Web 2.0 in Elementary Classroom: Portraits of Possibilities

ST: New Literacies in Practice

In the introduction to this article, Kist quotes Freebody and Luke (1990) model which has the four sets of "social practices requisite for critical literacy":

Resources as a Code Breaker

The ‘Code breaker’ role includes basic skills associated with knowing the technology of the 

written symbols of the language, and understanding the relationship between spoken and written 

symbols. 

Resources as a Text Participant

The ‘Meaning maker’ role involves learners bringing their technology of code- 

breaking to the different structures of the various types of texts they encounter and the 

experiences portrayed in those texts. There is a matching up of the learners’ own knowledge of 

the topic with a knowledge of textual structures.

Resources as Text User

The ‘Text user’ role means that, in addition to 

participating in texts, learners must also assume the role of using texts in variety of situations, 

each with a different socio-cultural purpose. 

Resources as Text analyst and Critic

The ‘Text analyst’ role involves learning how to 

examine texts critically in order to gain understandings about sub-surface influences and themes 

and to find out why texts are written in particular ways to achieve particular effects. 

As you read these descriptions and especially read the last two links below, you can see that we've been primarily stuck in the code breaker mode. We've started some of the Text Participation, but only to the level of what the story is about-- not really getting into the personal experiences or other textual connections. I think we've done well addressing Text Use as we have students look at different genres and the qualities and purposes of those genres. The major area we need to address is Text Analyst. Students need to make their own meanings from what they read or view. They should think about the meaning of what they read and not be told what something means or be influenced to believe there is one interpretation. 

It seems like we are attempting to make progress in literacy instruction.

Freebody and Luke article
Reading Online Article on 4 Resources
Roles and Resources Model
4 Roles of a Literate Person

Non-linear text

ST: New Literacies in Practice

Kist asks several questions on page 10 of The Socially Networked Classroom concerning how we read texts. Traditionally stories start at the beginning, tell us a story in a neat plot diagram, and then end. In fact, it seems like we are still teaching our students the plot diagram as a way of dissecting a story or creating their own.

However, it seems like popular movies and novels are starting to use non-linear storytelling methods.  In fact, upon looking up non-linear narratives I was surprised to read that many early stories and movies were already diverting from our neat plot diagram. 

For example, in Sliding Doors, we follow the character through a critical choice in her life. We are presented with two separate "endings" as we follow how her life would be if she had chosen to either stay with her boyfriend or leave him. Momento is one of the more extreme examples of nonlinear storytelling which is considered reverse chronology where the story is literally told backwords. I was surprised that upon looking up this term which I would consider rather new to literacy, that there were many examples of media already using this long before 2001 (One example is from the Arabian Nights for example.) Even TV shows like Lost and Damages rely on flashbacks and flash forwards to offer clues to a story.

Remember those "Chose Your Way Adventure Books" that allowed you to create a story based on your choices-- one that was different every time? Reading the web is like that as we can click on hyperlinks or search other terms while we read. Young Adult books like First Part Last and Holes use nonlinear plots at times.

Why does an author write in nonlinear fashion? (#5   pg. 19)

Personally, I think it is more interesting storytelling when the story is nonlinear in fashion. To start at the end and give us the conclusion makes us curious to learn how this situation came about. Reverse Chronology like Momento creates confusion and mystery that fits the genre of the movie and puts us in the character's situation of not knowing what will be next. Flashbacks give us clues to help us piece together parts of a story like Lost. 

I think this narrative style is effective because it is realistic to how we think and act in life. We are living in the present, but we constantly think back and reflect to the past and other events and connections in our life as we read, watch TV, listen to songs. Flashbacks seem natural to us.

The other reason this style is effective is that it leads to discussion and interaction with the story. We have to keep track of details and information. The characters seem more complex with histories. We piece together parts of a mystery by discussing with others. We feel part of the text because it seems alive.

Tuesday, July 20th

ST: New Literacies in Practice

Chapter 2: Social Networking in a Low-Tech Environment

The chapter opens with a confession that perhaps the professor is not "walking the walk." How do we keep up with current trends? Talking to other teachers who constantly grow, looking online, going to workshops, talking to students, participating in professional development . . . we definitely try to stay on top of what new tools and learning practices are available, but it can be a challenge.

Chapter 2 also discusses our course's Multigenre Literacy Autobiography. The purpose is to show how literacy comprises of texts on the page and on the screen. As we reflect, we look at literacy processes and milestones, and sometimes sadly remember that our students may lack many of them. Kist's text mentions how "addicting" the assignment is as hours of time are happily lost creating and students will go back to add content because another student's work has triggered their memory (17).


This is a great example of Thornburg's caves experience. Campfires in Cyberspace:Primordial Metaphors for Learning in the 21st Century Thornburg looks at our history and realizes that at our heart humans are storytellers. We gathered around campfires to hear the 'experts' speak. To learn, be amazed, be scared, be entertained. We were a community. As tribes traveled, they visited the watering hole, where different tribes gathered and shared information. But humans still had their "vision quests" and time alone in woods or caves in order to process, reflect, and interact with knowledge on a personal  level. Thornburg's article illustrates how we see these different interactions at a conference-- campfires being the presentations, the watering holes the exhibit hall and people gathering between sessions, and cave time at the end of the day or through reflections. He also gives examples of when this need of these spaces is ignored. He then connects these spaces into our cyber-world.

Think about how classes are conducted. How long do teachers talk or teach before allowing students to talk and interact with those ideas? We probably ask students (from 1st grade to grad school) to sit for 1.5- 4 hours generally in the campfire mode absorbing information. However, as any of us have felt, after a while that new information cannot settle in. We need to talk to others about it, and see what they think. We need the personal reflection time to digest what we've heard. No wonder the halls of school are so loud in those 5 mins. between class! 

This sort of assignment allows a student to be reflective, which is one of the areas I feel we do not focus on enough. We share expertise a lot. We collaborate and talk together quite a bit. How often do students look for personal connections to what they are reading or studying? How often to they look to interpret information in a way important to them? How often do they think about how they learn and what they have learned?

Looking at Middle Schoolers, I can see why they would like  the autobiography project. First, they love customizing and making things unique. Some students change their Firefox Skin or Persona daily to fit their interests and moods. They would love that this is about their personal life, and it gives them an opportunity to share information with their classmates. One project I do with students is an end of the year "scrapbook" through Power Point. There is not a sound in the room as students look for images, customize color and text, and reflect on their Middle School years.

We definitely need more cave experiences for students to get lost in using the information they've learned in a personal way and reflecting on their experiences.

ENC Ning Summer Webstitute 2010

Day 1: Social Network With and Without Technology: William Kist

4. Do you know someone who refuses to use the Internet, perhaps even refuses to have cable television in his or her home? (Maybe you are such a person!) What do you think about teachers, in particular, who refuse to engage with new media?

I am someone who uses all of these media, though I have to say I would miss cable and TV less than the internet. I think this is partly due to the fact that you can watch a lot of shows online now (and you can watch them anytime you want or watch several in a row). The other reason is that the internet is more interactive.  I can read, interact, search, and learn about all and any sort of topic online. 

The article states that 33% of American households that could have access to broadband have elected not to. Why is that? Age is one issue as some people are not interested in access due to being unfamiliar with is. However only 77% of 18-29 year olds have subscribed. Why? Other challenges are low income homes and rural areas.

I think there is something wonderful about the internet and the way we can communicate online, but there is also, like all technologies, something dangerous. While the internet allows us to blog, comment, view, learn, research, and do so many things, it is also not a reality. It is easy to start using the computer and watch hours fly by without one noticing. How often do we miss face to face interactions with people because we are at home blogging, watching, or checking Facebook? How often are we pulled out of enjoying the present moment because we are too busy texting or tweeting instead of being? How do I even manage the countless emails, tweets, websites, and communities I'm part of not to mention the different passwords? One can understand why someone might want to limit their use of the computer by removing the temptation completely.

I think it is fine for a teacher to not want to blog everyday, be on Twitter, or know how to use iMovie. However, I do think a teacher needs to understand what these tools are and how the are being used by our students. These teachers need to be sure to give their students experiences with these technologies by making whatever arrangements they need to make to learn or have someone else work with their students. Teachers cannot deny technology's role in our life and on the world we live in.

One of the problems is that if this year's teacher is tech-savvy and next year's teacher is not, parents and students are receiving inconsistent technology use in class projects and home communication. There seems to be some minimum that should be required in order for us to use the technology available to its potential.

Top Ten Reasons to Use a Blog in Class

Thanks to C.J. Pinter for this great video!

Joining Twitter

I had a personal Twitter account, but decided to have a teacher one to focus on education connections I can make instead of trying to sort through the authors and personal interests to find professional Tweets. 

As technology pessimists might predict, the Twitter site wasn't working yesterday as I tried and tried again and again to join! One negative aspect of being reliant on technology is the need for two things:

1. A backup plan for when the bulb burns out, the server is down, the students can't log in, or the website is being repaired. Backing up your computer files and information is also a good idea.

2. Patience. And more patience for when things don't work exactly as planned, you lose saved files, and you can't get things to work like the workshop.

I think something else people need is perseverance. That kind of goes with patience, but it's that little extra step beyond. It's having the toughness to not give up when the website doesn't load or the video doesn't play. It's being able to revise a lesson plan so that even though it was a mess in the computer lab THIS time, it will go better next time.

The little exercise of joining Twitter reminded me of these qualities as we work with technology. Check me out on Twitter: http://twitter.com/MissMEmmons