OLC Handout Digital Tools to Support Literacy Teacher Learning and Collaboration

School of EducationTHE WORLD WITHIN REACH

Dr. Stephanie Affinito

Online Learning Consortium International Conference

October 14, 2015

New, Digital and MultiliteraciesLiteracy Teacher Education, Leadership and Coaching

Changes our habits as readers (Morrell, 2012; Bass & Sibberson, 2015)) and how readers share, discuss and analyze text (Serafini & Youngs, 2013; Serafini, 2015)

Participate in new mindsets, identities and practices (Vasquez, 2003) and new social practices, skills, strategies and dispositions (IRA, 2009)

Multi-text, multi-modal and multifaceted (IRA, 2009)

Use text, technology and media critically and strategically for reading, composing and learning (NGA Canter & CCSSO, 2010)

Sustained, ongoing and intensive professional development (IRA, 2004) is essential.

Modeling and collective problem-solving around specific problems of practice (Darling-Hammond & McLaughlin, 1996) ensure relevant and meaningful practices.

Collaboration to achieve specific professional development goals (IRA, 2004) connected to teaching and learning.

Evolving over time (Affinito, 2015; Lynch & Ferguson, 2010; Walpole & Blamey, 2008) and contexts (Affinito, 2015).

UNIVERSITY AT ALBANYState University of New York

As our definition of literacy expands to include new

and digital literacies, so too must the education,

leadership and coaching we provide to teachers.

Teachers must first see the power and possibilities

for digital and connected learning in their own

professional learning communities.

As educators, leaders and coaches, we must

transform the professional learning we provide for

teachers to lead the literacy of their 21st century

students.

Our practices as teacher educators, leaders and coaches must expand and change in response to new literacies and digital tools.

Build Connected

Professional Learning

Communities

Facilitate Meaningful

Literacy Learning

Experiences

Collaborate as Co-

Learners

Reflect on Research and

Teaching Practice

•Use social media in daily professional interactions

•Create, follow and comment on professional blogs

Connect with teachers and build professional

relationships

•Digitally share personal and professional books we are reading

•Create digital, shared libraries of resources to foster sharing and collaboration

•Create online interactive collections of resources

Share our literate and teaching lives to build

community and identity as teachers

•Utilize asynchronous communication tools

•Create virtual meeting spaces

Create opportunities for teachers to engage

in sustained conversations

Leading Literacy: Build. Facilitate. Collaborate. Reflect.


Create digital, shared libraries of resources to foster sharing

and collaboration


Utilize asynchronous communication tools


•Participate in online professional development and webinars

•Participate in online webcamps

•Participate in online and digital literacy events

Participate in shared learning experiences

together

•Use digital presentation tools

•Narrate and record presentations using screen casting and audio tools

Design engaging and authentic professional

development

•Explain literacy content through guided lessons and tutorials

•Share research using Infographics

•Document learning and resources through interactive documents

Create instructional resources for teachers



Explain literacy content through guided lessons and tutorials

Participate in shared learning experiences together


•Document student learning and assessment

•Discuss and analyze student work

Examine student work and interpret

assessment data

•Brainstorm and organize ideas

•Collaborate on and discuss curriculum

Co-plan literacy lessons and create

curriculum

•Create online brainstorming sessions

•Reach out to other teachers and researchers using social media and archive sessions

Brainstorm and problem-solve instructional challenges



Create online brainstorming sessions


Discuss and analyze student work


•Participate in online book clubs and book studies

•Create digital discussion groups around chosen topics

•Analyze research, professional articles and artifacts of literacy teaching

Analyze current research and

professional literature

•Observe literacy teaching asynchronously

•Lead virtual, synchronous coaching sessions

•Video videos of teaching and reflect

Lead literacy conferencing and coaching sessions

•Create digital teaching portfolios

•Create representations of our philosophies and experiences:

•Document teacher learning through a micro-badging system

Create showcases of our work and

development as teachers



Analyze research and artifacts of teaching


Create representations of our philosophies and experiences


We do not want to ‘technologize’ our current practices, but want to imagine what the technology affords the work we do (Lankshear & Knobel, 2003)

As you start thinking of the possibilities, remember that your instructional goal and purpose should drive your thinking, not the technology tool. Keep your goal and purpose central. The tool will follow.

Choose digital tools carefully and strategically based on your work and instructional needs. The important thing is to think about what you want to accomplish and then let technology help you do that…not take it over.


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