Here was my vision.
Students would create an informational website with a white paper on their issue. They’d create a series of ads and flyers (using Canva) for both on-line and off-line ads to be distributed via a Twitter feed. They’d use Twitter and the ads to draw audiences to their websites, seek feed back on the concerns of the community, and then ultimately write a problem-solving proposal shaped on the feedback from the community. I’ll be posting later about how I rolled all of this out to students along with the resources I used. I was inspired to this vision after reading about such a sequence in Understanding and Creating Digital Texts: An Activity-Based Approach (Beach, Anson, Breuch & Reynolds 2014) and a parallel sequence of activities from the Michigan State University FYC. [If you would like to see my launch event for the project, you can see it here.] Although this is not the only reading I did. Both Troy Hicks (@hickstro), posts at Movingwriters , and the good folks at KQED Mindshift have pushed my thinking about writing, social media, audience and the use of Twitter.
Laying the Foundation for Twitter.
So, really, this is the first in a series of posts about using social media, particularly Twitter, as a way to help students think about digital citizenship, to create academic and professional profiles using social media, as a tool for research, connection, and a new resource to bring us to texts to use as mentor texts, analysis and evaluation.
One step I took before building any materials, was to check in with my principal, who also actively tweets (@vtenney3) to make sure I had his support in this endeavor, and in my weekly email blast to parents, I let them know that we were going to use Twitter as part of the course.
Unfortunately, one thing I didn’t do, and I don’t know if it would have made a difference, was to check in the the IT department to make sure that Twitter was unlocked (as it should have been). On the planned roll-out day, my first period students couldn’t access Twitter through their network accounts. I pushed things off for a week to make sure after the filters had been changed, students could access.
Roll-out and Procedure
On the day I rolled out to students, I started with them reading an article, “Why Every Personal Brand Deserves and Early Start,” which had come to my attention through reading George Couros’ (@gcouros) newsletter. Students got links to the articles in a Schoology update and then had to comment on the articles. Here is a snapshot to give you a sense of the tenor of the overall response from students:
So, I created a Schoology page with ISTE standards and my own learning objectives for why would be using this social media tool. The page provided students with the details I wanted them to use.
For the first Tweets, I used the weekly KQED Mindshift “Do Now” questions. To help us all connect, I used a hashtag (#kpedz103). Using the hashtag allowed me to discuss the formal purpose of using hashtags as a way of search for conversations appropriate to research, as well as to help them aggregate their own research.
As you can see, I most of what I did here was synthesized from a number of different sources and resources. Like what I was asking my students to do, I was using Twitter, links to followed Tweeters to aggregate information and put it together. I also had to employ a number of tools and resources to get this all to work.
At this point, students knew how to write a tweet, follow, re-tweet, search hashtags, and use a hashtag to help link tweets around a central idea.
We went on to start to use Twitter as a research tool. Students would need to find organizations that created content, research, writing, blogging about an issue that they were studying. We used a Gale publication and database on their issue, which provided a list of organizations to contact. I instructed them to see if these organizations maintained Twitter feeds and to follow them.
Where I’m headed…
Working from there, we will return to the Twitter feeds in the next day to evaluate the sources and the kinds of information these sources were providing to us through the Twitter links.
The next part of this, about source evaluation and teaching students to think about how Tweets are making arguments will be coming soon.
I started this post describing a vision I was working towards in my English 103 class that would bring in real-world writing, distribution of this writing, and working with audiences to shape writing products. Teaching Twitter as a tool became the first step in making this vision reality for my students.