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Purposes for Using Web 2.0 Tools in the Classroom: Use of Digital Writing Tools to Teach Literature and Writing. Rick Beach University of Minnesota. Jeff Uteckt: Literacy Curriculum Models. Tools Purposes Reading/Writing/Communicating.
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Purposes for Using Web 2.0 Tools in the Classroom: Use of Digital Writing Tools to Teach Literature and Writing Rick Beach University of Minnesota
Purpose: Acquiring and subscribing to/sharing information Social Bookmarking and sharing links/tags Sharing links in class Diigo groups Adding annotations to online literary texts for sharing responses to literature
Set up Groups based on classes • Students share bookmarks to the class • Students tag bookmarks • Students annotate online texts/sites using sticky notes Social bookmarking: Diigo.com
1. Add Diigo to your toolbar 2. Find a an online text--a poem 3. Highlight sections of the text 4. Click on the icon to add a Sticky Note response 5. Have other students in Diigo groups add their responses Using Diigo for adding a sticky-note response
“Womanhood,” Catherine Anderson She slides overthe hot upholsteryof her mother's car,this schoolgirl of fifteenwho loves humming & swayingwith the radio.Her entry into womanhoodwill be like all the other girls'—a cigarette and a joke,as she strides up with the restto a brick factorywhere she'll sew rag rugsfrom textile strips of kelly green,bright red, aqua. When she enters,and the millgate closes,final as a slap,there'll be silence.She'll see fifteen high windowscemented over to cut out light.Inside, a constant, deafening noiseand warm air smelling of oil,the shifts continuing on ...All day she'll guide cloth along a lineof whirring needles, her arms & shouldersrocking back & forthwith the machines—200 porch size rugs behind herbefore she can stopto reach up, like her mother,and pick the lintout of her hair.
Purpose: Uses of mapping for responding to literature Visually portray performances according to three units of analysis: Events | Spaces | Social worlds/systems
Inspiration • Bubbl.us • Compendium • Freemind • OpenMind • VYM (View Your Mind) digital mind-mapping -->defining topics/connections
Event as unit of analysis: Characters act and react to current and future acts to create an event or context Utterances have consequences Uptake of speech acts or lack of action Events have boundaries People “in” the event People/forces “outside” the event but still influencing the event “the elephant in the room”
Space as unit of analysis Spaces as gendered, raced, or classed Gendered worlds as mediated by language use Thorne: children on playground space: practices not necessarily gendered Teacher: tells children to group up by “boys” and “girls” Playground space becomes gendered as a binary space
Social Worlds/Institutional Systems Social worlds/systems schooling, workplace/economic, family, health care, justice, government/political, media, etc., Driven by larger objects or outcomes School: enhanced students’ literacy Workplace: higher profits
Mapping storyline development: Film: O Brother Where Art Thou?
Blogs: • Individual expression of ideas/personal accounts • Hyperlinking of texts • Comments from peers • Multimodal writing • Wikis: • Collaborative writing of reports/essays • Shared revision • Hyperlinking of texts • Multimodal writing Purpose: blogs and wikis: voice opinions and share knowledge
Blogs as individual expression: Response to Speak Rather than using a traditional journal, you can use blogs. This student uses written words, oral expression and a video to guide us through a comparison of her room and Melinda's. Melinda is the main character in the novel Speak.
Students use blogs to hyperlink Students used personal blogs to write letters from their character in our role-play to a character in the book we read. This allowed them to use voice and audience in their posting. Students also were required to hyperlink their suggestions for support and coping strategies to this character in preparation for a Problem-Solution Essay. http://darkcheeze.blogspot.com/2008/11/response-to-charlies-letter-on-january.html http://darkcheeze.blogspot.com/2008/11/response-to-charlies-letter-on-january.html
Purpose: Blog comments for dialogic exchange • Creating “blog partners” to insure responses • Comments: Descriptive feedback • Comments: Challenge positions
Collaborative Construction of Knowledge: Wikis PBWorks (http://pbworks.com) Wikispaces (http://www.wikispaces.com) Wetpaint (http://www.wetpaint.com) Rhetoric and Composition wikibook: http://en.wikibooks.org/wiki
Students used the experience of collaborative writing to write papers and post them to their wikis http://watsonmontana1948.pbwiki.com/Compare+and+Contrast http://watsonmontana1948.pbwiki.com/Compare+and+Contrast
Shared revision is easy to do and to see in the page history
Hyperlinking of texts and MulitModal Writing We used Toni Morrison's Beloved to create a wiki where we collected information on the author and book, as well as research, notes and papers on literary theory in order to write a college-level, formal literary analysis using one of several lenses. http://tellmeyourdiamonds.pbwiki.com/Paper-Directions
Purpose: Virtual collaboration: Literary Worlds site http://www.literaryworlds.org Students engage in synchronous chat about frequently taught texts such as Brave New World, Things Fall Apart, Of Mice and Men, The Great Gatsby, and 1984.
Comic Life/Bitstrips • Brent Eckoff, West Jr. High: • “I had students to a rough storyboard of what they planned to create. Some of the speech bubbles and text boxes they wrote were both surprising, and innovative. The students then exported the Comic Life presentations as quicktime files, uploaded them to YouTube, and then embedded them on the class wiki.” Purpose: Creating multimodal texts: Digital comics
Purpose: Parodying/remixing images and videos Remix America (remix historical speeches/words with contemporary events) Adbusters spoofs/parodies
http://voicethread.com/ • Audio and text commentaries of slideshows • Place-based writing • Images foster use of the descriptive details Purpose: Share responses to images/video:VoiceThread
Purpose: Formulating arguments: online role-play Select an issue Formulate a primary argument Choose roles and conduct research Post arguments on a blog or online forum Step out of roles and reflect
Blocking of websites • NRA site blocked • Administrators accessing Facebook • Determining if students are drinking • Violation of the state’s athletic code Issue: School internet policies
Using Bubbl.us mapping to identify roles and relationships between roles
17-year-old Marcus, a computer hacker, takes on the Department of Homeland Security’s attempt to control society • Issues of Internet privacy/control Read Cory Doctorow’s Little Brother
Creating Avatars: taking stances on an issue “Emo Girl” Critique of school Internet policies I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spenthalf an hour trying to findthem and I'm a young, computer savvy person.
“Strict Father” cultural model: Charles Hammerstein The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. R-rated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
