Ma Ssr - Zawilinski

Wikis and Blogs and Google Docs, Oh My! Online Writing Tools to Support Literature Study in Middle and Secondary Classes Lisa Zawilinski New Literacies Research Team University of Connecticut Blogs Organization

chronologically ordered

Authors

Wikis

Google Docs etc.

topic-centered rather than time-ordered.

creator-defined organization

The blog owner posts. Others can comment. Posts can be modified by blog owner only. Comments by others can be posted and then modified or deleted by blog owner.

The owner and others invited can make changes.

The owner and others invited as collaborators may modify. Viewers can also be invited.

Password Protection

Password protection provides options for both commenting and viewing. These can be modified from post to post.

Password protection provides options for writing and viewing. These can be modified from page to page.

Previous to publishing, only collaborators and those invited to view can access document. Once published, anyone can search for and read. Collaborators can still make changes and the posted version automatically reflects those changes.

Notification of changes

Author and readers (on some blogs) can receive notification of any change to the blog.

Authors can receive notification of any change to the wiki.

Collaborators and viewers can receive notification of any change to the Google Doc.

Samples

Clickable/resizable handout can be downloaded at http://newliteracies.typepad.com/mass_ssr/

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Wikis and Blogs and Google Docs, Oh My! Online Writing Tools to Support Literature Study in Middle and Secondary Classes Lisa Zawilinski New Literacies Research Team University of Connecticut Blogs Examples

http://mskreul.edublogs.org/ Grade 4 blog that demonstrates a variety of different ways one might incorporate blogs into the classroom http:// millersenglish10.blogspot.co m/ Grade 10 English blogstudents comment about literature etc.

Free Providers

Wikis http:// newliteracies.pbwiki.com/ National+Parks pswd: nagano

Google Docs etc. http://docs.google.com/Doc? docid=dfsqvqd2_89c43d4p&h l=en

http://wiki.woodward.edu/ hannalee/doku.php? id=hannalee Grade 5 wiki - teacher posts, not collaborative but showcases student work and provides resources for students and parents

http://www.abc.edu.sv/ blogs/english-9a/ Ninth grade literature related blog. Student writing and comments shared.

http:// 7thgradenorthcore.pbwiki.com /FrontPage Grade 7 wiki for english/ language arts. Studies of novels and wiki construction by students

http://edublogs.org http://classblogmeister.com/ index.php

http://www.wikispaces.com

http://www.google.com

Clickable/resizable handout can be downloaded at http://newliteracies.typepad.com/mass_ssr/

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Wikis and Blogs and Google Docs, Oh My! Online Writing Tools to Support Literature Study in Middle and Secondary Classes Lisa Zawilinski New Literacies Research Team University of Connecticut

Instructional Models

Description

URLs for Resources

Internet Workshop

Instructional model that may begin with a mini lesson or explanation of a task for students to accomplish over a set amount of time. Students work independently/ partnerships/ or small groups to accomplish the task. Finally the whole class debriefs on what was learned through the task.

http://www.readingonline.org/ electronic/elec_index.asp?HREF=/ electronic/RT/2-02_Column/ index.html Detailed explanation with resources provided.

Internet Project

Collaborative Internet based projects whereby groups of students across the US and other countries collaborate around curricular topics.

http://www.readingonline.org/ electronic/RT/3-01_column/ Detailed explanation with resources provided

Internet Reciprocal Teaching (IRT)

Approach to instruction of online reading comprehension adapted from Reciprocal Teaching (Palincsar & Brown). Begins with a mini lesson. Next, a information problem is provided. Students work in small groups to solve the info. problem. Period ends with a whole class debrief on strategies used to solve the problem. Three phases of instruction across the year. Each maintains a similar structure to the one shared above.

http:// www.newliteracies.uconn.edu/ iesproject/documents.html Click IRT Overview of Phase I,II,II Click Phase I and Phase II Checklists for lists of skills/ strategies http://docs.google.com/Doc? docid=dfsqvqd2_89c43d4p&hl=en Detailed explanation of IRT

Additional Resources

Description

Google Docs & the NWP

National Writing Project site: incl. video clips of teachers and principals speaking about Google Docs use in school. Links to: Help Center; Google Docs for Educators; and; a sample NWP/ Google Docs project

http://www.nwp.org/cs/public/print/ resource/2639

A prepublication article sharing a framework for using blogs to promote higher order thinking applicable to all grades. Also includes common ways teachers in elementary grades use blogs.

http://newliteracies.uconn.edu/ pubs.html#recent

Zawilinski, L. (in press). HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking. To appear in: Reading Teacher.

URL

Clickable/resizable handout can be downloaded at http://newliteracies.typepad.com/mass_ssr/

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Wikis and Blogs and Google Docs, Oh My! Online Writing Tools to Support Literature Study in Middle and Secondary Classes Lisa Zawilinski New Literacies Research Team University of Connecticut

Writing Assignments:

But what if...

What types of writing do we assign?

we used writing to deepen thinking without expecting all writing (done during class time) to be a finished product?

Choice & Resources

we offered some writing opportunities that stemmed solely from student interests?

Is there in-class time to write? How much?

we provided time in class to use Internet tools for collaboration and deeper understanding?

Is there in-class time to talk incl. teacher and student feedback and discussion? How much?

we supported a culture of feedback and used writing as a starting place then later a as place to revise thinking ?

Who are our audiences for writing pieces?

we gave students a consistent audience of peers as well as an authentic audience for finished pieces?

How do we structure writing instruction during class time?

we kept our direct/whole class instruction to a minimum, instead allowing students to take the “teaching stage?”

What do we teach our students about writing?

included the types of “genres” that mean something to students?

Clickable/resizable handout can be downloaded at http://newliteracies.typepad.com/mass_ssr/

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