What Are Kidwatching, Microblogging, and Podcasts?

August 19, 2010 by

Writing a Podcast by Irish TypepadSoon NCTE will be launching an online site for members that will include many cool features, including an online glossary for English teachers.

My assignment this afternoon was to come up with 3 definitions to add to the collection as examples—and to make sure they were backed up in case they get accidentally erased. So here are my three rough drafts. What do you think? I’d love to hear suggestions to make them stronger!

Kidwatching Definition

Kidwatching, a term popularized by Yetta Goodman, is a way to record your students’ development by observing their behavior, strategies, and ways of making meaning. In the simplest explanation, kidwatching is exactly what it sounds like: watching kids—as they read, write, collaborate, and participate in your class—and taking notes on your observations of students’ effective use of skills, concepts, and strategies.

Observations alone can be useful; but what makes kidwatching a particular strong tool in the classroom is the step that teachers take to move beyond observations and note-taking to analysis and curriculum building based on on those observations and notes.

For more information, see O’Keefe, T. (1997). The Habit of Kidwatching. School Talk, 3(2). 4–5. [Available online at http://www.ncte.org/journals/st/issues/v3-2]

Microblogging Definition

Microblogging is an online publication method that allows writers to publish very short updates, typically in 140 characters or less. Tools used to post microblog updates include Twitter (the most popular tool), Jaiku, and Plurk. Status updates posted in Facebook can also be microblogs.

Microblog updates can touch many kinds of writing, from exposition to fiction and more. Twitter originally asked writers to post a response to the question “What are you doing?” The question has evolved to “What’s happening?” today. Microblog posts can include any of the following:

  • a status update on where you are and what you’re doing
  • comments and reviews on a book, movie, concert you’ve attended
  • links to pictures with short comments on their significance
  • pointers to websites, news articles, and other resources you’ve found valuable
  • questions and calls for suggestions (as well as related answers)
  • haiku (or Twaiku, as they are sometimes called) and other ultra-short poems
  • one-sentence stories

As far as the content is concerned, anything goes. What primarily defines microblogging are the length and its publication in an online forum.

Some teachers use microblogging assignments as part of their class activities, to share quick updates on class business and as a writing activity. See Profhacker’s Framework for Teaching with Twitter for additional tips if you decide to try microblogging with students.

Podcast Definition

Podcasts are serial audio or video recordings, posted regularly online. Some people call video podcasts vlogcasts. You might think of a podcast as a kind of blog that posts recordings (rather than webpages) on a regular basis. Some call any audio or video recording a podcast, but in the strictest technical sense, the word refers to episodic publications.

To listen to a podcast, you can either play it directly (streaming) on your computer or download the file and listen to it later (on your computer or on an MP3 player or smartphone).

Podcasts can be used for any purpose a text might serve—they can tell fictional stories, share and comment on recent events, inform listeners about a topic, and persuade listeners to take an action or adopt a stance. As a result, podcasts are valuable tools for teaching students to use spoken language to communicate effectively with a variety of audiences and for different purposes.

For more information on podcasts, see the ReadWriteThink strategy guide Teaching with Podcasts.

 

[Creative Commons licensed Flickr photo by Irish Typepad]

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Activities That Ask Students to Explore Cultural Mindsets

August 18, 2010 by

Wrist watch by sergis blogThis week’s release of the Beloit List got me wondering about how the resource might be used in class.

Officially known as the Mindset List of the Class of 2014, the Beloit List has been published each August for the last 13 years to remind us teachers of the cultural knowledge that first-year college students bring (or don’t bring) to the classroom.

This year, we’ve learned that the incoming class thinks Barney is a dinosaur rather than a Mayberry Deputy, telephones have never had cords, and wrist watches are not part of their wardrobe. Or at least that’s what the list wants us to believe.

The Chronicle of Higher Education published an article yesterday that explored the background of the list. Tom McBride and Ron Nief, “The Minds Behind the Mind-Set List,” explain:

the list started on a lark back in 1997—some old college hands unwinding on a Friday afternoon, musing on how much freshmen don’t know about recent history and culture. But such blind spots are to be expected, they had agreed, given the relative youth of the incoming class. They had concluded that professors should be mindful of how very different their students’ life experiences are from their own.

What struck me when I read The Chronicle article though was the picture of the lists creators. There they were. Two, white-looking, men. I couldn’t help but wonder how the lists might be different if the authors were, to put it politely, a bit more diverse.

What began as that little curiosity turned into this short list of ways that you might use the list in class:

  • Analyze the list for diversity. Think about race, gender, and ethnicity. What’s missing? How would you revise the list to be more accurate.
     
  • Consider the accuracy of the list. Take one of the items on the list and do a little research to see how correct it is. Anecdotal research and simple surveys would be enough. For instance, observe people in the library or dining hall and count the number who have on a wrist watch. Think of yourself as on a mission to bust myths and misconceptions.
     
  • Share your personal mindset, using the Beloit List as a model. What cultural markers do you consider important? Are there things that have always been a part of your life (or have never been)?
     
  • Create a list for a historical figure or fictional character. The list should clarify how the world of the figure or character is different from that of today. For instance, Chaucer’s pilgrims never had indoor plumbing and travel was normally by foot or by horse. Pop culture figures would work as well (e.g., characters from television series or movies).
     
  • Gather a list on the cultural mindset of a different social group—veterans who served in Afghanistan, working mothers, or firefighters, for example.
     
  • Refocus the list to outline 5 to 10 items that fit the topic “I live in world where . . .” Try to think of specific details that communicate how your world differs from that of others in the incoming class. Use the list to show how you’re different.
     
  • Satirize the list with an irreverent collection based on a more humorous touchstone. How about “ever since I got a job” or “since I’ve been on a diet”?

The language of the Beloit list is an easy model to follow, and many of these activities can be a fun community building activity.

And speaking of fun, I know it’s a terrible stereotype, but I really want to write a list that begins “Ever since we started dating, the cap has always been on the toothpaste, the toilet seat is always down, and my dirty socks are usually in the laundry basket.”

[Creative Commons licensed Flickr photo by sergis blog]

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BP’s Unintended Lesson on Visual Rhetoric

August 2, 2010 by

Altered BP HIVE Center Photo by BP AmericaIt’s politically correct to be disappointed with BP and their little oil well problem in the Gulf. But how can I be angry when they provide me with such wonderful gifts?

First, BP America digitally enhanced some of their oil spill clean-up photos. The images are great for pointing out the sloppiness of the Photoshop work and, more importantly, discussing the ethical issues related to tampering with the images. Be sure to look at the face-saving explanation BP has posted with the BP Altered Images Flickr set. Any class exploring visual rhetoric should spend time with these photos. So a big thank you to BP for classroom material.

But that’s not all. Next, the folks over at Wired took the faked BP images and challenged readers to create their own digitally altered photos. The results are marvelous. Everything from Godzilla to Rick Astley is out there in the Gulf causing mayhem.

The submission showing pop culture images on the different monitors is probably my favorite:

BP Multiple-Monitor Pop Culture from Wired

How could you NOT like an image that includes Max Headroom, War Games, Star Trek, Poltergeist, and The Matrix?

As part of a visual rhetoric lesson plan, the Wired challenge images open up the topic of satire and parody. Students can discuss how the different images critique the way BP has handled the oil spill—both in its actual clean-up and in the images they have shared with the public.

So politically correct or not, I’m a little thankful to BP America for providing me with the materials for a timely lesson on an important topic.

[Creative Commons licensed Flickr photo by BP America]

Filed under classroom activities, Teaching Prof Comm Tagged with ,

Easy Supplemental Reading: 100 Best Magazine Articles

August 2, 2010 by

Stack of Magazines by theseanster93No matter what textbook I choose for class, there’s always a class or two where I wish I had a few more readings available. Nothing in the text seems quite right, so I end up searching for something online that will fill the gap.

For those class sessions, I now have a collection of 100 best magazine articles, gathered by Kevin Kelly, cofounder of Wired and author of the forthcoming What Technology Wants (Viking/Penguin, October 2010).

Links are included for most of the articles; however, many go to only abstracts or snippets. To access the full article, you’ll need to pay for the download. Of course, on a college campus, you’re bound to be able to find any of these articles at the library with the citations that are included.

If I were teaching a graduate course, I think I’d ask students to divide up the articles and create short abstracts and keywords for each. I’d definitely ask them to include an indication of whether the article was free, subscription-based, or one-time fee-based. Published as a class collection, the annotated entries would give every student a rich resource for the future.

The list of articles could also help me point undergrad writers to key articles for research projects. For instance, a student writing about online bullying would certainly want to look at Julian Dibbell’s “A Rape in Cyberspace,” and the list gives me both a link to the article and a citation to find a print copy at the library.

My favorite find on Kelly’s list is Tom Junod’s Can you say- Hero?” from the November 1998 Esquire. The creative nonfiction essay weaves several anecdotes about Mr. Rogers into a profile that casts everyone’s favorite childhood neighbor as hero.

Take a look at the list yourself. You’re bound to find something new or forgotten that will be worth a read. What’s your favorite on the list? Be sure to email Kevin Kelly, who is building a Top Ten list.

 

[Creative Commons licensed Flickr photo by theseanster93]

Filed under classroom activities, Teaching Composition

My Literary Genes

July 28, 2010 by

I’ve written before about my literary claim to fame: I’m slightly related to Ralph Waldo Emerson, through my great-great-grandmother Anne Emerson.

While I know that Anne was Ralph’s third cousin once removed, I’m not exactly sure what that makes me. Genealogy isn’t exactly my area of expertise.

That’s why I’m loving the relationship in Wolfram|Alpha. I entered the information I knew, and got a lovely chart that made everything clear:

My genealogical relationship to Ralph Waldo Emerson

Depending upon how I described the relationship, I’m Emerson’s 4th cousin 3 times removed or his 3rd cousin 5 times removed.

Either way, it appears that I share a 1/8192, or 0.012207%, blood relationship. We share a 13th degree of kinship, which apparently means I’m free to marry him or serve on a jury considering his fate. I don’t think either of those situations is likely to arise. But enough of my poetic cousin.

The relationship query in Wolfram|Alpha could be used in the classroom to help clarify family relationship students read about as well. If you’re reading Faulkner, you may well need complete family trees. If you’re just trying to explain third cousins, this may be just what you need.

 

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My Top 3 Tips for Teaching with Twitter

July 18, 2010 by

Blue Cartoon Bird by Lisa YarostSo you’re ready to dive in and try Twitter in the classroom. Let me share these tips that can make sure your classroom experience is a smooth and effective.

  1. Create separate logins. Audience and purpose shift from message to message. Set up different Twitter accounts to keep classroom updates separate from updates for family, friends, and others. There are tips to make managing multiple accounts easier. Encourage students to create a separate account for official class work as well. I actually post on four accounts:
  2. Use hashtags. Choose a specific and unique hashtag (# plus a keyword) to group updates from your different classes (e.g., #VTEngl10). See “How To Create Successful Chats on Twitter with Hashtags” for more suggestions. Lists can work too, but you have to set up a list. You can just search for hashtags.
     
  3. Use search creatively. Obviously you can search for those hashtags you’re using, but there are some more sophisticated search tools you can use to narrow down exactly what you’re looking for. Pair a search for your hashtag with filter:links to get just the Tweets that have URLS. That’s an easy way to find those links to an assignment students posted. The until: and since: operators can narrow down Tweets by date.

And one extra tip: you can always Make your own Twitter bird if you need to relieve some stress.

 

[Creative Commons licensed Flickr photo by Lisa Yarost]

 

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Classroom Activities Using Twitter

July 13, 2010 by

Sending Twitter Message by Cell Phone Image by rockinfreeSince Twitter is a communications tool, there are infinite ways to use the site in the English classroom.

These two excellent videos provide introductions to using Twitter with students that are polished enough to share at staff meetings and professional development sessions:

  • The Twitter Experiment – UT Dallas is one of the first stories of a teacher using Twitter in the classroom to hit wide distribution . The YouTube video includes discussion and feedback from Dr. Monica Rankin and students in her history class. Rankin’s focus is on increasing discussion and class participation.
  • Twitter in the Classroom? shares details on a partnership between University of Minnesota and Roosevelt High School to use Twitter to communicate and engage students.

In addition to giving students some basic tutorials and guides, it’s useful to go over the information from College Student’s Guide: Twitter 101. The page shares advice on how to make choices wisely so that students are taken seriously when they use Twitter as part of their classes.

For some more concrete classroom activities, look at Twitter Resources for the Classroom and Ten Ways to Use Twitter with Colleagues, both from Bedford Bits.

You’ll also find useful examples in these articles:

[Creative Commons licensed Flickr photo by rockinfree]

Filed under classroom activities, Teaching with Digital Tools Tagged with ,

Resources You Need to Teach Effectively with Twitter

June 30, 2010 by

Twitter Button from MilkAddictTuesday, I argued that Twitter is a great classroom tool. Students can publish their ideas immediately to a ready audience of readers. This authentic audience and purpose makes Twitter one of the many ways that teachers can engage writers in meaningful communication.

So how do you teach effectively with Twitter? Today I’m sharing classroom resources you can use to get started and tomorrow I’ll have details on specific classroom activities you can complete with Twitter.

Basic Twitter Guides

Regardless of the project or activities, you’ll need some basic tutorial or guide to share with students and colleagues.

The classic explanation of Twitter is Twitter in Plain English from The Commoncraft Show. Originally produced in March 2008, the video is dated in places, but it’s still a good overview for someone who has never heard of Twitter. Chances are your students already know all about the tool, but if you’re trying to explain the resource to colleague or students’ family members, the video can be useful.

Ten Handy How-To Resources for Twitter from Bedford Bits includes guides and tutorials you can use yourself and share with colleagues or students. Twitter features have changed over the months, so some information will no longer match the site exactly.

Twitter’s Help Resources and Twitip’s Beginner’s Guide Posts are the best place to find the most current information. The 5 Naming Tips can get you going if you still need to set up your own Twitter account.

Specific Twitter Features

For classroom use, be sure that you talk about these features:

Twitip’s 5 Commonly Misunderstood Things on Twitter addresses several specific features quickly. Some may not be very relevant for class activities (e.g., tracking retweets), but others are crucial—like effective use of the @ sign in Twitter updates.

Be sure to come back later for information on how these features can be part of great classroom activities.

 

[Twitter Button Image by MilkAddict]

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Is Twitter Classroom Worthy?

June 29, 2010 by

Sending Twitter Message by Cell Phone Image by rockinfreeI have a confession to make. I spend more time sending out Twitter updates (commonly called tweets) than I do on email these days.

Why is it a confession? Twitter has gotten a bad reputation in some circles. The College Humor video Twitter in Real Life demonstrates the way many people perceive the world of Twitter—it’s all a bunch of random, mediocre comments about whatever the writer happens to be doing at the moment in time.

Just because you can use Twitter for random reports on your day, however, doesn’t meant that you have to use it that way. In fact, I’d argue that a lot of the updates on Twitter are anything but random and mediocre when they are read by the intended audience in the appropriate context.

Yep, it’s all about the rhetorical situation. There are lots of people using Twitter to publish status updates about projects, news, and their lives in ways that are anything but random. Take @BreakingNews for instance. All day long, every day, the editors post the latest news stories in 140 characters or less, often with a link to a page with more information.

Looking for a more local example? The town where I live posts regular updates about road construction, town planning, town council meetings, and special events as @Blacksburg_Gov. Virginia Tech, my local university, posts similar updates as @vt_edu and @vtnews.

But is Twitter classroom worthy? Obviously, you can send similar class information and news to students using Twitter, but is the social networking tool capable of more than simply class announcements? Absolutely.

If you’re unsure, think about Twitter as another of the many ways that students can publish their writing. Make it one of the tools in your arsenal, placing it alongside blog posts, Wikipedia updates, email messages, and web forum posts.

Now any one of those tools for publishing writing can be used in mediocre ways that are not worthy of classroom exploration. That’s where the teacher comes in. The teacher has to talk about the audience and purpose for the messages and help students find the most effective ways to communicate—whether students are using blogs, email messages or Twitter.

Now just how do you go about it? Come back later this week for tips on how to introduce Twitter and ways to use Twitter in the classroom.

 

[Creative Commons licensed Flickr photo by rockinfree]

Filed under classroom activities, Teaching with Digital Tools Tagged with , , ,

Résumés That Stand Out the Right Way

June 27, 2010 by

Catwoman being interviewed photo by Alaskan DudeThere are right ways to dress for a job interview. Sure, you want to stand out to an extent. You don’t want to blend into the sea of suits that march before the hiring committee. But, um, you don’t want to stand out for the wrong reasons. Probably shouldn’t wear a catwoman costume to an interview for at an engineering firm.

The same advice applies to résumés. When I talk about résumés with students, I do encourage them to do things that will make themselves stand out a little.

Traditional résumés can get very boring when you’re reading through a stack of 20 or 30 of them. If students can make themselves stand out, they have a better chance of being noticed–and we all know that being noticed can lead to getting that job.

It’s just as important, though, to talk about how audience comes into play in preparing résumés. You can teach this lesson quickly and clearly with the Dzine blog collection of “27 Examples of Impressive Resume(CV) Designs,” which my friend @Alliegator8u found and shared.

  • Go over résumés as you normally would, exploring more traditional examples in your text or online.
  • Share the DZine collection of résumés with students and encourage general feedback and discussion. You can click on the résumés to see larger versions.
  • Once general discussion dies down, ask students to think about the jobs that they would apply for themselves. You might group students with like career goals for this project. Have students brainstorm some details about the positions and companies they will send resumes to. Emphasize that students are effectively completing an audience analysis for these companies.
  • Return to the DZine collection of résumés. With their audience analysis in mind, ask students to identify which of the résumés might stand out and still fit with the needs and expectations of the audience companies. Encourage students to read through the comments on the page for some interesting discussion as well.

It’s likely that some of the more intriguing DZine résumés will be inappropriate. While they are clever and eye-catching, most of the résumés are suited only for edgier graphic design positions and companies.

I don’t think I’d encourage MrSunnyBlack or Sofiane42 to send those résumés to a conservative company. But Kenji2030 and Kamilmytnik might have a reasonable mix of traditional elements and “wow” design that would let their résumés stand out without ending up in the decline pile. As the résumés should make clear to students, it’s all a matter of the audience the résumés are presented to.

 

[Creative Commons licensed Flickr photo by Alaskan Dude]

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