All had different reasons for reaching out — Howard has been doing a series of video interviews for Connected Learning; Greg and Sarah Honeychurch are exploring an open research project about literacy and leadership; and Ian is interviewing educators for his own research on how Twitter might impact professional growth of teachers.
I was honored and humbled to be on the other side of the screen with these people. Howard, of course, is a towering figure of the Internet Age, whose thinking about the ways we interact and write and create community on the Web stretches back to some of the Web’s origins. Greg is someone I have known from when I took part in the Massachusetts New Literacies Institute (while Sarah has been a long friend through many projects, including the most recent CLMOOC), and he and I (and a few others) have remained connected, through projects like Walk My World. And Ian is someone I know from online activities like Rhizomatic Learning.
The Internet, and the possibilities of connections and sharing, is pretty amazing, with lots of potential and lots of barriers. I hope I was articulate enough in answering their questions. As a former journalist, I think I am more comfortable on the other side of the microphone. But I appreciated that all three wanted to share their interviews out in the open.
I know that the discussions swirled in my head even after we had turned off Skype or Google Hangout, so their questions about learning, technology, digital literacies, leadership and more continue to be part of my reflection.
Here are steps to making and sharing a simple stopmotion animation with Para Para Animation (part of Mozilla’s Webmaker family … I think …) Warning: The site is kind of funky at times and not always completely stable. And I am not sure how well it works on mobile devices. Just warning you. But I have used it with students and they LOVE it for the simplicity and easy entry point. You will, too.
I was reading and commenting and enjoying the discussion that has been unfolding in both the body and the comments of this Open Document/Slow Chat format centered on the nature of images as digital writing as part of the CLMOOC Pop-Up Make Cycle last week. You should read it. And contribute.
I was wondering how to make sense of the various threads, and decided to try my hand at a Found Poem. I narrowed my reading to just the comments off to the side. As I dug around, some common themes and phrases began to emerge, and I assembled and then re-assembled them in another document, tinkering with the flow — adding a few words here, changing some endings there — until a poem emerged. Of sorts.
I decided, in the interest of Digital Writing, that I wanted to do something different with the poem, so I opened up Keynote and began constructing the poem as Kinetic Text, using the animation feature within the slideshow to have parts of the poem appear and disappear. I could have gone fancier, I suppose, but I wanted to keep things simple so the words would not get lost for the flash. (I’ve done this kind of piece before. See my resource at Digital Is.)
I led a deep and somber lesson this week with my sixth graders in our Digital Life unit about “Online Bullying.” I know the lesson is important but I always try to balance the negative aspects of online behavior with the many possible positives, and try to make sure my message is “Most of your experiences in online places will be a positive experience, but if it isn’t and you feel alone and threatened, know you have people like me who care deeply about you and can help you.”
We talk about the aspects of viral media, about how the potential for embarrassment and targeting can reach unknown levels, through YouTube or Instagram or Snapchat or whatever. The “public space” is greatly expanded with social media tools.
The very next day, in order to provide some ballast for that lesson, I talked about the not-so-negative aspects of various viral social media projects, such as the Ice Bucket Challenge. I asked if any had heard of the Mannequin Challenge. All hands in all four classes went up into the air. Well, I said, we’re going to do it. That led to cheers. Kids really do like being part of viral media, replicating what they see when they are online that seems cool and on the edge of something.
Since we are in the midst of reading independent books, I told them that our theme would be Frozen Readers. As I filmed with my camera, they should put themselves into a frozen reading stance. I later stitched the videos from all four classes together and shared it back with them (which I may share out publicly later, as I need to navigate the privacy issues — the short video here is just a taste of the larger video).
It was great fun, with lots of excitement, and a positive lesson on being part of something larger than our classrooms. Plus, our focus was on reading and books and literacy. Win-win.
For the CLMOOC Pop-Up Make Cycle for #DigiWriMo, we invited people to help annotate an interview of Troy Hicks about digital literacies. The Edutopia article by Todd Finley is a few years old, but holds up remarkably well, I think. We have been using the Hypothesis annotation tool, which allows you to collaboratively add comments and media in the margins of a web-based article. It’s a great way to “think out loud with others” in the margins of the Web. It’s also invisible, to some degree. You have to have the Hypothesis tool activated or you have to have the direct Hypothesis link to see comments.
Someone, perhaps it was Terry Elliott or Daniel Bassill, remarked in the margins of the Edutopia piece that writing in the margins like this is just the first step. It’s like raw note-taking. We’re readers reacting to ideas, and to each other, in a sort of rough take on what we are reading. (And in fact, I find myself completely wandering away from the main text at a certain point and only find myself reading and responding to the comments — I am removed from the anchor text completely.)
In the interest of some of the ideas there to somewhere else (like here), I began to try to find connecting points in the annotation texts. Here are a few, along with some of my thoughts and reflections. Maybe others will do the same.
Part of the discussion unfolded around the concepts of technology as another tool in the box, and the focus on the teaching and learning, not the digital means to get there. I agree. Let’s focus on the writing, not the Digital Writing, even though this question of what Digital Writing is continues to vex me (in a good, reflective way).
Daniel does a lot of great work on the topic of mentors in urban cities (like his own Chicago) and the benefits of after-school programs, and his reminder to us that we teachers need to be finding ways to draw ours students into meaningful learning experiences rings true for me. I am not always successful with this. But the reminder that every students has their own set of needs and inspirational points is something to keep in the back of our minds at all times.
Karen is talking about the nature of the digital reading experience here, and where the digital reading might enhance or inhibit our engagement with a text. This connects to Digital Writing (there’s that term again) in that a writer has to keep some sense of audience in mind (perhaps some may push back and say, the only true audience is Self), and so knowing that we are still in a transition time of digital texts is something worth considering when writing with technology.
I really appreciated this comment from Charlene, about seeing the potential of our students (and helping them see the potential of themselves) even within the world of constraints. She mentions time here, but I would add others: reliability of technology; workarounds for pushing technology to do what it is not designed to do; and so forth.
And finally, a regular reminder from Troy …. just because you write in a digital space doesn’t mean that you are harnessing the agencies of technology for your own writing. Understanding the potential of technology, used in the service of your writing and compositional goals, means pushing past those limits and making something potentially new. An essay written in blog form is just an essay on a screen.
The CLMOOC Crowd has opened up a conversation about Digital Writing in the margins of this interview of Troy Hicks, and you are cordially invited to come on in and add your thoughts, questions, observations about digital literacies. Troy has graciously joined in the conversation, too. We’re using a tool called Hypothesis (see below on how to use it) to crowd-annotate and crowd-discuss the theme of Digital Writing and the teaching of digital literacies.
(This is a post for Slice of Life, a regular writing activity on Tuesdays through the year. Hosted by Two Writing Teachers, we look for the small things in life to write about. You write, too.)
I can’t help but think of Slice of Life when I read Amy Krouse Rosenthal. In fact, someone in Slice of Life may have recommended her first book – Encyclopedia of an Ordinary Life— and if that was you (was it you?), thank you, you. I love that book, and have read it more than a few times (which is not something I often do with books. I am a one-and-done kind of reader, unless something resonates, and then I am loathe to lose that book or lend it out to anyone).
So, imagine my happy surprise to be wandering through our city library and there before me was a brand new book by Amy. It’s called Textbook Amy Krouse Rosenthal. Just like her other book for grown ups (she writes children’s picture books, too), this one is a gem, filled with wonder of small moments and an underlying sense that this Amy is one warm and endearing person who sees the world through a lens of insight and humor. (She’s the kind of writing who bakes an apple pie and ships it FedEx .. just for being the 100th person to respond to a prompt … that’s a writer who cares about her audience).
Check out her talk about her rather impromptu collaborative project The Beckoning of Lovely
The gimmick of this book is that is a “textbook” — sections are set to resemble those college tomes of yore, titled “history” and “science” and “math” — but the writing is focused on life itself (one math equation is all about love), and Amy’s life (her remembrance of an uncle beloved by many brought me nearly to tears), and the shared essence of all our lives. Oh, and the other part of the gimmick? There are moments in the book where you are invited to “text message” with a bot set up by Amy and her friend. Really.
I know it’s weird but I found myself enjoying my texting with the AmyBot very much. Part of me wondered, will Amy read these texts some day? Does it matter? The responses were whimsical and lovely, and some led me to her website where I could hear her reading or see images of other readers or take a poll (I chose Curly) or … listen to her selected music as I read the last section of the book, which ended on the theme of endings, with a very creative assortment of endings of other novels.
In the midst of the CLMOOC Pop-Up Make Cycle for Digital Writing Month, this kind of book – the ones that offer an invitation to the reader to engage in digital media — makes me wonder: is THIS digital writing? Even though her book is paper and bound (in my version anyway), the author’s extension and invitation to engage with our phones and on the web as we read her words, to add to a collective gathering of other readers in a community setting and to be part of the “story” that Amy is telling … that seems to have many of the hallmarks of what I consider Digital Writing. I’d love to know what you think. You can leave a comment at this post. I don’t have a KevinBot set up for this.
Here at Slice of Life, we try to do what Amy does. We see small but envision big. The moments that too often slip past our vision — those are the ones I try to write about when I write my Slice. Others do, too. What you realize that only when you start to actively notice the world, in all of its smallest pieces curving in an arc around all of us, is the point when you realize how consequential everything really is. Nothing deserves to be forgotten, but we forget so much. So much of our lives gets lost.
Amy’s books can feel at times like short-attention-theater. She brings us into a moment, and then it is gone. Poof. But the outline of her moments are small works of art, painted with a sense of kindness and wonder and generosity. How lovely is that? How much do we all need more of that? Much. We need much much more.
The first invitation to create for the #CLMOOC #DigiWriMo Pop-Up Make Cycle is the concept of the Alt-CV (see Sarah’s post) — about surfacing elements of yourself not inside the “official story” of yourself. Last year, when we did a similar activity, I made the comic on top of this post that still says a lot.
This year, I went with a fake newspaper article, covering my lost time in online spaces. If you find it, please return it.
I also wanted to share something that I had created some time back for my friend, Laura, who is a university music professor and a fellow Connected Courses companion. She had asked in open networks for people to share, as podcasts, their stories in relation to music for an activity she was doing with her students.
Mine is about my dad, a drummer, but also sheds some light on me and where a love of music first came from. I like to think of it here in light of the alternative curriculum vitae, since music informs my learning and vice versa. But you won’t find that on my resume as a classroom teacher.
I don’t claim to understand all of the data analysis that goes on when people research and examine all of the elements of our social interactions in places like Twitter and beyond. Here, for example, is what the Innovator’s Mindset MOOC looked like from a data analysis viewpoint.
Some of the elements explored here about hashtags and the wandering spirit of those in networked spaces in this research article certainly caught my eye. I am one of those people. And I wander around quite a bit, hoping to connect with people and picking their brains about writing, teaching and more. The insight of how hashtags are connector points makes a lot of sense to me.
I am intrigued by the term of “nomadic learners” — those of us who skirt and toggle between open educational spaces. In fact, that term is more fluid than the “lurker” terminology that is often used, and debated in online spaces. A nomad is forever on the move, but not just transient — they stop, talk, chat, share, gather and then bring what they have learned to other spaces.
Thank you for asking me to remix your song, Butterfly Waltz, for your upcoming picture book, set to be published next month. I love, but am not surprised, that you are envisioning music as part of the release party for your upcoming picture book. Music and words are deeply connected in all of our conversations and collaborations over time. I know you as creative and musical, and a reliable partner in my own musical escapades.
I listened to your track of your version of your song and stared long and hard at the manuscript of music you sent along. I printed it out and carried it around with me. I wondered how I could take the music in another direction and yet, still honor you and your ideas. I played around in Soundtrap for some time, and then began to find a kernel of muse in a jazz drum beat.
Over the course of the day (as you know from my messaging to you), I wandered back and forth into the song, adding bits here and there, and ending with my own vocals, layered low into the mix on purpose. I hope you like my version of your song, my friend, and I am grateful for the musical challenge.
It occurs to me that this is personalized Connected Learning at its best — reaching out to peers in our networked spaces, finding common ground on a shared interest, creating and making something in the process, and sharing out to the larger audience. That’s why I am writing this as an open letter, Ron. It just made sense.
Good luck with your book! I am sure it is going to be a great release party next month! I am curious if others will be making music as part of your invitation, too, and what the whole collection will sound like when it is done.
Sincerely and Peace (’cause I always end in peace),