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Digital Writing

Digital Writing. Blogging as a possible solution for increased student engagement. Background. Title 1 HS in North Las Vegas – 2000 students comprised of 45% Latino/Hispanic, 31% African American, 17% White, 5% Asian 5 Sophomore English classes – 175 students

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Digital Writing

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  1. Digital Writing Blogging as a possible solution for increased student engagement

  2. Background • Title 1 HS in North Las Vegas – 2000 students comprised of 45% Latino/Hispanic, 31% African American, 17% White, 5% Asian • 5 Sophomore English classes – 175 students • 2011 PSAT results – 1.6% College Ready • 2012 HSPE Reading Exam – 35% passing rate • 15%-20% students low engagement in writing

  3. The Dilemma • How do I increase student engagement in writing? • What tools are available for student use?

  4. Digital Resources • Computer Labs available - schedule in advance • 95% of students use Smart phones/cell phones for Social Networking (Facebook, Twitter, etc.) • Bridging At-home and in-school literacies (Lankshear & Knobel) • Not limited to school hours

  5. Why consider blogging for students? • Self-directed learning • Peer-to-peer teaching and learning (Beach, R., Campano, G, Edmiston, B., & Borgmann, M. ( 2010) • Inquiry-based learning (NWP) • Problem solving • Digital Record of student work • Interact with intra- and extra-class reading public

  6. Types of Blogs • Blogger- Google blogging platform – computer or mobile device enabled. Unlimited storage • Twitter – free microblogging platform – computer or mobile device enabled • Twitter limited to 140 characters per posting • Aural blogs- Podcasting or Video blog (vlogs)

  7. Are you ready to Blog? • Purpose – To create or revisit a blog as a means of engaging in Digital Writing • Take 15 minutes to create your blog. Use SNWP experiences as a starting point for a personal blog. (Digital Is) • Choose either Blogger.com or Twitter.com

  8. Common Core StandardsExample: Grade 10 • Production and Distribution of Writing • W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) • W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. • W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  9. References • Barone, D., & Wright, T. (2008). Literacy Instruction With Digital and Media Technologies. The Reading Teacher, 62(4), pp. 292–302. doi:10.1598/RT.62.4.2 • Beach, R., Campano, G, Edmiston, B., & Borgmann, M. ( 2010). Literacy Tools in the Classroom: Teaching Through Critical Inquiry, Grades 5-12. Berkeley: The National Writing Project. • Digital Is. National Writing Project. http://digitalis.nwp.org/ • Lankshear, C., & Knobel, M. (2006). New Literacies: Everyday Practices & Classroom Learning. New York: Open University Press.  • Smith, M., & Wilhelm, J. (2002). Reading Don’t Fix no Chevy’s: literacy in the lives of young men. Portsmouth: Heinnemann.

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