During a workshop at the Western Massachusetts Writing Project on collaborative writing and reading with Google Apps yesterday, I pulled out another version of my “Why I Write” collaborative slideshow as an opening activity, and it was a huge hit with the folks who attended my session.
The slideshow theme was connected to last week’s National Day on Writing. Once again, I love the depth of the responses, and also, the ways that the slideshow allows many to write together on a single project, and then the ability to share that project out to the world.
As an aside, it’s interesting for me to share the project because you (the reader of the file) can only see the slides themselves in my embeddable file above. But there is a whole set of comments and conversations that took place in the margins of the slides themselves as folks reacted to what others were writing (sometimes in real time, which was a cool surprise for many who had never used Google Apps for collaboration before). That’s another post for another time.
At today’s annual conference for the Western Massachusetts Writing Project, I am presenting a workshop session around using Google Apps for Education for nurturing collaborative digital writing and reading skills in our students. Our key focus will be collaborative possibilities, and it will be a hands-on workshop. We’re gonna collaborate!
I’m no expert in GAFE (Google Apps for Education), having finally gotten our school district to push access to GAFE to sixth grade late last year after a few years of seeing it available in the district middle/high school (I am in an elementary school). But my students are neck-high in using their Google accounts already this year for all sorts of writing and collaboration, and Terry Elliott shared out this article with this stunning fact:
Google Apps for Ed now has 50 MILLION users in schools ..
Like Terry, though, I am hoping I keep a clear vision on the pros and cons of this development, and since I am no paid shill for Google (nor do I intend to be), I want to present some ideas in my workshop about both the possibilities and pitfalls of becoming a GAFE classroom or school.
You can’t help but notice the way Google is insinuating itself into the fabric of education, with GAFE and cheap Chromebooks. Yes, there is a clear gain for schools and students accessing technology and possibilities in the digital age. But yes, too, Google is not doing it out of kindness of its heart (disregard its ‘Do No Evil’ mission — it has already dropped that). Google wants a Google Generation (sort of how first Apple got itself into schools with early computers and then Microsoft followed suit). Google is clearly playing the “long game” here: Start them early and make them Google for Life.
Here, then, is a list that came to my mind about how to balance the pros and cons of using GAFE in a school system.
I am sure there are other ideas that I don’t even mention, and one that comes to mind already is the cost effectiveness of GAFE over other platforms.
And cost is probably the reason most school districts turn to GAFE, and then justify it with the “pros” that I have list here. That’s my impression, anyway.
Peace (in keeping an open mind about open systems),
Mozilla’s pivot to mobile makes sense from its worldwide view and mission of connecting people around the world and giving them tools to “make the web.” Most people in global communities use mobile devices, not desktop computers.
While I personally mourn the loss of Popcorn Maker (oh, I miss it terribly, and all of its remix media possibilities) and celebrate the new and improved Thimble tool (with file uploads and multiple page possibilities), I was sort of left out the mobile app experiment because I did not have an Android phone.
Nothing overly impressive yet, either, as far as I can tell, but I was able to make a website poem within minutes, and once I got myself situated, I found it fairly easy to use. I could see the threshold for using this app to be very low for most people. You can make the web within minutes.
I purposely did not include any images or graphics with my small poem, as I was trying to keep the design simple, with words and links to side stanzas broken off from the main trunk of the poem. Basically, the editing mode gives you branches to create multiple pages and buttons as links to those pages. The downside is that viewing of the finished project is best done in the app itself. On the web, the poem looks scrunched up, at best.
But maybe that claustrophobic effect is effective for a poem whose theme is the smallness of the web. I’m going to nod my head and say, that was my purpose as a writer all along. (You believe me, right?) The poem became digital within the constraints of the technology.
(This post is for a blog carnival about digital writing, as part of the Virtual Conference on Digital Writing) A few years ago, I had one of those “aha” moments that forever changed my perception of young readers and writers. I had entered the local comic book store with my son, with the intention of joining something known as 24-Hour Comic Day. It is an event that challenges people to write a 24 frame comic in a 24 hour period.
My oldest son was into making comics, and I was curious. I also came armed with some ideas of my own, telling the story of my relationship with my brother in Brothers on Ice. I was expecting a few people to gather for the event.
What I witnessed, instead, was a book store that was nearly wall-to-wall writers and illustrators, sitting and standing in every place possible. And nearly all of them were young people. And many of these writers were boys, the very demographic of young learners that I often had trouble reaching as readers in my classroom.
Yet here they were, writing for hours at a time, collaborating with others, sharing work and gathering feedback. It was as if I had stumbled upon some secret writer’s society, and perhaps that what it was.
When we think of Connected Learning principles, finding your niche and interest remains front and center, and for many young people, writing comics and reading graphic novels hits that vein.
The question was, how do I bring that passion for making and writing into my classroom? And, I wondered, was there a way to fuse technology and digital literacies with comics? This seemed like it could be a natural fit, given the elements of comics as a medium of literacy, with its use of:
partnership between image and words
inferential thinking and writing with narrative gaps
sequential versus non-sequential storytelling
visual representation of ideas
collaboration of writer and artist
This began a journey, still unfolding, in which I first worked with students at a digital writing camp around webcomics for a few years, and then moved the concept into my classroom. Since then, making comics and its digital cousin, webcomics, have become a regular activity for my students. From writing prompts to text analysis to collaborative retelling of stories, comics are a common medium for us. We don’t always go digital, either. Sometimes, it works best to let the young artists create off the screen. Here is one page from a class paper comic that was part of our discussions around the reading of The Mostly True Adventures of Homer P. Figg.
Still, the digital does provide for interesting possibilities. We also use webcomics for a project at the start of the year, where students explain their aspirations for the future. This Dream Scenes project is a natural fit for comics.
What affordances do webcomics, with their digital nature, have over regular comics? Scott McCloud dove into this issue in great detail in his Reinventing Comicsbook (a follow up to his now-classic Understanding Comicstome, which is like a bible for comic lovers). Interestingly, McCloud wrote this book in 2000, just on the cusp of the real digital revolution. Still, his insights into possibilities were prescient.
Whether by choosing a path, revealing a hidden window, or zooming in on a detail, there are countless ways to interact with sequential art in a digital environment. Most important, the mere act of “reading” — moving through — digital comics should be a deeply interactive experience … Comics in a digital environment will remain a still life — but a still life we explore dynamically.” (McCloud, Reinventing Comics, page 229)
A few ideas about the possibilities of digital comics stand out for me:
One has choice to use art within a comic system or draw your own;
There are no limits to numbers of frames/pages;
Other media — hyperlinks, videos, etc. — can be embedded into webcomics;
Publishing and sharing is often a click of a button away — an audience is close;
Collaborative features are often built into webcomic sites;
Comments and feedback are often part of the system.
Want to examine a possibility of the webcomic world? Check out Randall Monroe’s xkcd webcomic, where Monroe regularly experiments with the possibilities of webcomics along with traditional comics. His piece — Click and Drag — is one example of how he is pushing the edges of possibilities. As the title implies, you click and move through a comic that goes on and on and on, telling a narrative outside the frame.
It doesn’t end there, though. Because Monroe has a large audience, they began to take his comic and remix it and crowdsource elements of it together. Check out the wiki page about the comic. See a map that someone built to represent the entire comic. Venture into a more zoomable remix of the comic to get a better sense of scale.
I also adhere to the notion of “write alongside students” and that includes “make comics alongside students,” as evidenced by a few comic series that I have done over the years. The most prominent was a regular comic strip about the so called “digital divide” between students and teachers that I named Boolean Squared, and which ran on the website of our regional newspaper for two years before I retired the idea.
If you are seeking more resources around bringing comics into your classroom, feel free to use anything I have gathered at my Comics in the Classroom website, which I share with teachers on a regular basis.
Go ahead. Start a panel. Who knows where it will bring you.
Over at Middleweb, I reviewed a new book about “connected reading” by Kristen Hawley Turner and Troy Hicks. They push our thinking about the ways that Connected Learning principles can take root with adolescent readers.
It is a thoughtful book that looks at classroom practice and the ways in which Turner and Hicks were doing the “connected reading” even as they were writing the book itself. (I am sucker for that kind of reflective writing)
The comic I share above was my way of putting connected reading practice into reality, as I mapped out how I came to review the book and then am asking readers at Middleweb to extend the conversation even further.
Teaching Channel has just finished up a four-part series on Literacy in the Digital Age that is worth a visit. The posts are by Nancy Franzi and Steve Figurelli.
Kids have access to information; we must teach them how to navigate a world constantly evolving where content is at their fingertips. The traditional application of ELA isn’t enough for future-ready learners. We would argue our students read and write more now than they ever have before — between texting, social media, gaming, and everything else they do in their digitally fueled, online lives. Our vision must evolve to incorporate a new approach to literacy instruction, one in which technology becomes an accelerator to personalize and create meaningful learning contexts.
The four posts in the series cover quite a bit of terrain that focus on technology and tools around some domains of literacies, connected to the Common Core shifts and “Future Ready” ideas. Even if it bothers you that this is the organizational strategies, the series is worth investigating as the writers put the technology into learning contexts.
I’ve included my own “key find” for each post that I want to investigate further for my classroom or my own writing (sometimes, those two goals merge together; sometimes, not).
At the start of this school year, and in the midst of our first real writing project, my students are writing short stories. Our focus is on “strong story openers to grab the reader’s attention,” among other things. It’s all about hooks, dialogue, inference and tension.
I’ve been showing some mentor texts and now that my sixth graders have enough written, I can begin to share some of their own writing as mentor texts. I’ll be post about a dozen openings around the classroom, and I created this Slides show as a way to publish at our class blog site, too. (Slides is like any presentation software, but I like how it has a folded box effect.)
I’d go full screen for better reading here, but you can also just glide through the show to get a sense of the stories and the writing, and how Slides works.
I realize the irony here, that I paid top dollar for Cory Doctorow’s book — Information Doesn’t Want To Be Free: Laws for the Internet Age— when I probably could, with just a bit of searching and tinkering, find a free and pirated version of the book somewhere and be reading Doctorow’s engaging missive about copyright law and information flow in mere minutes of a search.
I could of done that, but I didn’t.
First off, I want to support McSweeney’s, Dave Egger’s publishing arm that also supports youth writing programs around the country with its 826 Valencia network.
Second, I want to support Doctorow as a writer, although I suspect he is doing just fine without my meager money … this is a principle thing about supporting artists at work.
Third, I like the tangible feel of a book in my hands (and this one traveled with me from my sons’ baseball games, as its short chapters were perfectly tuned into the breaks between innings.)
And it turns out that my move to avoid the free, pirated copy of the book is right in line with Doctorow’s ideas around the Information Age, and how artists can still find and reach an audience that is willing to pay for art, even if it is freely available elsewhere. This is part of his point: in the age of the Copy, how do musicians and writers and artists still make art that is meaningful and make a living at it, too?
Amanda Palmer’s foreword (coupled with her husband, Neil Gaiman’s companion forward) continues to resonate with me in context to Doctorow’s ideas around copyright and publishing, and how innovation is always bound to upend the status quo, and the status quo is always going to fight that change with lawyers and money and political influence.
Palmer writes about her time as a street performer in Boston (she was one of those lovely painted statue people that we gawk at) and her observations of passersby, and how while many would ignore her, the few that observed and appreciated her art, and put some money into her collection bin, was more than enough to sustain her with a regular income.
“Like clockwork, people were generous. Nobody asked them to be. I just stood there, literally silent, waiting for them to tip me out for the weird, loving act of randomness I was making to humankind …. People actually like supporting the artists whose work they like. It makes them feel happy. You don’t have to force them. And if you force them, they don’t feel as good.” (Palmer, page xiii)
Doctorow not only shows how the current system of stifling customers from access on their own terms to the art they love is stifling art creation itself, he also shows how a revamping of copyright law might be one of the fixes. He also freely and open admits that not every artist will find a niche and that there is no real “fix it” for all of the disruption. But a closed system of art, he argues, is bound to fail on many levels and leave media industries crumbling.
Instead, he argues for the idea of “blanket licenses” (such as are used in bars and music establishments for the use of playing copyrighted music by cover bands and the jukebox and karaoke machines) that would compensate artists and publishers for media on the Internet while broadening reach to different audiences. He notes that while the publishing industry has traditionally taken advantage of the complex analytics to pad their own pockets, this age of information is also the age of data analysis, and that there should be a way to determine fair use of media, set up a payment system with ISP providers and provide compensation for the creators of art.
Will this work? I have no idea. It sounds good on paper, if I understand it right. Reality might be different. Remember hwo has the money and power right now. It’s not you and I, alas. But Doctorow has a phrase of words that has stuck with me since finishing the book.
“Think like a Dandelion.” (Doctorow, page 142)
What he means that since there is no turning back the clock on copying — and in fact, copying movies and music and more will only get easier as time moves on — an artist needs to find a new way to think about distribution. Instead, he suggests, think of art as the dandelion, which produces thousands of seeds that it lets loose into the world, in hopes one or two or a few will find a nurturing bit of soil on which to plant itself.
“There are lots of people out there who might want to buy your work or compensate you in some other way — the more places your work finds itself, the greater the likelihood that it will find one of those would-be customers in some unsuspected crack in the metaphorical pavement.” (Doctorow, page 143).
Of course, the publishing companies would see the dandelion in another way: as a weed that needs to be eradicated or controlled, right? Such is the world right now. Information Doesn’t Want To Be Free (title reference is to the idea that information doesn’t want to be free — it’s data — but people want to be free to make their own choices about technology and art) is another way forward.
I wanted to try out the new feature in Google Docs that allows you to speak so that the computer will type for you. (See the Google site for more information). I have to say, speech recognition has sure come a long way, and now I am wondering how I can bring this into my classroom for struggling writers once we get into our Google Apps for Education accounts this year.
The Voice tool wasn’t perfect, but it was good enough for me to write this poem on the fly and then do some quick editing on it. I wrote a poem, inspired by flowers on the table. I realized later that you can add in some simple commands for line breaks and punctuation. I’ll remember that for next time.
I enjoy Wired Magazine, most of the time, and every now and then, they come out with a special issue that really gets my attention. The latest (Sept. 2015) is an interesting take on how people learn, with Dr. Dre and Jimmy Iovine on the cover.
Sure, the cynic in me thinks, it’s an advertising place for their Beats headphones and for the new Apple Music (and Dre’s story in Straight Outta Compton), but the article itself about Iovine and Dre is about how the two are investing in a media program in a California university to give students experience in media making and creating a pipeline of talent for entertainment production for the future. I wish I could go there. (Dogtrax Scholarship Fund?)
The magazine then moves into its “Cultural Literacy” section, with focus on Culture, Design, Business, Science and Security, with the lens on people making a difference in the world and ways that people can get engaged in learning on their own terms in these various emerging fields and subfields.
It reminds me, yet again, of how I am teaching to my sixth graders literacy practices that have to be applicable to a world that may not yet exist. As I read through the magazine, it seems as if many of the topics were barely if even on the radar screen five or ten years ago. Flexibility around writing, reading, creating media is a key element, and finding that ground is a challenge for any teacher.