Blogging - Hicks Chapter 2

In Chapter 2 Hicks talked about the basics of blogging.  I liked that he pointed out that first it is important to think about how and why teachers want students to engage in digital writing. Using blogs allow teachers to have easy access as well as able to update and edit accordingly.
Teachers can use blogs to post information about the classroom such as announcements or assignments or it can be used to as a reponse prompt for students.

Editor Critique - Travis Jonker

Travis Jonker is an elementary school librarian for over six years who is currently at a K-6 school in Michigan. In 2007 Jonker started the blog 100 Scope Notes (http://100scopenotes.com/about/) for reviewing children’s literature.  He is also an avid Twitter (http://twitter.com/#!/100scopenotes) user.  In his blog, Jonker has several pages related to children’s literature. He as a page on “Best New Books” that links to a page about a new book that he deems new and noteworthy including a picture, reference information, a link to purchase the books and a description. He often also includes pictures from the books on his page.  If authors of the books have blogs he link puts a link on the page to the author’s blog and or webpage. Jonker also blogs about, in my opinion, fun facts, such as noticing that two different books have a very similar cover in his “Cover Curiosity.”   He also notes when book cover does not correlate with the book, especially related to the era. He also takes and “redos” covers that are outdated to make them more appealing to the current reader asking for his followers input.  There is a page on his blog where he post news about book, authors or anything related to his interests in books. Jonker even does reviews on “retro” and “toon” books.  Link Du Jour (link of the day) is where he often links others blogs, articles, etcetera relating to children’s literature  that his readers may find interesting or be able to relate to.

Jonkers uses Twitter in several ways.   He tweets about information on his blog giving his followers links to his blog. He also puts up interesting facts that are often linked to his blog as well.  He also uses Twitter for what I see as a personal reason as well.  He recently tweeted asking his followers about e-readers asking their opinions and how they use them.  Jonker often just tweets what is on his mind related to literature from the book that his daughter enjoyed that evening to tweeting about other authors.  Jonkers followers also tweet him asking questions about various aspects of literature.

"Digital Natives, Digital Immigrants" Prensky

I enjoyed this article however it made me questions what am I? Personally I do not feel like a digital native because I did not grow up with the technology nor do I feel that I am digitial immigrant because as technology became avaliable I learned to use it... I guess the make me a Digital Tweener? I see my grandparents who struggle to use technology and know they are digital immigrants and my much younger brother and sister are definetly digital natives.  I 'came along' as the technoloy evolved and started to learn it.  Depending on my mood or situation, I can edit papers on the computer or sometimes I like to print them out.  I still read but I use a Kindle to read (mostly becaue when I finish a book on the beach I can just download a new one and not have to leave the beach). So what am I?  

"Preparing Tomorrow's English Language ArtsTeachers Today: Principles and Practices for Infusing Technology" -Pope & Golub

While reading this article I kept thinking back to the title of the article, specifically that aurthors' choice to use the word "infuse" relating to using technology in the classroom.  Today it is important to utilize technology, after all it has endless possibles but as the title of the articles says it needs to be infused. Pope and Golub state that educators must "1. introduce and infuse technology in context; 2. focus on the importance of technology as a literacy tool; 3. model English language arts learning and teaching while infusing technology; 4. evaluate critically when and how to use technology in English language arts classroom; 5. provide a wide range of opportunities to use technology; 6. examine and determine ways of analyzing, evaluating, and grading English language arts technology projects; 7. and emphasize issues of equity and diversity" (2000).
The example the authors used in the beginning of the article as to how to infuse technology in the language arts classroom are good examples. I especially liked the example from Golub's classroom during the Persian Gulf War.  I believe the it would be very beneficial to students in the classrooms to 'expereience' what it is like during times of hardships.  I think back to our previous assignment on responding to tragic events and can't help but think about how great it would be to communicate with students in New York about the events of September 11, 2001.

"The Arts, New Literacies and Multimodality"

As a result of the ever changing definition of literacy, especially in the 21st century "the arts," "the new literacies" and "multimodality' are becoming more prominant in  the English language arts classroom. In the article Albers and Harste questions that "instructionally the issues becomes, how do we build the literacies which today's students bring with them to the classroom?" (Albers & Harste, 2007, p. 7). It is important for educators to first understand the social and literacy practices that learners bring to the classroom.

Albers, P. & Harste, J.C. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6-20.    

Infographics (Task 3)

Infograhics are” visual representations of information, data or knowledge. These graphics are used where complex information needs to be explained quickly and clearly, such as in signs, maps, journalism, technical writing, and education. They are also used extensively as tools by computer scientists, mathematicians, and statisticians to ease the process of developing and communicating conceptual information” (Anders Ross). Infographics can be used in various ways.  Thinking back to my previous post about hurricanes I thought it would be appropriate to have in infographic on hurricanes. I found the below infographic on hurricane anatomy on infographicworld.com.

Using infographics in lessons have endless possibilities especially when it comes to science and social studies.  Students can use infographics to depict the life cycle of a plant to a timeline in history.  My idea of using inforgraphics would be to have students create their own inforgraphic to keep in a binder to supplement units when they are complete.  This would be especially beneficial in tested grades so the students have something to refer back to besides notes. 

Responding to Hurricane Irene (Task 1)

When teaching about disasters, like the natural disaster hurricane, it is important to remember to give as much information to help students better understand the disaster all while teaching them important skills.  Thinkfinity offers links to help teach students about hurricanes (http://www.thinkfinity.org/hurricanes). One of the links is BBC’s Animated Guide to Hurricanes.  Before a student experiences a hurricane, or even after, I believe it is important to understand how hurricanes are formed.  The teacher can use this view to help assist teachers in teaching the formation of hurricans.   After viewing this animated guide I believe it would be most effective to use Hurricanes 1: The Science of Hurricanes’ E-sheet to view Hurriane Andrew which devastated the southeast U.S. in 1992.  The second portion of the E-sheet shows  the students the anatomy of a hurricane and third portion has the students read about Hurricane Andrew as has them respond.  A follow up to The Science of Hurricanes is Hurricanes 2: Tracking Hurricanes E-sheet which helps students understand how technology can assist in viewing and tracking hurricanes.   After teaching a lesson to help students understand the hurricane and seeing pictures of past hurricanes one can find pictures, models, etc. of a current hurricane (in this case Hurricane Irene) and compare and contrast the hurricanes. Using another link from Thinkfinity one can even have teach the lesson on Exploring Cause and Effect Using Expository Texts About Natural Disasters.  

What Do We Mean by Literacy Now? - Harste

Literacy means different things to different people (cultures) in terms of meanings especially in the world of multiple literacies. According to Jerome C. Harste “When coupled with the notion of multiple literacies, literacy can be thought of as a particular set of social practices that a particular set of people value. In order to change anyone’s definition of literacy, the social practices that keep a particular (and often older) definition of literacy in place have to change” (p. 8).  He stated the in order to have a good literacy program one must have three components all while having a different emphasis: meaning making, language study, and inquiry-based learning. 

Developing Intelligent Vision - Riddle

Visual literacy is a gradually learned experience.  Students must be able to “interpret and communicate the meaning of images to develop ‘intelligent visions’ ” (Riddle, 2009, p. 7).  As stated by Riddle we are lucky to have such a visually stimulating life; visual stimuli is around us no matter where we are.   It is the teachers’ job to help students develop visually literacy skills.  Students visual literacy skills do not develop at the same rate as their reading levels so it is up to the teacher to lead discussion, give guiding questions, allow time for observation and consider different forms of information before students can begin to integrate their understanding of visuals and text (Riddle, 2009, p.10).  Teachers need to be able to use Blooms higher order thinking skills and apply  them to helping students develop visual literacy.