Adolescent literacy summit 2013

Fostering Strategic Engagement with 21st Century Literacies in the Disciplines

Adolescent Literacy SummitJune 19th and 20th, 2013

TIES St. Paul MN

David G. O’BrienUniversity of Minnesota, Twin Cites

Tuesday, June 18, 13

Where is Engagement? Where is the Text


Disengagement and Order--A Deadly Combination


What Text is Left When you Throw the Textbook out the Window?


What is the Engaging Text? Maybe a better question is Where is the text?


Think-Pair-Share (Lyman, 1981)

1. As a whole, what do the video clips say about the relation between textbooks and learning in school?

2. What do the video clips say about engagement and disengagement in school?

3. What do the clips say about strategies using non print texts (multimodal texts--music, imagery, performance)


On January 27, 2010, Apple Announces the

iPad

About a Year Later Apple Introduced

iBooks Textbook


1._____ _____ The introduction of the iPad and the eventual influx of multiple tablet devices has changed learning and teaching forever

2._____ _____ The key aspect of “21st Century Literacy” is that what counts as a text and reading has changed dramatically

3._____ _____ There is already evidence that new portable devices and the “apps” and other tools are positively effecting student engagement and learning

4._____ _____ The first indicator of the effect of new digital devices and apps is how ineffective traditional textbooks are

Anticipation/Reaction Guide


Textbooks Produced for iBooks

Traditional Textbooks-outdated-static-expensive-too heavy-old format (“1950”)


Textbooks Produced on iBooks Author 2 Promise to Revolutionize Textbooks

iBooks Textbooks Features-engaging-alive-up to date-mobile-fluid, fast navigation-beautiful,-effortless note taking-interactive multimedia-immersive


iBooks Textbooks have Built-in Learning and Engagement Features

iBooks TextbooksLearning features-integrated multi-modal content-amazing ways to take notes-highlighting withannotations-elegant study cardreview


Learning with iPads: The devices provide access to “all of the world’s learning in it”


Learning with iPads: The devices are motivating and engaging, portable and affordable, the multimodal affordances support learning reading and writing


Learning with iPad: It caters to learning modalities, styles, and engages learners because it is interactive and multimodal


Learning with iPads: Access to information you no longer have to remember or master but instead personalize information to your own needs



Textbook Memes


Meme Critique And...

Textbooks are Outdated

Textbooks are designed to support teaching/learning

Where does the content for iPads come from?

Textbooks are Expensive

Tech hardware and license agreements/apps are expensive

Even if you save money, what content should you buy?

Textbooks are Heavy

They have a point there!iPads and other tablets are definitely lighter on

the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes









Textbooks are Heavy


the frame

Textbook Memes


iPad Memes


Meme Critique And...iPads are engaging

Printed curricula can be engaging

Is engagement synonymous with digital, multimodality?

iPads are interactive

People are interactive--readers can interact with print, pictures, and other people

“Interactivity”can be distracting and

iPads are portable

They have a point there! But. . . lots of curricular materials are portable

Portability is not synonymous with learning

iPads include current content

Content is current only if content providers are current

What copyrights and authors will allow what material in digital texts?

iPads are dynamic and magical

Do these dynamic, interactivity, and magic provide strong teaching and learning design?

Who is designing education apps and digital texts?

iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes








iPads are portable









iPad Memes


Affordances and App Affordances

Design

An app might have positive

features built in by designers

Use

An app might have

affordances only apparent in use


Strategic Engagement

1. Selecting app affordances (Beach & O’Brien , 2012. appropriate for a particular lesson, its tasks and literacy support

2. Twinning app affordances with effective strategies for that particular instructional and learning context


A STRATEGY: REAP (READ ENCODE ANNOTATE PONDER)Read to discern the author’s message

Encode the message by translaEng it into your own words

Annotate by cogently wriEng the message in notes for yourself and your group and post for others to read (post in Google Docs, post annotaEon in text in Diigo)

Ponder, or further reflect on what you have read and wriPen, through discussion and by reviewing others responses toe the same reading /and or to your annotaEon


REAP Diigo social bookmarking

AN APP AFFORDANCE: USING DIIGO TO FACILITATE ANNOTATION

Diigo “floating sticky notes” allow posting of text-specific annotations

Readers can read each other’s annotations, and annotate (meta-annotate) annotations with other levels of REAP


REAP ✦ Summary Response: The basic message of article. A

simple statement of the main ideas. After discussing with your group, write out a short paragraph—2-3 sentences that you believe capture the main theme of the piece.

✦Attention-getting or heuristic response: Find a quote in the article that will make someone else want to respond. This should be attention- getting or surprising.

✦Personal View or Transactional Response: How do your views and feelings compare with what you think the author is saying?





REAP Diigo social bookmarking



A STRATEGY: GIST (GENERATING INTERACTIONS BETWEEN SCHEMATA AND

TEXT)

• Select a paragraph (or passage)

• Have students read the paragraph (or passage) for the purpose of retelling

• Students generate summaries (individually or collaboratively) and revise until satisfied

• Students re-read the text to check the accuracy of the summary and post a revised summary

• The digital affordance adaptation (iAnnote PDF app: Students use both written and oral annotation features to generate multimodal summaries


AN APP AFFORDANCE: USING IANNOTATE PDF TO FACILITATE GIST

SUMMARIESGIST iANNOTE PDF ANNOTATION

Notes that pinned to the text allow posting of text-specific summaries

Audio annotation pinned to the text that allow audio renditions of summaries


Process StrategyApp

Affordance

Specific Apps

Strategic Engagement Framework

Synthesizing/Summarizing

REAPGIST

DiigoiAnnotate PDF


Resourceshttp://www.amazon.com/kindle-store/dp/B00ATIVZCK


http://www.amazon.com/kindle-store/dp/B00ATIVZCK

http://www.amazon.com/kindle-store/dp/B00ATIVZCK

http://www.appsforlearningliteracies.com




Digital writing, Media literacy, Media literacy resources, Teaching literature, Literacy tools, Common Core State Standards, Apps for literacy learning, Using iPad and iPhone Apps for Learning with Literacy Across the Curriculum

Rick Beach’s Websites


http://digitalwriting.pbworks.com/

http://digitalwriting.pbworks.com/

http://teachingmedialiteracy.com/

http://teachingmedialiteracy.com/

http://teachingmedialiteracy.pbworks.com/

http://teachingmedialiteracy.pbworks.com/

http://teachingliterature.pbworks.com/




http://literacytooluses.pbworks.com/

http://literacytooluses.pbworks.com/

http://englishccss.pbworks.com/

http://englishccss.pbworks.com/

http://usingipads.pbworks.com/








Strategies Modeled with Apps

• Anticipation/Reaction Guide: first presented by Readence, Bean, & Baldwin(1995): Readence, J. E., Bean, T. W., & Baldwin, R. S. Content area reading: An integrated approach (5th ed. ) Kendall, Hunt.

• some good online examples: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDcQFjAB&url=http%3A%2F%2Fwww.carlscorner.us.com%2FLiteracy%2FAnticipation%2520Reaction%2520Guides.doc&ei=pB3BUcjT

• REAP: first presented by Eanet and Manzo (1976): Eanet, M. G. & Manzo, A. V. REAP--A strategy for improving reading/writing study skills. Journal of Reading, 19, pp 647-652.

• a good example with clear guidelines of the types of annotations: http://www.saddlebackdsps.com/2011/10/reap-strategy.html

• GIST: First presented by Jim Cunningham (1982). Cunningham, J. Generating interactions between schemata and text. In New inquiries in reading research and instruction. Thirty-first Yearbook of the National Reading Conference

• guidelines for doing GIST at ReadWriteThink: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html


http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDcQFjAB&url=http%3A%2F%2Fwww.carlscorner.us.com%2FLiteracy%2FAnticipation%2520Reaction%2520Guides.doc&ei=pB3BUcjT






http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html




Education

Adolescent literacy summit 2013