Digital Literacies

This week's readings focused on digital literacies in the classroom. Accoding to Beach, educators must teach digital literacy as an issue of equal access in public education. Because some students do not have personal computers or internet access, it is up to educators to close the gap between the technological haves and have-nots.

While this, and other reasons present a compelling arguement for teaching digital literacy in the classroom, I still have trouble seeing its relevancy in the face of low literacy rates and other reading and writing issues facing young people. One arguement that has been made is that by teaching digital litereacy, English Language Arts teachers can improve literacy rates and improve student writing skills. However, in my own experience, allowing students to use instand messaging, and other technology in the classroom did not mean that their skills would improve. In fact, the added technology showed itself to be more of a distraction than an instructional tool. Further, teaching digital literacy may decrease the ownership and access gap in some school disctircts. But at Minneapolis South High School, where I am doing my student teaching, the only technology in my classroom is one computer at the teacher's desk. To say that public schools all have equal access is simply untrue.

One website that I have found to be very helpful when thinking about issues of digital literacy is www.teachingmedialiteracy.pbwiki.com. This site was created in conjunction with Beach's latest book, and is a place for educators to post and access ideas for the classroom. Rather than start a digital literacy unit from scratch, there are some great ideas that others have posted, and used in their classrooms.

Whole Lotta Whole Language

As I was reading this week's chapter in Williams on grammar, I had to remind myself how little I really know about grammar. I grew up in the era of Whole Language. The idea is that by surrounding me with texts and correct grammar, I would just pick it up. I didn't need direct instruction because I would see and hear the correct grammar and model my speech and writing after that.

While this was a good plan in helping me write and speak, I have to admit, I've got a lot of brushing up to do before I can teach it. This is because I never learned the rules and terminology that are behind the texts I was surrounded with. So when I read or listen, I am often able to identify the errors in grammar, and offer a solution. However, I cannot say why something is wrong, or why it needs to be fixed.

As a teacher, I would like to be intentional about what I am teaching students. Although I do not agree with the idea of teaching grammar out of context, I do think that my students and I should have a common language to discuss their work, and we should be able to help each other fine tune our writing. Also, I would like to teach them to be intention about their work. If they choose to write in a certain way, or to play with conventions in their writing, I would like them to explain what they have done, and their reasoning behind it. Rather than floating in a sea of Whole Language, I would like them to know their options and make informed choices as writers.

For a resource link I have found a site www.teachingenglish.org/uk. I know that British Pronunciation and American English are two different things. But in the UK they are dealing with some of the same issues we have talked about in class. What is standard, how are students labeled by the language they speak, and how much grammar do we have to teach, anyway? This site offers some insights into those questions, as well as some practical lessons and ideas to bring into the classroom. It's published by BBC online, so it's also credible!

What's in a grade

After finishing the reading for class this week, only one thing seems certain: there are a million different ways to assess writing. Like so many things in education, there is no magic formula that will work for all teachers in all situations. Through experience I'll have to begin to make my own decisions about assessing writing. That being said, there are a few things I'll take with me into the classroom.

First and foremost, I think teachers must remember to grade with compassion. As Samantha in Spandel pointed out, for many students just putting something on paper is a truimph. If I, as a teacher, lose sight of the fact that writing is a personal and nerve wracking process, I am doing my students a real disservice. Also, a teacher who reads with compassion will look for the good in student work. Rather than spend all my energy on finding the mistakes in student work, I think it's just as important to really look for the good in a paper. Praise and encouragement are an integral part of assessment, and should not be allowed to fall by the wayside when one focuses on student writing.

Secondly, I will grade for the process of writing, not just the final product. Drafts, peer-editing, revision, they should all count toward the grade of the piece. This helps students to understand that every step of the writing process is important, not just the final draft. Also, it can alleviate some student anxiety if the final paper is not the entire grade for the assignment.

I know that almost everyone has this link already, but it's so good I had to put it into my blog, www.readwritething.org. They've got a lot of great stuff for teachers, and it's a site for all ages, elementary through high school. Also, they have links to other important sites, like NCTE. All in all, it's a very useful site that everyone should check out.

I'm gonna be a supermodel

This weeks were all about the importance of modeling. If we want students to behave in a certain way or perform a certain task, we've got to show them how it's done.

In Spandel's chapter on the right to see other's writing, it was interesting to think about just writing in front of my students. Looking back on my schooling, I rarely, if ever saw teachers write. When the class was given writing time, the teacher would often sit at their desk, grading papers or doing other work.

I think that it would be helpful for students to see me and other teachers in the act of writing. Everyone has their own style and preferences when it comes to writing. By sharing my personal preferences, like writing in a comfy chair, not at a desk, I can help students begin to think about how they like to write. Further, students can see that most of what I write on the first try is really bad, and I, too, need revising. I like the idea of having students revise one of my pieces or writing, lord knows I can use all the help I can get. By showing students that I'm not perfect, but I have some tricks up my sleeve to help me become a better writer, I can take some of the pressure off of them.

One website I found this week, when I was looking for ideas about revision was a website called teach-nology.com. It has a lot of activities to help students with writing and revising their work. It also provides teachers with some good ideas for assignments and writing prompts. It looks like a great site to use when planning a unit, or in a pinch and looking for something to use for the day. Check it out!

Five Paragraph Form

Oh, the five paragraph form. I just have one question, if it's so bad, why is everyone still teaching it? There must be some merit to this form, or people would have ditched it long ago.

I see where criticism of the form is coming from. It is formulaic and often boring to read and write. However, it is not without its place in the writing classroom. There are times when the FPF is exactly what the reader need to quickly and easily gather information and ideas from the piece of writing. Basic writing tests and college entrance essays are examples of situations when a well planned five paragraph essay fits the bill.

The trouble with the FPF is when it is taught as the only form. Rather, educators should look at the FPF as one of many choices writers have in their bag of tricks. Teachers should ask their students to consider the purpose and audience of a piece before they begin writing. Once these have been determined, students should think about what form will best fit the needs of the reader and the purpose of the piece. Thus, the FPF should not be an end-all be-all, but one of many options students have when writing.

I am beginning work on a Shakespeare unit and have found the BBC website to be a fun and interesting place to search for information. There are photos, plot summaries and many other ideas that can be used in my classroom. It has many options to keep students active and engaged in the lesson, and how to make the play seem relevant to their lives. It's bbconline.com and it's great!

Narrative Knowing

Romano uses the term "narrative knowing" in his text about creating multi-genre presentations. I thought that this brought up an interesting point, and helped frame the argument for the use of multi-genre in the English Language Arts classroom.

Although expository writing is a necessary skill, and a very useful tool, it does not say everything for everyone. I think that this is where narrative knowing comes in. There are students who can read and understand an encyclopedia entry about a topic. And then there are the students for whom there must be a personal story or connection in order for the information to have meaning for them. In this situation, these students need some other way to obtain the information. A multi-genre project can fill a void that previously existed in the classroom for these students. Also, it can help the lovers of the straight-forward to stretch and try on a few new things. I am very interested in the idea of narrative knowing, and how that can help students, and teacher, in the classroom.

One resource I have come across this week is the homework helper at the Minneapolis Public Library's website. The address is www.mplib.org/homeworkhelper.asp. This site is a great resource for students to use when they are doing homework. However, it also has a lot of information that could be useful to teachers. First, it offers teachers a few areas that students often struggle with. When teaching something for the first time, teachers may not anticipate what students will get and what they will have trouble with. This site shows teachers some common problem areas. Also, it provides teachers with another way of looking at the information. Sometimes it can be difficult to come up with a way of presenting information so students will grasp the material. This site offers one more way of thinking about the information.

Response to Williams

While reading Williams "Preparing to Teach Writing," I was very interested in the tone he used. Williams did not use a tone of questioning or wondering as he wrote. Rather, he seemed certain of the assertions he posited. There were times I found myself wondering what students he had used these methods with, and how he knew that the methods worked. Williams was a very concrete writer, who did not allow a range of ideas or attempts, rather is was more like a formula for teaching. If a teacher did these three things, students would write and workshop well in class. However, I am not buying the formula. The classroom is an environment that is always changing. To say that one thing will work all the time with all students is impossible.

Williams writes of the need for the classroom to be a community in order for students to be comfortable when workshopping their writing. He states that the students should have some time to get acquainted with each other in the beginning of the term. Williams also states that students should learn how to form feedback based on the teacher's modeling. Although I agree that the teacher must model the desired behavior, I do not think that this is enough to teach students how to give feedback to each other in the workshop setting.

One resource I found when looking through information for my student teaching is teacherweb.com. This is a website that has lesson plans that can be used for class. They are broken down by age group and subject area. There are lesson plans for writing, literature, speaking and much more that would be very useful in the English Language Arts classroom.