Cell Phone Novelist

This week, I was skimming through my New Yorker magazine and came across an intriguing article about the rise of cell phone novelists in Japan. Mostly composed by young women who are writing for publication for the first time in their lives, this phenomenon has not yet crossed the world but is gaining some traction outside of Japan. The novels are written line by line on cell phones, in episodes, then put up on websites, and then some (the irony here) are published into best-selling books.

The article by Dana Goodyear (read an excerpt of it here) gets at both the views of the writers but also the criticism the cell phone novels are getting from literary circles. People argue against calling these pieces “novels” and scoff at their importance, while others see the popularity as a signal that literacy, even in the wired world, is not quite yet dead, even if the depth of the stories remains fairly simplistic. Perhaps this is just the start of something bigger?

Anyway, the article got me thinking and inspired this poem, about a cell phone novelist who feels under the cultural gun for publishing stories in this new-fangled way.

The Plight of the Pajama Novelist
(listen to the podcast of the poem)

I stand accused of being nothing more than
a pajama novelist
padding about in bare feet
with fingers twitching on my cell phone
as I unleash yet another sentence, word by word by word,
into this text-ural world.

My accusers use their diplomas for prosecution
as if a piece of paper
might yield some artifact from the past
to determine the present state of affairs
when words are so cheap that anyone is a poet;
anyone, a novelist;
anyone, a composer.

Locked into the ribbon of their old punch-key typewriters,
they don’t imagine that writing can ever be different than it was,
that it might change with the pulse of the times
and become stories scribbled out on the thumbpads
during the afternoon commute back home.

Odysseus remains lost in the mire
but Genji is alive and well,
immersed in the politics of the palace
of internal intrigue which we — the denizens of Keitai Shosetsu —
pick and choose from of the remains of the skeletons
of the past.

Yet who am I to defend myself as I sit in anonymity,
disguised as a woman of heartache
whose lover is in chains;
whose past remains broken;
whose heart is in flames;
with passions, spoken: all for public consumption
as I sip my beer and imagine the possibilities.

A million hits can’t be wrong — a million eyes on the screen —
as they wait with eagerness
while my accusers stew in their discordant certitude
that this signal the End of the Novel.
So yes, I plead guilty to charges
and wait for the jury of my peers — one million strong —
to come to my defense so we can write this new tale of ours:
together.

Peace (in new forms),
Kevin

A Holiday Animation for You

Tinkering with some new software, I created this:

Enjoy your families and friends this holiday season and remember to keep in the back of your minds the folks who are struggling.

Peace (everywhere, all the time),
Kevin

A Gift of Giving from Students

A group of students surprised me and the rest of my teaching team the other day by presenting a holiday gift that beats all the candies, candles and other assorted things that seem to make their way to my desk this time of year.

This group of students banded together and went out to the main drag of the town where I teach (and where they live) and collected trash and garbage as a clean-up effort (and they adopted the slogan: Yes We Can, even making t-shirts with the slogan). They took pictures of their effort, and then they all wrote letters about why they were doing what they were doing, and pulled it all together into this beautiful scrapbook.

They presented the scrapbook to us and let us know that they had done this deed — on their own — as a holiday gift to us, their teachers. Isn’t that so cool? And so thoughtful? And so meaningful? I am so proud of them and so honored that they have done this project with us in their minds and hearts.

Peace (in the giving),
Kevin

The Advertising Shift in Edublogs

I have long been a big fan of Edublogs for many reasons:

  • it provided me with my first free blogging platform,
  • the forums have been a great way to get help and resources,
  • James Farmer, who runs the network, has been incredibly responsive to any of my queries,
  • and the network of educators using blogs has continued to grow (the number hovers around 250,000 blogs on Edublogs).

Those facts continue to be the case, but I knew the idea of a cost-free, ad-free network could not last forever. After all, we can’t expect James to keep investing his own money just to keep our blogs alive and free. There was bound to be a time when change was to come.

So, the inevitable happened.

Edublogs is still “free” but now it comes with advertisements — keyword links in posts that bring the viewer to an advertisement. In the Edublog forums and through various networks, this has been met with a lot of criticism and complaints, and I can understand both sides of the issue here. Teachers don’t want to expose students to advertisements … period. I know I avoid it at all costs. Our kids are bombarded with commercial messages everywhere they go — embedded in movies, in games, on television, on the Net — and I don’t want to be part of that.

But James admits that he can’t afford to keep this blogging network afloat under the “free” model. It just doesn’t make sense. And he does offer a solution that costs a little bit of money.

First, the linked advertisements only show up the first time a person visits a blog. If you bookmark a blog, the second time you go there, the ads will not appear in your browser. This is designed to minimize the impact of the ads.

Second, if you become an Edublog Supporter (which I have been since it was first offered, as a token way to support the network), there are no ads in your blog at all, ever. The cost is $40 per year, up from the initial $25 per year. And, James has added the feature of allowing Supporters to create up to 30 blogs (say, for students) under one Supporter umbrella and you can turn off the ads on all of those blogs. (There is also the option of Edublog Campus, which allows you to create and run your own larger blogging network. We currently use this for our Western Massachusetts Writing Project).

James explains the moves in a recent post:

Is this ideal? Well, in a utopian world we’d like to give everyone, everything, entirely for free and without any ads! But that’d be a utopia… so, barring that, we hope to still provide great free blogs alongside an absolutely premium supporter service that is more than worth the price of a large coffee per month.

To coax people to become a Supporter, James has also curtailed some of the things he used to provide for free, including plug-ins, more upload space, Twitter tools, etc, and expanded them for Supporters.

Although I will continue with Edublogs, I think this change in the model for Edublogs will make me re-think how I do workshops with teachers who are trying to understand what blogging is all about. I have often used Edublog in sessions precisely because I could tell folks: this is free, this is ad-free, and it is simple to use. I can’t do that anymore, and that saddens me, to be honest. If you are a teacher looking to blog, you can become a Supporter with Edublogs, or you can explore other options, including running your own WordPress package on server space.  But, truly, how many teachers have that time and expertise to set up and host their own blogging network? There is also Blogger, also with ads, and other possibilities, too — many with limitations and drawbacks.

I don’t plan to pack up and move from this place, and I will continue to run this blog, the Electronic Pencil and a homework site that my teaching team uses for parents and students to access information and assignments. I am a supporter, even though I wish that Edublogs had not had to turn the corner into advertising. Isn’t there someone with a boatload of cash who can support a network of teachers exploring the wired world? (if so, please leave name and number where you can be reached).

Peace (brought to you by the makers of dogtrax),
Kevin

Day in Six Words (alliteration extra)

Hello and welcome to the miminized version of Day in a Sentence, in which you are invited to boil down your week into a six word sentence. Adding alliteration this week to your six words gets you some bonus Day in a Sentence Points, but they are not worth much outside of this network of friends.

Still … bonus points!

Here is what you do (and everyone, everyone is invited to participate):

  • Reflect on your week or a day in your week
  • Boil it down to a six word sentence
  • Use the comment link on this post
  • Submit your sentence (it will go into moderation)
  • I will collect and publish all of the sentences over the weekend
  • Come on … give it a whirl!

For me, I am experimenting with a flash animation program called Express Animator, which is awfully easy to use even as I have only scratched the surface of the program in a day or two. There is a free trial worth checking out.

I experimented with my own sentence this week using the Express Animator program and made a little video of my sentence. I hope you enjoy it.

(And since some folks said they had trouble viewing the Vimeo — I think it has to with upgrading your Shockwave player – I added it to my Flickr and share it here — also, I should at least write out my Six Words, right? Here it is: Coughing Kids Create Havoc At Night)

Peace (brought to you by the makers of Dogtrax),
Kevin

The Octogon of the Internet? The Rhombus of Reality?

Each morning, my class holds a morning meeting called Circle of Power and Respect, which gives everyone a chance to weigh in with some thoughts, take part in a community activity and get the day off on the right footing. (See Responsive Classroom for more ideas on morning meetings) By now, my students are the leaders of the morning and I am just a participant.

The shape of the circle is important because it connects us all. But Boolean and Urth — in touch with their inner geekness — would rather have some other shapes for their meeting with Mr. Teach in my latest webcomic strip of Boolean Squared.

See the comic; grab the rss.

Peace (in frames),
Kevin

Asking Questions of the World

I stumbled into the Ask500 Questions site this weekend and it has been fascinating. Here is the concept: you write a question, pose some possible answers and let visitors to the site cast some votes. Ask500 Questions then tracks the answers on a map and breaks down the results a bit. I guess if a question gets to 500 people (seems doubtful right now), then the question is retired.

I posed a couple of questions, including whether or not technology helps someone become a better writer, whether teachers should encourage their students into social action projects, and (as you can also upload images) which Boolean Squared webcomic character is destined for something spectacular.

Go ahead and vote yourself and add your own question.

You can also embed the queries and results into a blog post, so let me give it a try:


I was pondering whether this has any applications in the classroom. While I may not want my students freely roaming the questions — some may be on the line of appropriateness — it might be interesting to have them propose a question and possible answers, and then track what happens to the results as a class (after casting some predictions).
Peace (in results),
Kevin

The Prospect of Participatory Culture

I was one of a handful of guests recently on the wonderful Teachers Teaching Teachers webcast, where the discussion centered on a white paper put out by The New Media Literacies Center at MIT. The paper, by Henry Jenkins, focuses in on the concept of how students can move forward, navigate and thrive in the new world of media and technology. (Oh, TTT is also up for an Edublog Award this year)

You can access the paper titled Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, by Henry Jenkins.

Listen to the podcast at Teachers Teaching Teachers

You can see a video put forth by the Project for New Media Literacies:

This is one list of skills that the white paper talks about for our students:

Play – the capacity to experiment with one’s surroundings as a form of problem-solving
Performance – the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation – the ability to interpret and construct dynamic models of real-world processes
Appropriation – the ability to meaningfully sample and remix media content
Multitasking – the ability to scan one’s environment and shift focus as needed to salient details
Distributed Cognition – the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence – the ability to pool knowledge and compare notes with others toward a common goal
Judgment – the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation – the ability to follow the flow of stories and information across multiple modalities
Networking – the ability to search for, synthesize, and disseminate information
Negotiation – the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms
Visualization – the ability to interpret and create data representations for the purposes of expressing ideas, finding patterns, and identifying trends

What do you think?
Peace (in sharing),
Kevin

Writing Processes of Digital Storytelling

Here is the workshop that I co-presented at the National Writing Project Annual Meeting a few weeks ago in San Antonio. I had a wonderful co-facilitator in Pen Campbell and the discussions were just wonderful, even in a large cavernous room with about 50 people.

Our focus was on the writing element of digital stories, but we also had long discussion on the elements of digital stories. I’ve included the podcasts of the session, if you are interested, and the website that was the heart of this session is a collaboration between NWP and Pearson Foundation that Pen and I were part of. You can view the website (still in beta) here. This presentation is also now part of my own collection of workshops around writing and technology.

Also, the short video examples that we shared are not in this presentation. Sorry.


(go to presentation)

Listen to the Podcast of the workshop:

Peace (in sharing),
Kevin

Love Hate That Cat

Hate That Cat By Sharon Creech

Jack is back, and so is Miss Stretchberry, but this time it is a cat at the center of the story, and not a dog. You may remember how much I loved the book, Love That Dog by Sharon Creech. I use Love That Dog in my poetry unit, reading it aloud to my students and using the poems and sense of exploration of poetic styles as a way to reach my young writers.

Well, Creech has done it again, but this time, the book is Hate That Cat, and just like its predecessor, the book is infused with poems from the canon (Edgar Allen Poe, William Carlos Williams, Valerie Word, Lord Tennyson, etc.) as Jack tries to come to grips with two things: how to find love for cats and how to explain his love for his mother, who is deaf. The book is written in the form of a poetic journal between Jack and his teacher, who remains a silent yet supportive and loving presence just off the pages of the book. Everyone should have a teacher like Miss Stretchberry in their life.

The cat element revolves around a black cat that scratched him and hurt him when he went out of his way to save it — thus the refrain: I hate that cat. But then, even as he continues to cherish the memories of his dog, Sky, that formed the center of Love That Dog, he gets a kitten and his heart melts. The black cat that he hates so much later redeems itself with Jack.

The mother element is more delicate and unfolds slowly, as Jack begins to tell what it is like to have a mother who is deaf and signs with her hands for language. He wonders early in the book, before we even know about his mother: how does someone who can’t hear sound experience a poem with sound words within it? He finds a way, and the book ends with a poetry reading, with his mother in the audience, as Jack signs his poems from the front of the room.

As with Love That Dog, I found myself getting very emotional at certain points in Hate That Cat and if you are not moved by Jack and his poems, then … I don’t know. Creech uses a sense of humor to set up the deeper emotional experiences from Jack’s world.

Along the way, Jack learns about poetic techniques such as alliteration, onomatopoeia, assonance, dissonance, and more. And Creech tosses a little literary fire into the mix by having Jack’s uncle, a college professor of English, argue with Jack about what makes a poem a poem (his uncle believes that poems must have grand themes, using intricate rhyming patterns and assures Jack that what he is writing in class are not poems at all, but just scribbles of words).

The book puts me into a bit of a conundrum: do I drop Love That Dog for Hate That Cat? Or do I find a way to use both?

Peace (in the wonder of books),
Kevin