I’m slowly reading and digesting, and appreciating, the National Council of Teachers of English revised definition of Literacy in a Digital Age, and I am appreciating the depth of the inquiry.
Over the coming days (or weeks), I hope to explore some various aspects of their work, as digital literacy is a concept that I, too, have been pondering on for some time as a teacher and writer, and have struggled at times to put it all into words that seem large enough to encompass the changing literacy landscape and narrow enough to stay focused on literacy practice.
The words “interconnected, dynamic and malleable” stuck out for me in the opening introduction. Those three words say a lot about how we can look at literacy in the age of screens and Connected Learning practices and more.
- Interconnections, as in the ways we can collaborate with others, find information across platforms, and write our way across platforms and online spaces
- Dynamic, as in we can leverage multimedia to amplify our voice, our message, our connections (or we can choose not to, and write with quiet, too)
- Malleable, as in we have flexibility for the ways in which we write, and share, depending upon situation and circumstance, and audience, and need
The NCTE researchers then dive deeper into how these elements play out across themes of literacies, access, social justice and more.
Active, successful participants in a global society must be able to
- Participate effectively and critically in a networked world;
- Explore and engage critically, thoughtfully, and across a wide variety of inclusive texts and tools/modalities;
- Consume, curate, and create actively across contexts;
- Advocate for equitable access to and accessibility of texts, tools, and information;
- Build and sustain intentional global and cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
- Promote culturally sustaining communication and recognize the bias and privilege present in the interactions;
- Examine the rights, responsibilities, and ethical implications of the use and creation of information;
- Determine how and to what extent texts and tools amplify one’s own and others’ narratives as well as counter unproductive narratives;
- Recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments, and provide opportunities to promote, amplify, and encourage these differing variations of language (e.g., dialect, jargon, register). — from NCTE
Peace (thinking on it),
This is the third year I have brought Kevin Kelly’s Internet Mapping Project into my sixth grade classroom as part of the start of our Digital Life unit. I love how the artistic invitation — to capture yourself in relation to the Internet and technology — opens up a discussion about the intrusion of technology and the way it has woven into our lives.
If you don’t know about Kelly’s project, it was an attempt to humanize our interactions with the Internet and to visualize the ways we see “home” in online spaces. I de-emphasize the “home” aspect a bit with my students, and focus on themselves as the central anchoring point.
The internet is vast. Bigger than a city, bigger than a country, maybe as big as the universe. It’s expanding by the second. No one has seen its borders.
And the internet is intangible, like spirits and angels. The web is an immense ghost land of disembodied places. Who knows if you are even there, there.
Yet everyday we navigate through this ethereal realm for hours on end and return alive. We must have some map in our head.
I’ve become very curious about the maps people have in their minds when they enter the internet. So I’ve been asking people to draw me a map of the internet as they see it. That’s all. — Kevin Kelly
Peace (you got it),
Peace (with the sunrise),
Every morning, in October, I used the daily place-based theme of the day for CLMOOC and Write Out to both write poetry (at home, before work) and doodle (at school, with kids). While I was posting the small poems at my poetry site, I wanted to find a way to gather them together, to curate them, with the calendar that Wendy had built for us in CLMOOC with every theme listed.
ThingLink did the trick. Hover over a day, and click the green button to read the poem.
I had the idea of adding an audio version of each poem to the days, but never got to it. Yet. I might still do that, since it is easy enough to upload audio into each tagged item in ThingLink.
Also, here is my complete calendar of daily doodles from the classroom — there’s no real correlation between my doodles on the themes and the poems on the themes, other than both were inspired each day by the same theme.
Peace (day by day, poem by poem, doodle by doodle),
We had nearly 30 small poems written and shared in our open Google Slides for the Write Out project. I gathered up the files and used SoundSlides to create a short video of this wonderful collection of words and images and collaboration.
Go directly to SoundSlides to watch
Go to the Slideshow to read at your own pace (but without music!)
Peace (in the poems),
After a week or so of asking (cajoling, sometimes) folks to record lines and stanzas from the collaborative Where We’re From poem (with lines submitted by more than 100 people during the first part of the Write Out project), the last track was delivered, put into place, and the collaboration … is complete.
Take a listen
Read the poem
There were 25 people who submitted voices (well, technically more, since Kim D. had her entire class of young students reading) and recording tracks to this collaborative poem, which runs nearly 13 minutes long. That’s a bit to listen to, but the effect is what we had hoped for — a quilted collage of many voices reading a poem written by many people, about place and home and family and more.
When we talk about connected learning ideas and collaboration, we hope that this kind of project is something that can inspire us to create together, to make together, to publish together. Sure, there are problems — some of the audio files sound different because of the myriad of apps and microphones. We did our best to level things out, but there’s plenty of rough spots.
That gives the audio poem charm, though. People are different, and our voices are different, and the audio collage reflects that in meaningful ways. If you participated in any aspect of this — from writing lines, which were dispersed and gathered in themes of stanzas and sections to recording assigned parts — thank you.
Peace (sounds like the world writing),
The two-week place-based story-centered Write Out project came to a close this weekend with one final newsletter. We used the metaphor of “planting seeds” as to avoid “this all comes to an end right here.” In other words, we hope the ideas from this whirlwind of two weeks will provide ideas for the future.
Read the newsletter
Peace (in slow bloom),
PS — I am going to curate some of the work I did as a participant in Write Out tomorrow or the next day. That’ll be my Part Two.
PSS — The final audio of the collaborative poem is nearly done, too. We’ll release that this week. Maybe that is Part Three.
PSSS — People are also still adding poems to our Small Poems project, which is cool. Maybe that is Part Four.
This oversized picture book — National Parks of the USA by Kate Siber and art by Chris Turnham — is quite lovely, with regional looks at some of the National Parks and then closer examinations of the flora and fauna of some specific sites, complete with interesting descriptions.
I read it with an eye toward activities that could be connected to Write Out, even if you are not close to any parks or historic sites. While Write Out is co-sponsored by the National Park Service and the National Writing Project, the focus is not just on our national network of public spaces, but on all public spaces — urban, rural, state, local, federal, etc. We just ended our second year of activities, but these ideas might keep things moving forward.
As I have been reading, and learning such interesting tidbits of information from this picture book, I’ve been bookmarking some ideas that have surfaced. Some of those possibilities of explorations are focused on the ideas of stories — how to uncover the stories of public spaces — and others are more nature, in general. (But again, Write Out has also been focused on historic and urban spaces, not just the wide open, massive parks that come to mind when we think of the NPS).
My hope here is that this list might be useful to educators in classrooms without easy access to going places beyond the school — to venture into places like parks and public spaces and historic sites — but they would still like to have students learning more through research and thinking … maybe these can help.
- There’s mention of a plant in the Smoky Mountains called Jack-In-The-Pulpit. The roots are toxic, the book tells us, but Native American tribes knew how to cook and dry them before eating. What else can we learn from the Native American tribes who knew how to live in close relationship to the lands and its plants and animals? Just about every region in our country has some history before settlement.
- Also, related to the Smoky Mountains, there are references to the cemeteries (more than 150 in the Smoky Mountains alone) that could tell rich stories of settlement and life from the 1800s, from a distinct view of Euro-American settlers. Stone rubbings and family research projects might bring forth a new understanding of the hard life of these peoples.
- In a page about Isle Royale in Michigan, there’s a reference to shipwrecks in Lake Superior, and how divers wander through the old sunken boats, and it had me thinking of those 40-odd boats at the bottom of the lake, and the stories they tell.
- In the Wind Cave, South Dakota, the rush of air — created by abrupt changes in pressure, is enough to blow the hat off your head. The science behind the cave’s air flow is fascinating, but there are also audio and video, too, to give a sense of how strong the gusts come.
- Cave systems — from Mammoth Cave (Kentucky) to Carlsbad Caverns (New Mexico) and beyond — are part of the world beneath our feet. Many National Parks feature cave systems, some of which are mapped and some of which are not mapped. What stories about the world are told in the places beneath our feet?
- The Tamarisk plant is an invasive species in the Grand Canyon that stifles native plants, and people brought it in (for erosion control). This opens up an entire way of looking at invasive species in public spaces, and how society often does something worse by thinking it is doing something good.
- Who doesn’t love a good mystery? Scientists had long wondered about “moving rocks” in Death Valley desert, where rocks with long trails would appear out of nowhere. A study discovered the culprit to be water freezing, causing a layer of ice, and the winds blowing the rocks, leaving paths behind.
- The modern problem of light pollution comes to the surface in the texts about Bryce Canyon, in Utah, which has some of the clearest skies in the country. A study of local light pollution effects, and an investigation in the night sky — maybe even constellation stories — would engage students on the larger world.
- Discoveries of tools — such as the mano (grinding stone) and the metate (grinding surface) for creating corn flour in Mesa Verde in Colorado — bring to the surface the stories of survival and daily living. Archeologists continue to make new discovers of tools and inventions that provide us further insights into the people who were here long before us.
- Did you know that a “midden” is a trash heap? Now seen as valuable treasure for understanding cultures such as the Pueblo people of Mesa Verde, these middens — broken pots, tools, scraps, etc. — hint at the culture lost by time.
- What role do forest fires play in our upkeep of public lands? Think about the creation and history of Smoky the Bear, and how that message of “no fire, ever” has begun to shift to understanding how some fires — either ones caused naturally, through lightning strikes, or ones purposefully contained by fire officials — in forests are part of the natural process of growth, decay and regrowth, and Yellowstone is one place where fires are important to the health of the space.
- Mount Rainier is a volcano as tall as ten Empire State Buildings, and in the same region of the Pacific Northwest, the forests of the Sequoia (the largest trees on earth) and the Redwoods also rein, reminding us of the power of trees over time and space. How do trees help us connect to the stories of settlements? What obligation do we have to protect such trees as the Redwoods and Sequoia?
- A Sea Stack is an amazing site, a piece of natural sculpture off the coast of Olympic National Park in Washington, created from decades of battering by the seas. What’s left behind are huge monoliths, or sea stacks, that jut out of the ocean like mountains. What other natural sculptures are there in public spaces? What stories do people tell of these strange phenomenon?
- The Quaking Aspens of the Denali Park in Alaska is one of the more amazing discoveries of the tree world. What seems to be a grove of trees are actually one single tree, all connected underground, and each trunk is a clone of the other. Explore the way trees like the aspens connect and communicate, and how our perceptions of the natural world are often wrong.
- Hawaii is known for its volcanoes, of course, but even volcanoes are full of surprises. Lava Tubes, for example, are beautiful works of art, formed just after lava cuts through rock. And do you know about Lava Crickets? These strange insects live only on the ceilings of Lava Tubes, feeding off the roots of plants. What else exists in tandem with such destructive forces?
And more and more and more … Maybe ideas will spark ideas … Go on, and write, and help your students to find interest in the larger world, too.
Peace (outside and in),