Here are my sketchnotes from the past 2 days:
After a vacation week hiatus, I returned to my 30 day sketchnote challenge. Fortunately, I did more that just sit in the sand while away, I read some really great books–both fiction and non-fiction, including a few education-related titles. One of these was Start. Right. Now. Teach and Lead for Excellence by Todd Whitaker, Jeffery Zoul and Jimmy Casas. I’ll have more to say about the book on the blog later this week, but I wanted to share a few of the many quotations that stopped me in my proverbial reading tracks.
This post was started on Febuary 10, 2017. It’s been sitting in my draft posts since then, but in light of recent readings, I’ve gone back to it, and as I’ve started to understand more about digital literacy, I’ve seen these issues I was considering in February with greater context. Below is the draft from February, and then my thinking this week.
When I started my Media Maker class, I had visions of students creating audio and video podcasts, listicles, web pages and all manner of media designed for the web. More specifically, I had visions of them going out and taking their own pictures and videos, using their phones to generate and create their own content. I saw them being creators who were just like me.
As a blogger, I try to generate as much of my own content as I can. Primarily, that’s easy, because for the most part I’m creating text-based media and written blogs. When I want to incorporate images, I typically pull out my iphone and take pictures. For me, part of the pleasure in blogging and designing a blog post, even as simple as they are, comes from the awareness that I’m making all that content myself. As a writer, it’s always been important to me to write my life, to come up with my own stuff. Blogging allows me to make things myself.
As a teacher, I believe it’s important for students to write about their own thinking and to learn how to develop their own ideas. Growing up in public schools and public colleges, the idea of using other people’s material was frowned upon and plagiarism was an ever looming threat. Also, we’re convinced as teachers, that when students are given choice and power to make their own decisions about learning, they are naturally motivated. So, if I let them write about their own interests and passions, my job as a teacher becomes easier, in a sense, because I just have to work on conferring with them about what they are creating and to help them develop to be their best. And, if I give them choice, then wouldn’t they want to create their own content.
That’s not really what I’m finding.
In Media Maker, students are interested in writing about their own ideas and interests, but more often, they are interested in repurposing content they already find on the web. Often, their repurposing and curating material in spite of me. What I’m seeing in their choice of topics, their driving interests has made me reconsider my stance that creating is really always better.
What brought me here? In a recent project, students were given the choice to focus either on informative or evaluative writing, and that the end goal was to either create web-based texts that might look like Wikipedia style articles, Consumer Reports-based web-pages, Buzzfeed style listicles. One specific direction that I give to students is that they have to generate the content of their projects themselves, or that content that needs to be cited and acknowledged is appropriately attributed to the correct sources.
I got some great projects:
Best New Cars for Teen Drivers
10 Vacations Before You Die
5 Best Conspiracy Theory Photographs
Best Albums of 2016
20 Best New Video Games of 2016
Evolution of the Mario Bros. Franchise
5 Best Boxed, Instant Macaroni and Cheeses
The topics of each of these projects was completely student driven. They did research and used sources to drive the writing, and integrated the research into their own topics, the commentary, discussion or evaluation necessary to develop each of these topics, and for most, used pictures, images, gifs they found on the web already. In only one of these projects, the one of the macaroni and cheese, did the the student actually take pictures and incorporate them into her project. She went and bought five different kinds of mac-n-cheese, cooked them and then took pictures of the bowls of pasta and the boxes. In all the other projects, students found images, cited them, or in revision of a draft of their project went about citing them. Students know that I pull projects from their blogs or that projects will not be marked “At Standard” if they are not cited properly. As part of our mentor text study, I had students examine and identify how professionally generated web-texts acknowledge both text-based sources and non-text based sources.
As students developed their projects, I quickly realized that the idea of generating their own media for these projects was absurd. Of course, the student who was looking at conspiracy theory photographs of the JFK assassination wouldn’t be able to take his own pictures. The kid making a best albums of the year wouldn’t be able to take pictures. What would the kids writing video game reviews take pictures of? These kids were making the kinds of texts that I wanted them to create, and the kinds of authentic texts found on the web.
I also found myself learning about such texts. For example, when studying Buzzfeed alongside of my students, I realized that much of their media is taken from other places on the web and acknowledged with URLs, only.
If anything, I started to see that repurposing content from the web to your own ends is a relevant skills.
The student ISTE standard 1, Creativity and Innovation, states that students “Create original works as a means of personal or group expression,” and standard 3 states that students “select information sources and digital tools appropriate to the task.” While I don’t know if my student consciously made decisions about these tools, and perhaps grabbed and nabbed digital images from the web because it was the easiest thing to do, I’d like to think that they used what came naturally.
And, that’s where I ended in February. Some thoughts from this week:
If you’ve been following the first week of my 30 day sketchnote challenge, you’ll see that early last week, I read Doug Belshaw’s “Essential Elements of Digital Literacy,” and made an early attempt at sketchnoting. One of these elements is creativity, but his definition of creativity is that in being creative, we make something new and of value, but that something is not necessarily original. For Belshaw the remixing of media, and re-purposing of media is an important part of becoming digitally literate. Use this link to see Belshaw’s Tedx talk.
After reading this, I thought of this draft, decided to brush off the metaphorical dust and get it out there. Belshaw gave me some support for my lines of thinking, and as I start to go back into planning Media Maker for the fall, I can know that students remixing and doing re-genre work on their writing and in their blog creations are worthwhile.
Yesterday, our school played host to a first-ever regional workshop of 4 area schools.
About 800 educators came together to spend the day in workshops, presentations, discussions, sharings, connections all in the service of the theme of the day “Connecting for Kids.”
The premise was simple–we have a lot of education talent in the Finger Lakes region. Let’s put it together, share those resources and knowledge, and our kids can benefit.
Such things do not happen easily. A coordinated effort such as this takes time, and it takes resources. Superintendents trusted that it could come together. Such is the culture of innovation.
The vibe for the day was amazing. Everyone that I spoke with felt like they were learning, and felt like the connection between other teachers and educators inspired and re-filled those March-empty teacher tanks.
Such a day makes room for people to return to something fundamental. It allows us to become learners again. We connected for kids, but we also connected for ourselves and our passions.
Analogy: “Career” vs. “Passion”; “Teacher” vs. “Learner”
It popped into my Twitter feed earlier today. A question that should be added to the list of questions asked when hiring new teachers: “How do you consider yourself a learner?”
A career in education is a long one. Some teachers may spend 20 years, or perhaps 30 or 35 years working in a classroom. Educators may move from a classroom setting, to some support role as a department chair or leader, or in many cases, move into an administrative position.
If we see our roles only as a adults there to give knowledge, hold students accountable, assign points, it may come to feel pretty static.
And, when students aren’t interested in the class, they resist by not doing work, adults up the stakes with more rules, systems of accountability, and I’ve seen the burned out of imposing the role of the “teacher.”
Integration question: What are the principles of sustainability in ecology and environmental science and how can they be applied to the field of education
I don’t have your answer.
For me, it’s a drive to do new and different things in different ways in my classroom. To not rest on something that’s worked in the past. This means knowing that I have to learn about new techniques, approaches, methodologies and tools to make the new possible and successful.