What
qualifies an assignment as a digital writing piece? One of the best quotes I
heard this summer: “Anything completed
on a computer that could have been done with paper and pencil is not digital
literacy.” I realized I was stuck with my definition. This summer through
twitter chats, Allwrite conference, reading and discussing professional books, I redefined digital literacy for myself. Although it will be a working definition because I will be learning right along with my students.
Digital writing is not
just typing on the computer and not just googling it to locate the answer. Most writing needs to be within a community
similar to my learning this summer. A
group of writers interested in composing along with conversations that will
help them grow not only as writers but also as a class community.
We are going to begin
this process with our weekly newsletters.
Each Monday, I am going to give the students a large sticky note and ask
them to be a recorder all week. Keeping a
list of their favorite lessons, books, moments etc. On Friday, we are going to
share our lists and form writing clubs: reading, writing, word study, math,
science and Room 228. Each club will
compose a part of our weekly newsletter. Last week, we started small with creating our Top 10. Another shift is the newsletter will
be posted on our class website which anyone can access although certain sections will be password protected. Moving from paper newsletters to posting it will break down the walls by expanding the audience. The students can share the newsletter not
only with their own family but grandparents etc. who might live out of Ohio or
even not in the United States. At some point, I might open the comment section on our newsletters which is something I am considering. Any thoughts?
As I introduced this
last week, the students were very excited about their job as a recorder and then a composer. I have several goals woven into this process. One the students will see their work published weekly which is a huge shift from last year. Next their work will be published to a larger audience which changes the perspective of their writing. Finally as a class of writers, they will grow as they watch the newsletters evolve throughout the school year building a digital portfolio of our school year. Now I am wondering what I can do with all these newsletters at the end of the year?
Great thinking, Maria. I recently watched a short clip about a group of writers who collaborate to write the story line for a TV show. It was fascinating to watch. Your students will benefit so much from this collaboration. Putting it out there will give the writing so much more credibility. I will be anxious to hear more throughout the school year.
ReplyDeleteDo you think the video clip would be something I could share in class with my students.
DeleteWhat a great idea! And I love the thought about leaving comments, too - each kid has such an interesting perspective to share, and this would give everyone a voice. I can't wait to read about how this develops this year, Maria - digital writing and community building!
ReplyDeleteExcellent thoughts here, thanks for sharing!
ReplyDeleteI think opening the comments could be really interesting for the class if you succeed in getting feedback from outside the class; you might end up teaching serendipity by letting students experience what it is all about.
If you've got all these newsletters at the end of the year and take the portfolio approach somewhat further, you could let them all reflect individually on the past year by having them look through the newsletters again and by asking them to reflect on their most important learning moments?
Thank you for your comment. I appreciate your suggestions, and I love the idea of final BIG reflections.
DeleteJust following along, trying to keep up with your amazing thinking!
ReplyDelete