activities to develop a solution or complete a project.*
c.collect and analyze data to identify solutions and/or make informed decisions.*
d.use multiple processes and diverse perspectives to explore alternative solutions. (Partial)
5. Digital Citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. Students:
a.advocate and practice safe, legal, and responsible use of information and technology.*
b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.*
c.demonstrate personal responsibility for lifelong learning. (Emerging)
d.exhibit leadership for digital citizenship. (Emerging)
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.understand and use technology systems.*
b.select and use applications effectively and productively.*
c.troubleshoot systems and applications.*
d.transfer current knowledge to learning of new technologies.*
Sunday, February 5, 2012
PD Series: Creating Blended Learning With Google Apps and Canvas
Web 2.0 Foundations is off to a healthy and inspiring start.
The course introduces students to Web 2.0 Foundations (learning and technological environments) through the experiential based pedagogy of networked and mobile learning. Web 2.0 Foundations utilizes a blended learning design to create a virtual and face to face community that promotes ubiquitous learning for WHS students.
The worlds reality illuminates the fact that old models are not working or preparing students. What conversations should K-12 Educators have with Universities....
How educators facilitate and find confluence with the world and adapt or bypass current educational systems will determine in many ways the relevance of the teaching profession and schools. Colis and Moonen, Bonk and Graham (2006) [2] , Jacobs (2010) [3] agree that embracing blended learning is essential for 21 century learners and is a solid step forward for educators. According to the 2010 Horizon Report [4] (one of the most respected K-12 indices of research back learning trends):
Web 2.0 Foundations is using Canvas as an LMS platform. Canvas weaves with Google Apps and provides a "cloud based" solution for moving your class into the 21st century. Your content becomes fluid, your teaching opened to the wealth of resources on the internet and your communication/pedegogy amplified in a space that an overwhelming majority of students find comfort in navigating.
Posts dealing with Blended Learning will be "labeled" with blended learning canvas, lms and pd at the end of the post so you can easily find the series as more posts come in on other topics.
Thank you for your vision. Please comment and start a conversation below!
The course introduces students to Web 2.0 Foundations (learning and technological environments) through the experiential based pedagogy of networked and mobile learning. Web 2.0 Foundations utilizes a blended learning design to create a virtual and face to face community that promotes ubiquitous learning for WHS students.
According to Colis and Moonen (2001), "blended learning is a hybrid of
traditional face-to-face and online learning so that instruction occurs
both in the classroom and online, and where the online component becomes
a natural extension of traditional classroom learning." [1] Blended Learning is an essential step toward readying young people for 21st century living. As a learner, seeing the school classroom as a part or the learning process and not the whole is vital for success today. Likewise, Young people have the world at there fingertips and are using it:
The worlds reality illuminates the fact that old models are not working or preparing students. What conversations should K-12 Educators have with Universities....
How educators facilitate and find confluence with the world and adapt or bypass current educational systems will determine in many ways the relevance of the teaching profession and schools. Colis and Moonen, Bonk and Graham (2006) [2] , Jacobs (2010) [3] agree that embracing blended learning is essential for 21 century learners and is a solid step forward for educators. According to the 2010 Horizon Report [4] (one of the most respected K-12 indices of research back learning trends):
Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives. Technology is impacting all of our lives, and especially the lives of students, in new and expanding ways. Once seen as an isolating influence, technology is now recognized as a primary way to stay in touch and take control of one’s own learning. Multisensory, ubiquitous, and interdisciplinary, technology is integrated into nearly everything we do. It gives students a public voice and a means to reach beyond the classroom for interaction and exploration.We have the tools at WHS to move in the direction of prescient change without that change feeling radical. Blended learning starts with empowerment. Learners take control of their learning through participation in scaffolded online and classroom communities. The first step toward learner self determination comes through expectation and assistance in weaving a world of learning with your students by creating a community both public and semi-public that is with learners twenty-four hours a day seven days a week. Using a learning management systems (LMS) creates a link between face to face and virtual learning worlds without exposing the teacher or learners to the wilds of the public for core learning community interface.
Web 2.0 Foundations is using Canvas as an LMS platform. Canvas weaves with Google Apps and provides a "cloud based" solution for moving your class into the 21st century. Your content becomes fluid, your teaching opened to the wealth of resources on the internet and your communication/pedegogy amplified in a space that an overwhelming majority of students find comfort in navigating.
Posts dealing with Blended Learning will be "labeled" with blended learning canvas, lms and pd at the end of the post so you can easily find the series as more posts come in on other topics.
Thank you for your vision. Please comment and start a conversation below!
Tuesday, January 31, 2012
"I like solving problems, and helping out" Web2.0found
Another excellent introductory post related that the individual likes to solve problems and help out. I responded that these are essential 21st skills for employment and citizenship. But don't just take my word....
Rsa animate - changing education paradigms [Web]. (2010). Retrieved from http://youtu.be/zDZFcDGpL4U
This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
Rsa animate - changing education paradigms [Web]. (2010). Retrieved from http://youtu.be/zDZFcDGpL4U
This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
Monday, January 30, 2012
Welcome Web 2.0 Foundation Participants
Excellent work getting here from your email message. This blog post will set the scene for the course before you and act as a guide in finding one of your course online learning environments called OpenClass. OpenClass is the hybrid Learning Management System we will use for Web 2.0 Foundations. The course is a blended learning experience that will happen as much online as in the classroom so be prepared for something different.
When preparing for a blended course there are a few things you need to know.
Prelude:
Bookmark the site you are reading this on. This is the Official Course Blog and navigation center for most things Web 2.0 foundations.
OpenClass
You can get to OpenClass through your Google Apps dashboard or via direct link on this site.
There is a tab on the Course Blog for our class note this and bookmark it. Sure, there is another log-in to OpenClass on the course page also.
After doing this you will be taken to the WHS Google Apps Log-In page. Enter your Username and PW there and you will be taken to YOUR OpenClass "Dashboard". After looking around see images below, click on your course: Web 2.0 Foundations- #1317
From there explore OpenClass and start on week one activities after reading the welcome message. Its all there....and its a good idea to get a head start! See you all face to face tomorrow.
When preparing for a blended course there are a few things you need to know.
- You will not be given a paper copy of anything the whole term.
- All you need to know for the course: schedules, readings, discussions, Q and A and your creation will be online 24/7. Face to Face class time will be used for seminar style discussions about topics discussed online and in media, mobile learning experiences, group project work, and occasionally tech tool tutorials.
- You will be expected to experiment with and use online tech tools regularly for distinct purposes. DO get used to this. I understand who you are as a networked generation and know well what you can and can't generally do in online spaces. I will ask you to employ all the power you have as tech natives to shape your own experience in the course. Not to fret, I will be along as teacher, mentor and guide the whole way and look forward to your creativity and hard work.
- You will find much freedom in this course for fun and following your passions in learning and life. Take advantage of this time by taking the time to do your best. Your commitment will pay off.
Prelude:
Bookmark the site you are reading this on. This is the Official Course Blog and navigation center for most things Web 2.0 foundations.
OpenClass
You can get to OpenClass through your Google Apps dashboard or via direct link on this site.
There is a tab on the Course Blog for our class note this and bookmark it. Sure, there is another log-in to OpenClass on the course page also.
After you navigate using the Open Class link log into the Google Apps for Education side! See images below
From there explore OpenClass and start on week one activities after reading the welcome message. Its all there....and its a good idea to get a head start! See you all face to face tomorrow.
Friday, January 27, 2012
Web 2.0 Foundations: A Course in Participatory Technology
"So the coin of the realm is not memorizing the facts and figures their going to need for the rest of their lives; the coin of the realm will be, do you know how to find, validate and leverage information; do you know how to analyze and synthesize that information; and can you problem solve, collaborate and communicate with it...." - Ken Kay [1]
Hello all,
Web 2.0 Foundations: A Course in Participatory Technology
An Opening Vignette:
Technology is a word we often confuse with computers, programs, and myriad gadgets only. If you dig deeper I think you would agree that humans have utilized technology in very innovative ways since the Middle Paleolithic (or for those numbers folks out there c. 200,000 years ago+-). Be it friction fire, basketmaking, agriculture, irrigation, warfare, in-door plumbing, radio's or iPads there has always been a human driving the social use of these tools. Elders, leaders, wise people....yes teachers have always enabled and proliferated technology at the core of cultures. We need to never loose site that the young people before us are entering a radically different world than the one we came from. Though pockets of traditional life ways exist (and may proliferate in terms of localization of food and economies), the connections young people have to the world and what the world needs are fundamentally shifting the narrative of their futures. We need a learning design that helps young people prepare for a world without borders. So how are we responding? In 2008, Pearson put together this short video to make a few suggestions:
"We have to develop a narrative that sustains 21st century learning."
The 21st century imperatives for learning deal with information. Do we enable our students to find, validate, leverage, analyze, synthesize , problem solve and collaborate with information on a regular basis? What does this look like?
Web 2.0 Foundations is designed to be a participatory venture between our school, teachers, learners and the community that moves students into spaces of dynamic individualized learning with new technologies while also helping the whole faculty move toward creating spaces (mental, physical and online) that enable these 21st century learners.
Over the semester I will post my designs for Web 2.0 Foundations: setting up an Learning Management System and expectations for networked learning, designs for extensive networked research, mLearning (Mobile Learning), project based learning, 360 degree assessment and more. You will also see and be asked to view and give feedback on student research and online creation. In the end, via a capstone project I will ask students to take an assignment (two....) from a teachers class and transform it using Web 2.0 Foundations. This experience is meant to make learning at WHS ubiquitous for the participants of the course and our school community. I look forward to working with you all and look forward to your comments and support! Before the course "officially" starts here are a few important organizational tips for following this process.
We will tag everything we create with the following:
web2.0found (Social Bookmarking, this blog (Called Labels), student blogs (Called Lables))
#web2.0found (Twitter Hashtag)
web2.0foundtools (for specific tech tools used in the experience)
web2.0foundreading (for specific readings and research findings we like)
More on how to follow this tag stream soon!
I look forward to participating with you all in network!
Coming soon:
Step one: can our students find a syllabus, schedule, updates, discussions and expectations in asynchronous spaces online?.....
Monday, January 9, 2012
Digital Literacy: A Curation
This Post is "Re-Blogged" here with permission from a post by Mary Ann Reilly (a friend, colleague and prescient change agent from New Jersey)
Curriculum & Frameworks
Digital Literacy and Citizenship Classroom Curriculum. (Common Sense Media). (K-5, 6-8, 9-12)
NCTE Position Statement: 21st Century Curriculum and Assessment Framework
NCTE Position Statement: Multimodal Literacies
NCTE Position Statement: Definition of 21st Century Literacies
Influential Reports
Biancarosa, Gina and Catherine E. Snow. (2006). Reading Next: A Vision For Action and Research in Middle and High School Literacy. 2nd Edition. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Flanagin, Andrew F. and Miriam J. Metzger. (2011). Kids and Credibility. Cambridge, MA: MIT Press.
Gee, James Paul. 2010. New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way. Cambridge, MA: MIT Press.
Graham, Steve; Harris, Karen & Michael Herbert. (2011). Informing Writing: The Benefits of Formative Assessment. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Graham, Steve & Dolores Perin. (2006). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Graham, Steve & Michael Herbert. (2010). Writing to Read: Evidence for How Writing Can Improve Reading. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Heller, Rafael and Cynthia L. Greenleaf. (2007). Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Ito, Mizuko, Heather A. Horst, Matteo Bittanti, Danah Boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, & Laura Robinson. (2009). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. Cambridge, MA: MIT Press.
Jenkins, Henry with Kathie Clinton, Ravi Purushotma, Alice J. Robinson, Margaret Weigel. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: MIT Press.
Kahne, Joseph, Ellen Middaugh and Chris Evans. (2009). The Civic Potential of Video Games. Cambridge, MA: MIT Press.
Moje, E. B., & Tysvaer, N. (2010). Adolescent literacy development in out-of-school time: A practitioner’s guide. New York, NY: Carnegie Corporation of New York
The National Council of Teachers of English. (2008). Write Now: A Policy Research Brief.
The National Council of Teachers of English. (2007). NCTE 21st Century Literacies: A Policy Research Brief.
The National Council of Teachers of English. (2006). NCTE Principles of Adolescent Literacy Reform: A Policy Research Brief.
Schwartzbeck, Terri. (2011). The Digital Learning Imperative: How Technology and Teaching Meet Today's Education Challenges. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Deborah J. Short, and Shannon Fitzsimmons. (2007). Double the Work: Challenges and solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. A Report to Carnegie Corporation of New York.Washington D.C.: Alliance for Excellent Education.
Organizations
Alliance for Excellent Education
Arts Education Partnership
ArtsLiteracy Project (Brown University) The Handbook is wonderful.
Center for Adolescent Literacies at UNC Charlotte
Center for Digital Literacy (Syracuse University)
Center of Excellence for the Advancement of New Literacies in Middle Grades
Center for Media Literacy
Center for the Study of New Literacies: Thinking about Literacy, Learning and New Technologies (University of Sheffield)
Commisison on Arts and Literacies International Reading Association
National Association for Media Literacy Education
National Council of Teachers of English
National Writing Project
New Literacies Research Lab at UCONN
Websites/On-Line Resources
Collaborative Center for Literacy Development. 2007. Adolescent Literacy Toolkit. Lexington, KY.Digital Media & Learning. The John D. and Catherine T. MacArthur Foundation.
Digital Youth Network: is a hybrid digital literacy program that creates opportunities for youth to engage in learning environments that span both in-school and out-of-school contexts.
Digital Writing, Digital Teaching: Integrating New Literacies into the Teaching of Writing: Blog by Troy Hicks
FanFiction
Interactive Writing Tools
Project New Media Literacies: Video collection
Re-Imagining Learning in the 21st Century. The John D. and Catherine T. MacArthur Foundation.Remix Learning. Private company that provides an online platform for schools, cultural institutions, libraries, museums, and after-school programs to create their own customized social learning network
Teen Ink Literary magazine & website for teen writers
Youth Media in Seattle
Articles/Chapters
Leander, K. & Vasudevan, L. (2009). Multimodality and mobile culture. In C. Jewitt (Ed.) Handbook of multimodal analysis. (pp. 127-139). London: Routledge.
Morrell, E., and Duncan-Andrade, J. (2006). Popular Culture and Critical Media Pedagogy in Secondary Literacy Classrooms. International Journal of Learning.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1).
Reilly, M.A. (2009). Opening spaces of possibility: Teacher as bricoleur. Journal of Adolescent and Adult Literacy 52(5). 376-384.
Vasudevan, L. (2011). Re-imagining pedagogies for multimodal selves. National Society for the Study of Education, Yearbook. 110(1), 88-108.
Vasudevan, L., Schultz, K., & Bateman, J. (2010). Beyond the printed page: Multimodal storytelling with urban adolescents. Written Communication, 27(4), 442-468.
Vasudevan, L. & Campano, G. (2009). The social production of adolescent risk and the promise of adolescent literacies. Review of Research in Education. 33(1), 310-353.
Vasudevan, L. (2006). Looking for Angels: Knowing adolescents by engaging with their multimodal literacy practices. Journal of Adolescent and Adult Literacy. 50(4), 252-256.
Books (You can preview sections of these books)
Appleman, Deborah. (2011). Adolescent literacy and the teaching of reading. Urbana, IL: NCTE.
Baker, Elizabeth A. and Donald J. Leu. (2010). The new literacies: Multiple perspectives on research and practice. New York, NY: Guilford Press.
Christenbury, Lelia, Randy Bomer & Peter Smagorinsky. (2009). Handbook of adolescent literacy research. New York, NY: Guilford Press.
Gainer, Jesse and Diane Lapp. (2010). Literacy Remix: Bridging adolescents in and out of school literacies. Newark, DE: IRA.
Gee, James Paul and Elizabeth Hayes. (2011). Language and learning in the digital age. New York, NY: Routledge.
Kajder, Sarah. (2010). Adolescent and digital literacies: Learning alongside of students. Urbana, IL: NCTE.
Mahiri, J. (Ed.) (2004). What they don’t learn in school: Literacy in the lives of urban youth. New York: Peter Lang.
New Literacies and Digital Epsitemolgies: Series published by Peter Lang
Reilly, Mary Ann, Jane M. Gangi and Rob Cohen. (2010). Deepening literacy learning: Art and literature engagements in the K-8 classroom. Charlotte, NC: IAP. (especially chapters 7, 8, 9, and 10).
Curated Sites (Scoop it)
Hall, Matthew. Design, Literacy and Multimodality.
Reilly, Mary Ann. Transmediation.
Steffenson, Karen. Spaces for Innovation.
Slideshares
Couros, Alec. (2011). Exploring digital citizenship, digital identity & connected learning.
Hamilton, Buffy. (2011). Framing transliterate learning through inquiry and participatory culture.
Hicks, Troy. (2011). Teaching the iGeneration: Because digital writing matters.
Keegan, Helen. (2011). Guerilla productions for very small screens: Transformations through mobile creativity.
Wheeler, Steve. (2011). New technologies and the future of learning.
Curriculum & Frameworks
Digital Literacy and Citizenship Classroom Curriculum. (Common Sense Media). (K-5, 6-8, 9-12)
NCTE Position Statement: 21st Century Curriculum and Assessment Framework
NCTE Position Statement: Multimodal Literacies
NCTE Position Statement: Definition of 21st Century Literacies
Influential Reports
Biancarosa, Gina and Catherine E. Snow. (2006). Reading Next: A Vision For Action and Research in Middle and High School Literacy. 2nd Edition. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Flanagin, Andrew F. and Miriam J. Metzger. (2011). Kids and Credibility. Cambridge, MA: MIT Press.
Gee, James Paul. 2010. New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way. Cambridge, MA: MIT Press.
Graham, Steve; Harris, Karen & Michael Herbert. (2011). Informing Writing: The Benefits of Formative Assessment. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Graham, Steve & Dolores Perin. (2006). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Graham, Steve & Michael Herbert. (2010). Writing to Read: Evidence for How Writing Can Improve Reading. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.Heller, Rafael and Cynthia L. Greenleaf. (2007). Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Ito, Mizuko, Heather A. Horst, Matteo Bittanti, Danah Boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, & Laura Robinson. (2009). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. Cambridge, MA: MIT Press.
Jenkins, Henry with Kathie Clinton, Ravi Purushotma, Alice J. Robinson, Margaret Weigel. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: MIT Press.Kahne, Joseph, Ellen Middaugh and Chris Evans. (2009). The Civic Potential of Video Games. Cambridge, MA: MIT Press.
Moje, E. B., & Tysvaer, N. (2010). Adolescent literacy development in out-of-school time: A practitioner’s guide. New York, NY: Carnegie Corporation of New York
The National Council of Teachers of English. (2008). Write Now: A Policy Research Brief.
The National Council of Teachers of English. (2007). NCTE 21st Century Literacies: A Policy Research Brief.
The National Council of Teachers of English. (2006). NCTE Principles of Adolescent Literacy Reform: A Policy Research Brief.
Schwartzbeck, Terri. (2011). The Digital Learning Imperative: How Technology and Teaching Meet Today's Education Challenges. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Deborah J. Short, and Shannon Fitzsimmons. (2007). Double the Work: Challenges and solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. A Report to Carnegie Corporation of New York.Washington D.C.: Alliance for Excellent Education.
Alliance for Excellent Education
Arts Education Partnership
ArtsLiteracy Project (Brown University) The Handbook is wonderful.
Center for Adolescent Literacies at UNC Charlotte
Center for Digital Literacy (Syracuse University)
Center of Excellence for the Advancement of New Literacies in Middle Grades
Center for Media Literacy
Center for the Study of New Literacies: Thinking about Literacy, Learning and New Technologies (University of Sheffield)
Commisison on Arts and Literacies International Reading Association
National Association for Media Literacy Education
National Council of Teachers of English
National Writing Project
New Literacies Research Lab at UCONN
Websites/On-Line Resources
Collaborative Center for Literacy Development. 2007. Adolescent Literacy Toolkit. Lexington, KY.Digital Media & Learning. The John D. and Catherine T. MacArthur Foundation.
Digital Youth Network: is a hybrid digital literacy program that creates opportunities for youth to engage in learning environments that span both in-school and out-of-school contexts.
Digital Writing, Digital Teaching: Integrating New Literacies into the Teaching of Writing: Blog by Troy Hicks
FanFiction
Interactive Writing Tools
Project New Media Literacies: Video collection
Re-Imagining Learning in the 21st Century. The John D. and Catherine T. MacArthur Foundation.Remix Learning. Private company that provides an online platform for schools, cultural institutions, libraries, museums, and after-school programs to create their own customized social learning network
Teen Ink Literary magazine & website for teen writers
Youth Media in Seattle
Articles/Chapters
Morrell, E., and Duncan-Andrade, J. (2006). Popular Culture and Critical Media Pedagogy in Secondary Literacy Classrooms. International Journal of Learning.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1).
Reilly, M.A. (2009). Opening spaces of possibility: Teacher as bricoleur. Journal of Adolescent and Adult Literacy 52(5). 376-384.
Vasudevan, L. (2011). Re-imagining pedagogies for multimodal selves. National Society for the Study of Education, Yearbook. 110(1), 88-108.
Vasudevan, L., Schultz, K., & Bateman, J. (2010). Beyond the printed page: Multimodal storytelling with urban adolescents. Written Communication, 27(4), 442-468.
Vasudevan, L. & Campano, G. (2009). The social production of adolescent risk and the promise of adolescent literacies. Review of Research in Education. 33(1), 310-353.
Vasudevan, L. (2006). Looking for Angels: Knowing adolescents by engaging with their multimodal literacy practices. Journal of Adolescent and Adult Literacy. 50(4), 252-256.
Appleman, Deborah. (2011). Adolescent literacy and the teaching of reading. Urbana, IL: NCTE.
Baker, Elizabeth A. and Donald J. Leu. (2010). The new literacies: Multiple perspectives on research and practice. New York, NY: Guilford Press.
Christenbury, Lelia, Randy Bomer & Peter Smagorinsky. (2009). Handbook of adolescent literacy research. New York, NY: Guilford Press.
Gainer, Jesse and Diane Lapp. (2010). Literacy Remix: Bridging adolescents in and out of school literacies. Newark, DE: IRA.
Gee, James Paul and Elizabeth Hayes. (2011). Language and learning in the digital age. New York, NY: Routledge.
Kajder, Sarah. (2010). Adolescent and digital literacies: Learning alongside of students. Urbana, IL: NCTE.
Mahiri, J. (Ed.) (2004). What they don’t learn in school: Literacy in the lives of urban youth. New York: Peter Lang.
New Literacies and Digital Epsitemolgies: Series published by Peter Lang
Reilly, Mary Ann, Jane M. Gangi and Rob Cohen. (2010). Deepening literacy learning: Art and literature engagements in the K-8 classroom. Charlotte, NC: IAP. (especially chapters 7, 8, 9, and 10).
Curated Sites (Scoop it)
Hall, Matthew. Design, Literacy and Multimodality.
Reilly, Mary Ann. Transmediation.
Steffenson, Karen. Spaces for Innovation.
Slideshares
Couros, Alec. (2011). Exploring digital citizenship, digital identity & connected learning.Hamilton, Buffy. (2011). Framing transliterate learning through inquiry and participatory culture.
Hicks, Troy. (2011). Teaching the iGeneration: Because digital writing matters.
Keegan, Helen. (2011). Guerilla productions for very small screens: Transformations through mobile creativity.
Wheeler, Steve. (2011). New technologies and the future of learning.
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