Instant Messaging: A Literacy Event

 

 In Instant Messaging: A Literacy Event, the author shares the following:

"This kind of technology is referred by many as "invisible technology". When technology becomes "normal" in this way, it is no longer complicated nor is it notable to users. It is a fact of life, a being in the world, a producer of social subjects that find it unremarkable-so unremarkable that it seems everybody does it."

 

It concerns me that something that is such common practice outside of the classroom has no place in the classroom. Our students are instant messaging (or texting) each other, their coaches, club leaders and ultimately their parents to receive or share information. The quote from the article goes so far as to call it "a being in the world". I tend to believe some parents may receive more communication from their children behind the veil of instant messaging than they do face to face. Parents work: children have activities. I think instant messaging provides an outlet for children (and adults for that matter) to freely ask questions or share ideas. Given the proper planning and expectations, I think it would be feasible for educators to allow students to take advantage of instant messaging to work on projects, research information and even interview subjects. For instance, a recent social studies project on the United State Secret Service created by three 4th grade girls would have given the girls immediate answers to questions as they interviewed a former agent. Email slowed the process and the chance to ask immediate questions and get immediate answers.

 

In the article Tapping Instant Messaging, there's mention of a Canadian instructor answering instant messaged questions outside of class time. While I think that would be convenient for students, I can see issues with liability (a student-instructor relationship is and must be different from a guardian-child relationship) and children tending to wait until after instruction time to inquire about anything. 

 

However, the article also references the site www.readwritethink.org. 

Within seconds, I found two lesson plans that could incorporate instant (or text) messaging in the curriculum in very different ways.

Audience, Purpose, and Language Use in Electronic Messages

In the lesson plan, students learn that instant messaging can be a valuable source for communication and learning. But, they are also tasked to determine how to properly participate in instant messaging based on the audience (a friend, an employer, a teacher), the purpose (casual chat, requesting a meeting, questioning an assignment) determines the language that should be used.  I think it's a very real application of technology in the classroom. Students are guaranteed to use many tools in communication during school and well after graduation.

If a Body Texts a Body: Texting in The Catcher in the Rye

In the lesson plan, students are forced into critical thinking and predicting. Sometimes sparking discussion on a reading is not easy among a classroom. It seems students tend to worry about their response because they aren't sure if they are giving the "expected" answer. I think an assignment like this that has them re-writing a text with today's technologies forces them to recall what they've read. It also instigates easier discussion.

Media Ecology Case Study Analysis

This is the review and analysis of answers provided in 10 Years Old & Tech Savvy - Media Ecology Case Study Interview.

The online habits of the 10 year old interviewed for this particular study indicate she can and does wear many digital hats.

The Creator 

 

Our interviewee described creating characters with fashionable outfits through the digital game JoJo's Fashion Show. It is apparent it is one of her favorites by her comments regarding playing it often in a short period of time and running out of tokens to continue play. Because it is a favorite and one of the games she was first introduced to that allowed her to interject her own creativity, she may have failed to note the other digital outlets she taps into to display her own creativity. From background knowledge, we know that she also uses her iPod applications to create virtual desserts/food and clothing/outfits. Applications found through social media sites have also inspired her to create unique images for herself and friends and family. 
(Pictures courtesy of child's facebook page.  Address not included because of student's age.)

 

The Researcher

As a fourth grader, our interviewee was required to complete her first research paper. In our interview she indicated she uses computers at school to do " research for stuff like projects.  Things like that.  We mainly use it for research."  Her first paper required her to be resourceful online. "Anything I'm doing if I need to know something, I use Google," she said.  Inadvertent research has encouraged her to produce her own digital stories. She is a frequent visitor of YouTube. That has inspired her to create her own videos. (Links can be provided if necessary.) When our interviewee expressed interest in writing, an adult and our student researched ways to convert her traditional writing to an online, digital activity. Through that research, together, they discovered Tikatok.

The Gamer 

Our student indicated her favorite use of a computer is to play games. That's true at home, with friends and in spare time in the classroom. Because of early exposure to online games, the 10 year old indicated few issues in learning to play new games. In fact, it was difficult to explain how she learned to play games initially. "When you get a computer, it has the games thing on it and you automatically have games.  I click on them and I just learn how to play them," she explained. Upon further thought, she shared that she has received help from an older sibling and recalled using the help features that most online games provide. Narrowing down her favorite games was difficult. It took much thought to indicate a single favorite. From prior knowledge, we know she plays countless games online and many of them reiterate skills she should be learning:

• reading text
• spelling games
• memory games
• number games/games of chance

The Bonder

Despite the interviewee often being the only child in the household, the tech savvy student uses online and digital resources to keep in touch and bond with others. Initially she remembers her older half sister teaching her how to navigate digital texts and games. "When I got my regular computer, my sister (16 years old), she was helping me with the games that I didn't understand," she said. Our student is a frequent facebook user. She plays a number of games online competing with family and friends who do not live close in proximity. Her activity log indicates recent interactions with:

• Papa Pear Saga
• Village Life
• Farm Heroes Saga
• Candy Crush Saga

These games often require interaction with other facebook friends.

The Learner

The use of technology in school is limited for our interviewee. With that said, when asked how computers could be used more often in the classroom, she indicated for research purposes. Although she spends much of her extracurricular time gaming, bonding, researching and creating online, she saw little ways to better implement online techniques in her classroom."I think they should let us use them more often for research because sometimes we have to do projects, like we do projects on West Virginia our home state and she let only a few people on the computers at a time so it was more difficult for us to get enough research because we only got about 15 minutes on the computer," she said. Because of answers to other questions and for the reasons indicated above, it appears she may not have ideas on how to implement technology into classroom curriculum, it's clear that she would be up for the challenge and would adapt to the changes quickly.

10 Years Old & Tech Savvy - Media Ecology Case Study Interview

The following is a phone interview with a 10 year old girl preparing for 5th grade.  She has a 16 year old sister to whom she refers in the script.  

She has been fortunate to have access to many types of digital technologies from a young age.

The interview lasted 7:25.

Q: Do you have a computer /iPod/MPC playerWii/ ect....? 

A: Yes (computer-laptop).  Yes (iPod). Yes (Wii). An XBOX 360.  A DSI. A phone.  A regular computer.  And a Playstation. 

Q: What is your favorite thing to do on the computer?

A: Usually I'm playing computer games.  I'm on facebook, watching YouTube videos.  Either that, or if it's for school work, I'm doing research or if I need to know something - like anything I'm doing if I need to know something, I use Google.

Q: What is your favorite thing to do on the computer?

A: Play games.

Q: How did you learn to do that?

A: When you get a computer, it has the games thing on it and you automatically have games.  I click on them and I just learn how to play them.  But, when I got my regular computer, my sister (16 years old), she was helping me with the games that I didn't understand.  Plus, I've had a computer all my life so I just know how to play games.  And you know how to play games because on most of the games they'll help you on the first few levels or whatever, they'll tell you how to do it.

Q: What are some other things you use the computer for?

A: I watch videos and do things on facebook.

Q: What is your favorite game? Why?

A: Tough one.  A computer game?  From any site? (Yes.) I'd have to say JoJo's Fashion Show - the game that was actually already on my computer.  I ran out of free coins so I play it online now.  I like doing it because they give you different styles and you have to dress the girls up like that with the right kind of clothes and it tells you the kinds of clothes to use and stuff like that.  So, I like that game.

  

Q: Do you know other people who do this?

A: My sister and I loved that game when we first got it - when we first got our computers that had that game on it.  We loved it.  I ran out of my free coins on like the first week because I played it like every day - at least the first month. But (my sister) liked to save hers and I would beg her to let me play it on hers.  I'm not really sure who else likes the game that I know.  She's the one I could first think of.

Q: How do you use the computer at school?

A: At school, in our free time, we're allowed to play games if the teacher lets us.  Like, at recess, we play computer games if the teacher will let you.  In fourth grade, when we switch math classes, sometimes we have a computer day, so we play on the computer.  And, we use them for research for stuff like projects.  Things like that.  We mainly use it for research.

Q: How would you like to use the computer at school?

A: (The way we use them now.) Like if we were allowed to do that whenever we wanted, that would be nice.  The teachers would never let us do that.  They let us do that when it's like our free time like when we have recess or when we finish doing research.

Q:  Do you think teachers should let you use the computer to do those things? Why? Why not? 

A: I think they should let us use them more often for research because sometimes we have to do projects, like we do projects on West Virginia our home state and she let only a few people on the computers at a time so it was more difficult for us to get enough research because we only got about 15 minutes on the computer.

Reading by Design

"Reading content online requires a repertoire of skills, from interpreting visual clues, to mastering the nuances of subtext, to following ideas in a nonlinear fashion, to decoding of simple reading. Furthermore, adolescents need a critical awareness of

the semiotics of language, (i.e., language as design), 

http://efunlist.com/best-useage-of-computer/

 which is essential to the critical understanding of the composition and production of digital texts."

 

-Reading by Design: Two Case Studies

of Digital Reading Practices

 

Where youngsters are reading and why they are reading, in my opinion, are less important than THAT they are reading.  It's clear in the case studies that Peter and Patty are comprehending what they run across in terms of texts.  For instance, Patty says, 

"These are new items. Probably once a month they get a new item, like for new room themes or something. Like, you theme your rooms and there is a sale on items."  I expect a young girl to know the word them but not theme.  It's clear from the reading, she knows how to say it and what it means. Digital, online or multimodal texts provide more context clues from which students can learn.  If they are playing a game that engrosses them, they have to learn quickly what they are reading to reach a goal.  It puts a personal pressure on students to achieve, learn more and learn quickly.  The authors of the case studies indicate,

"The reading skills used by students to bring meaning into their digital practices are much more intricate than might be thought and often include both a comprehension of design and a personal engagement with the sites."  A perfect example is Peter can decode and he understands plot, setting, and characterization. Also, he has an extensive vocabulary when faced with familiar texts."  I find it more impressive that children who are learning through digital means may also be retaining more information than those who are exposed to traditional text and teaching methods.  The authors wrote, "He (Peter) builds on prior knowledge to understand other, related texts and uses design principles to understand the plot."  Sometimes, as an adult, it's easy to read it and forget it.  I wonder if this generation of digital learners, as opposed to my generation of learners, have more long term benefits from exposure to online learning.

 

http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/186

Glencoe/McGraw-Hill is a textbook publisher that values the importance of integrated learning between texts and online sources. Critics may say that a focus on non-traditional learning tools could be distracting to the learner as opposed to helpful.  The text publisher has developed Teaching Today weekly tips to help educators best prepare students for a digital world.  In the weekly tip "Integrating the Internet into the Classroom", I think the techniques offered to make online learning productive are ideal.  It requires lesson planning as any curriculum would.  Teachers must research the types of online sources they want students to use.  But, tips like these keep students from straying, wasting time online and introduces them to multimodal sources they wouldn't think of searching for on their own:

• (Pre-plan) Find a Web site with the information needed for one component of the unit.
• (Save time) Before class, bookmark the sites that should be used with the lesson.
•  (Avoid web straying) A graphic organizer helps learners choose concepts and facts that fit the assigned topic. 
•  (Encourage searches) Have students create a database of organized information.
• (Don't Copy) Require the citation of Internet sources

Digital texts vs. Print texts

Digital texts open readers up to a chance to stray from intended study material.  A print text allows students only to stray with their own imagination or thought process.  However, some of text, audio, and visual elements introduced in digital texts can offer context clues for young readers to develop a better understanding of concepts, words and ideas.

Digital Text Complexity

In my opinion, digital texts have more leeway to be brief.  For instance, a new word in a text may not be defined.  But, online, readers and learners have easy access to continue research.  Defining a new word or getting background on a topic is a quick Google browse away.  On the surface, a digital reading may appear more complex, but digging deeper to understand it is easier than if the idea is introduced in a traditional text form.

  

Digital Texts in School 

Not introducing students to digital texts in school is setting them up for a non-digital world.  We don't live in that type of world anymore.  Many students have access to multimodal resources at home.  But, for those don't, educators need to make sure they are aware of what they will face upon graduation and prepare them for success.
 

Connecting Online and Academic Reading

Start simple and let students choose their topics.  Let Peter create a survey online about Naruto, with complete sentences and detail.  That assignment will allow him to share his interests and knowledge with the class.  Make him use spelling words from the week or incorporate concepts learned in science or geography.  When he's allowed to share knowledge, he may be just as interested in what his classmates have to share which could encourage more reading in class.

Improving Academic Reading

Peter's academic reading could be improved through the example above.  It seems he may not be connecting how today's classroom lessons can coincide with his interests.  With guidelines on what words, ideas, concepts to use he may start to relate academic reading with his favored online reading.

Preacher, Don't Send Me - Final Illuminated Text

Preacher, Don't Send Me - Final Illuminated Text

More PowerPoint presentations from Sunshine Wiles

Content provided by All Poetry
Angelou, Maya. "Preacher, Don't Send Me by Maya Angelou." All Poetry. N.p.. Web. 9 Jun 2013. . Music provided by Made Loud One, Exousia, dir. Smooth Grove. MadeLoud, Film. 9 Jun 2013. . Images provided by Microsoft Power Point Clip Art.

Digi Spaces & Young Peeps Online Authoring: Challenges for Teachers

Preface:  As I'm writing this, I need you to understand that my 10 year old stepdaughter is explaining to her father, from her mother's house in Kentucky, how to use facebook to video chat for Father's Day as opposed to their normal Yahoo facilitated method.  
Warning: So, if you're expecting me to say Internet use and multimedia techniques shouldn't be fully blended into learning environments, you're reading the wrong blog.
 

"Classrooms that privilege alphabetic, print based, hard copy texts over electronic, multimedia and online texts are failing to capitlise on their students' expertise and and creating dissonance, as well as perpetuating disadvantage for those teens who are not engaging with new texts outside of school," wrote Rachael Adlington and Diane Hansford in Digital spaces and young people's online authoring: Challenges for teachers.

I think as adults, sometimes we fear letting "mere" kids take credit for knowing something we don't. If they're already using the tools provided to them online, we need to be resourceful too.  Find a way to incorporate what they already know into lessons on what the need to know. (Specifically, I'm referencing the use of blogs in classrooms.) Whether a parent or educator, have you ever heard you should deny a child something to make them more successful? Didn't think so.  And, we choose convenience all the time. It may be a stretch but think about it:

• Pencils with erasers versus feather pen and ink wells.

• Smartboards versus dusty chalkboards.

• Taskstream versus grade books.

*Image information below

Why not incorporate the latest tools, technologies and methods into an already existing lesson plan? Adults have learned to adapt. We just need to adapt to our children sometimes.

I searched for examples of blogs actually created by students at the direction of teachers. The idea is gaining popularity among educators clearly shown by THE EDUBLOG AWARDS.  One student's blog was a perfect example of what
Digital spaces and young people's online authoring: Challenges for teachers emphasized in stating there are three criteria for effective blogs, which they consider are significant for the education sector: 'a strong and clear sense of purpose'...a 'well informed point of view' and 'quality of presentation'.

I found Miriam's Magical Moments to be a great example of combining blogging and learning.

In her entry Mother's Day Surprise, complete with a video, there are
countess examples of lessons learned. A few are listed below. 
Can you think of others as you watch the play and review the blog entry?

• Language arts - punctuation, grammar, vocabulary
• Science - dolphin research
• Fine arts - play writing, musical performance

 

Why is it important for teachers to use digital media to support instruction in school?

• Sight and sound are important in communication. Digital media incorporates both at a higher level.
• Digital media taps into a child's creativity which can increase interest in a project.

What are the differences between writing online and writing in school?

•  Writing in school does not necessarily promote collaboration among students that a blog or wiki entry may promote.
• Writing in school may seem boring to students who are already texting, blogging, sharing videos and creating images.

How should teachers use digital spaces to support writing instruction?

• Teachers should compile a list of technologies students are already using at home to gauge what students are already familiar with using.
• Giving students examples of already completed digital assignments shows students the project is, in fact, doable.

What are some challenges to using digital spaces for writing instruction in schools?

• Limited availability of resources
• Limited time for project completion
• Variance in background knowledge of students (many, but not all, are using digital spaces at home)

In Mrs. Yollis Classroom Blog, the teacher using the online medium to keep families informed.  But, that's really just a nice bonus.  This teacher is incorporating the use of digital technologies to enhance lessons.  A perfect example is portrayed in the blog post Annotated Arrays.  This is awesome. 

• There are moving images students could never get from a text. 
• She incorporates definitions for her class that could be found in a hard dictionary, but not with the moving graphics to emphasize the lesson itself.  
• Then, she incorporated a hand-on activity kids can relate to. Roam the halls and take pictures. It's an easy assignment that requires little prep work. Most kids in your class can snap pictures with their latest smart device.  In this case, it was iPads.
• And, review and sharing information takes on a whole new front when kids can see their final products online nearly immediately. It would take less time to upload images and share than make copies of drawings and hand out to individuals to check out.
• The ease of the project inspired follow up work by students at home.
• When others comment on the class blog, students are introduced to even more views, tidbits and information.

*Image Information
Feather Pen: Doodle style feather quill pen and ink well illustration in vector format
© Lhfgraphic... | Dreamstime.com
Chalkboard: http://gosonja.com/wp-content/uploads/2013/03/ChalkBoard01.jpg
Grade book: http://farm1.staticflickr.com/199/464455787_09d28fea4e_o.jpg

Multimodal Literacy: An Introduction

MAIN ARGUMENT 

It's time to catch up to keep kids from dipping out.

That is to say, in the article Multimodal Literacy: An Introduction, the authors indicate if an educator isn't already considering enhancing the classroom experience by combining traditional studies with multimodal technologies, students are less likely to relate to, critically understand, or readily participate in lessons.

RECOGNIZING THE ROLE OF MULTIMODALITY

Awakening Imagination

To quote the article - "We know that when people are actively engaged with inquiry, have a desire to learn new things, and try out different digital, visual, musical, spatial, dramatic (and so on) tools and techniques, they have the potential to say and do things that we have never before imagined."

If we do not incorporate those tools used at home that awaken the imagination, students essentially step back in time upon entering the classroom. 

PHILOSOPHICALLY ALIGNED

Variety is the Key to Success

The fundamental philosophical orientation of multimodal literacy educators is - "children (and adults) learn best when engaged in complex, socially constructed, personally relevant, creative composition and interpretation of texts that incorporate a variety meaningful communicative modes or symbol systems."

LEARNING THROUGH THE ARTS

Multiple Perspectives

Educational philosophers Maxine Greene and Elliot Eisner encourage incorporating the arts (paintings, films, concerts etc.) into education to open students to various perspectives, thoughts or reflections on what they're studying.  I tend to agree that introducing at artistic approach to learning may better grasp a student's attention and encourage an interest in a topic they may not have considered interesting.  For some, music may spark the imagination, for others color, and yet others may be intrigued by performance.  If a student can relate on an artistic level, they may feel less intimidated on an elevated academic level by a topic.

MULTIMODAL BENEFITS

Trio of Reasons for Multimodal Reading and Writing

• Imaginative Ideas

According to Beth Olshansky, multimodal reading and writing encourages students to free their minds "to discover images and make meaning out of their own abstract creations". 

• Descriptive Discussion 

Olshansky concluded that students who participated in multimodal exercises were better prepared to describe what they retained.  She stated, "literacy, as experienced with and through the arts, was engaging, supportive and allowed more informed, precise and descriptive talk".

• Improved Comprehension

Research entitled Critical Links: Learning in the Arts and Student Academic and Social Development sites multiple studies that indicate students taught through a multimodal curriculum better understand the theories being taught.  The curriculum enables children "to understand stories more deeply through informed viewing of art".

BLOGGING AND MULTIMODAL THEORY

Four Good Reasons

• Materiality

By blogging, various resources can be used to express context and share point of view.  Bloggers are not limited to just written or typed characters on paper.

• Framing

Bloggers are privy to multiple options in display, from pictures to text and font styles.

• Design

Bloggers can be creative in how to display their content, images, sound and more.

• Production 

Bloggers can easily edit, re-edit and arrange the points they're trying to make with adequate visual or audio aids to deliver lessons and messages.
 

LEARNING FROM STUDENTS

What Their Work Indicates About Them 

Not all students enjoy the same socio-economic, physical or emotional background.  They differ in the way they absorb information.  They communicate in countless ways.  When students can artistically and technologically express themselves, they may rely on what they've learned outside of school to make their point.  Getting insight on what influences students outside of school is a way to better understand a student's individual needs. 

 

Courtesy of:

Multimodal Learning Through Media: What the Research Says [Cisco]

 

WHY USE TECHNOLOGY?

 Why Not?

Your students are already engaged in the use of technology.  They come to school prepared to be challenged in a technological way.  Students who are unengaged have little reason to pay attention or excel.

MULTIMODAL LITERACY & THE 21ST CENTURY

Expand Beyond Traditional

The article indicates that the technology already exists and now is the time to use it for more than entertainment purposes. It's time to enhance education with technology.  "We do not include technology because we should, but because it allows for greater participation, collaboration and distribution of knowledge."
 

PROJECT INTRIGUE 

Backpack Lesson

 I think it would be cool to adapt this into a traveler's lesson.  Switch out backpack with luggage.  As you travel through each day, what are your essentials?  What must you leave room for to take back home?  Travelers prepare for climate and environment.  How would your student prepare for the geographies of their individual classrooms?  Just like the backpack, what would students literally and figuratively  have to pack for the trip?

IDENTIFIABLE CHALLENGES

Technically, I'm clueless

 Been there, done that.  I've been the one to utter those words.  I can't do that technical stuff.  My theory?  You ask your students to try something new, learn something new, be confident each day.  If it's not too much to ask of them, maybe it's not too much to ask of ourselves.

PREPPING STUDENTS

Eliminating Excuses

In a global world, students will have to adapt to multiple ways of communication and extended learning expectations.  When you eliminate surprises, introduce new technologies at all times, you eliminate the excuse that trying new things is something to fear.

Illuminated Text - Preacher, Don't Send Me

 

Click Here: Illuminated Text - Preacher Don't Send Me

Content provided by All Poetry

Angelou, Maya. "Preacher, Don't Send Me by Maya Angelou." All Poetry. N.p.. Web. 9 Jun 2013. <http://allpoetry.com/poem/8511401-Preacher__Dont_Send_Me-by-Maya_Angelou>. 

Music provided by Made Loud

One, Exousia, dir. Smooth Grove. MadeLoud, Film. 9 Jun 2013. <http://www.madeloud.com/artists/christopher/music/tracks/smooth-groove>. 

 Images provided by Microsoft Power Point Clip Art.

Show What You've Learned - Week 2 Assignment

Is there only one say to show what you've learned? Not these days. Probably not "back in the day" either. But, combining reading assignments with a creative outlet to prove the
retention of information seemed to work well for even the technically challenged in my case.

The assignment to incorporate pieces of favorite readings into a creative multigenre & multimodal product tested my abilities. Remember what I've read?! My first thought was, "You're going to have to give me a second."
That second turned into 90 seconds of "Going Home"- an off-the-cuff Multigenre & Mulitmodal creation.

Writing Outside of School 

In the publication Writing Outside of School, the authors indicate "Teachers of writing can be more effective when they understand and build upon students’ extracurricular composing." The multigenre and multimodal assignment had no restrictions on the type of content to be used. It listed only suggestions. In this case, the instructor is able to determine a bit about where I come from, who is important to me and even what kinds of music I may prefer.

 

Literacy Learning in the 21st Century

The publication, Literacy Learning in the 21st Century, includes the statement: "the 21st century demands that a literate person possess a wide range of abilities and competencies.  Twenty-first century readers and writers need to be able to develop proficiency with the tools of technology."  The emphasis to use technology in this a new-to-me technology or tool allowed me to transform the words I'd read into a new product that may peak the interest of other readers.  It did so in an unconventional way that would engage an audience through more than just written words.  It was also useful way to express my own reaction to a reading or lyrics.  

 

Reading and Writing Differently

Reading and Writing Differently is a publication that focuses partially on how reading and writing are changing textually.  As a potentially aspiring teacher, it is important for me to learn how to keep all students engaged, including those who aren't necessarily eager to read text and regurgitate facts.  The authors indicate, "Visual representations, in particular, can make content more accessible for students who struggle with written text."  Through a multigenre and multimodal display, a student may be more inspired by an assignment if it is presented to them in a more appealing manner with less text and more visual stimulation like pictures and graphic elements.

Writing Now

Writing Now focuses on the authenticity of writing.  The authors wrote, "Today's students need to learn how to use images, graphic design, and social networking to compose and represent their ideas."  Without question, the multigenre and multimodal assignment encouraged the use of existing, easy to use technology but allowed the creativity to add personal touches to the assignment.  That lead to incorporating pictures and designs that would further share with an instructor my interpretation of a reading.

 

Adolescent Literacy

"Allowing student choice in writing tasks and genres can improve motivation," is a major point in the publication Adolescent Literacy.  If the ultimate goal of a teacher is to encourage a student to read and reflect upon what they've absorbed, it makes sense that an assignment would be open to some choice in context.  In the case of the multigenre and multimodal task, I was given a choice on the topic and even the source I'd like to use to meet the requirements assigned.  It also allowed me the opportunity to expand upon what I had read or heard (in lyrics) to express what I thought the text means.  That means truly sharing an interpretation of content as opposed to simply proving I'd read material through multiple choice questions.

Reinforcement

As indicated in a previous blog I believe great learners are great communicators who can take what they've learned from a number of traditional and non-traditional resources and share it in an unlimited fashion.  Each article focuses on tapping into an individual's interest and their unique way of communicating what they've learned.  Through the multigenre and multimodal assignment, I was able to:

• choose a topic that appeals to me (sappy novel, sappy country song).  That generated more interest in completing the assignment.
• share a personal interpretation of what excerpts from a novel mean to me or what kinds of thought lyrics to a song may provoke.  Simply reiterating what I read, in my opinion, would not be an efficient tool to measure exactly what kind of information I'm taking away from what I've read.
• see how a proficient teacher would incorporate technologies to promote reading and communicating.  Many of the publications emphasized the importance of seeking out new technologies for students to use in additional to traditional reports, essays and research work.  By using just one new tool, I recognized how simple it could be to connect with someone who may need information in a digital format.

Real Life Example

Look what I found!  A lesson plan that lets me live in the past! In The News is a lesson plan that incorporates researching, reading, writing, producing and filming.  Some are traditional forms of assignments.  But, portions of the lesson plan include interpretation by students, creative forms of communication and even team work which, while not mentioned in this blog, was focused upon in many of the publications sited. It is also lesson plan that would work across disciplines.  As depressing as it can sometimes be, a newscast often incorporate (to name a few):

•  geography in weather maps
• language in the stories written by producers and reporters 
• math because a producer has to time out the show
• history if an event covered reflects on the past