As our unpacking of Kist's characteristics of new literacies classrooms comes to a close, I hope that we all take what we have learned and put into practice the parts that fit in our own unique situations. Though we do our best to see each child as an individual learner, maybe this study can push us to think about each one as an individual thinker and presenter as well. Maybe we can give students more chances to express themselves in the creative ways that make them unique. It is true that teaching in a multimedia culture can be a little intimidating for those of us who did not grow up in the world of blogs and podcasts, but, for the benefit of our students, hopefully we can be the type of teachers who "attempt to weave new literacies into everyday life in their classrooms" (Kist, 2005, p. 13).
We invite those outside of our small discussion group to share your thoughts by commenting under this post. We would love to hear from you!
P.S. Edublogs.org is a website that allows teachers to use blogging in their classrooms. It might be just what we need to get us started on our New Literacy journeys!
Thursday, April 3, 2008
Characteristic #5
Characteristic #5: Classrooms are places of student engagement in which students report achieving a “flow” state (Kist, 2005, p. 16).
Kist believes that you will find students in new literacies classrooms fully immersed in what they are doing. They will testify that they often experience a feeling of energized focus and complete involvement. These fully-engaged students feel successful in the process of the activity. Children of today might describe this characteristic as being “in the zone.”
The following video is an illustration of students in a “flow” state. It is also an example of Kist’s third characteristic that we discussed a few posts ago. Enjoy!
Have you ever witnessed someone, possibly a student or a group of students, in a “flow” state? If you can recall such a time, please tell us about it. If not, create a hypothetical quote from a student who is describing a time when he or she was “in the zone.” These situations may or may not involve technology.
Kist believes that you will find students in new literacies classrooms fully immersed in what they are doing. They will testify that they often experience a feeling of energized focus and complete involvement. These fully-engaged students feel successful in the process of the activity. Children of today might describe this characteristic as being “in the zone.”
The following video is an illustration of students in a “flow” state. It is also an example of Kist’s third characteristic that we discussed a few posts ago. Enjoy!
Have you ever witnessed someone, possibly a student or a group of students, in a “flow” state? If you can recall such a time, please tell us about it. If not, create a hypothetical quote from a student who is describing a time when he or she was “in the zone.” These situations may or may not involve technology.
Wednesday, April 2, 2008
Characteristic #4
Characteristic #4: Students take part in a mix of individual and collaborative activities (Kist, 2005, p. 16).
This characteristic has been more evident in classrooms since the time of the whole language movement in the late 80’s and early 90’s. The difference between then and now is that the teachers and students of today have so many more possibilities to carry out these activities through the use of various forms of technology and multimedia. Let’s use this space to share some ideas and websites that involve the use of technology and multimodal learning for both individual and collaborative activities.
Starfall.com is an excellent resource for individuals to use interactive media to acquire and improve reading skills. Check it out!
The Internet Public Library is a wonderful site for individual or group research. Click on the "Kid Space" link on the left side of the screen.
ReadWriteThink.org is a site that can be used by students and teachers for many purposes. You'll have to see this one for yourself!
BookAdventure.org includes on-line assessments for many popular books. The kids can earn incentives and would be a great tool for individual reading.
This site has on-line math manipulatives that could be used in a variety of ways.
SCORE has some great ideas for extending popular literature, many of which involve the use of the Internet.
For an excellent means of integrating technology into classrooms on both an individual and social basis, visit Think.com.
This characteristic has been more evident in classrooms since the time of the whole language movement in the late 80’s and early 90’s. The difference between then and now is that the teachers and students of today have so many more possibilities to carry out these activities through the use of various forms of technology and multimedia. Let’s use this space to share some ideas and websites that involve the use of technology and multimodal learning for both individual and collaborative activities.
Starfall.com is an excellent resource for individuals to use interactive media to acquire and improve reading skills. Check it out!
The Internet Public Library is a wonderful site for individual or group research. Click on the "Kid Space" link on the left side of the screen.
ReadWriteThink.org is a site that can be used by students and teachers for many purposes. You'll have to see this one for yourself!
BookAdventure.org includes on-line assessments for many popular books. The kids can earn incentives and would be a great tool for individual reading.
This site has on-line math manipulatives that could be used in a variety of ways.
SCORE has some great ideas for extending popular literature, many of which involve the use of the Internet.
For an excellent means of integrating technology into classrooms on both an individual and social basis, visit Think.com.
Characteristic #3
Characteristic #3: There are metadialogues by the teacher who models working through problems using certain symbol systems (Kist, 2005, p. 16).
Kist says that teachers in new literacies classrooms need to model various forms of representation in their own presentations. He also believes that it is important for them to explain how and why they are using the alternative media.
In our last discussion (Characteristic #2), I told about asking my students to explain how to make a peanut butter and jelly sandwich using a form of representation other than traditional written text. In true Kist form, I would have been modeling an example as I talked about it. For example, I could have been taking still pictures of someone making a PB&J and talking about why I was choosing the shots that I was taking.
What is another form of representation that I could have used to model, explain, and introduce what I was asking the children to do?
Kist says that teachers in new literacies classrooms need to model various forms of representation in their own presentations. He also believes that it is important for them to explain how and why they are using the alternative media.
In our last discussion (Characteristic #2), I told about asking my students to explain how to make a peanut butter and jelly sandwich using a form of representation other than traditional written text. In true Kist form, I would have been modeling an example as I talked about it. For example, I could have been taking still pictures of someone making a PB&J and talking about why I was choosing the shots that I was taking.
What is another form of representation that I could have used to model, explain, and introduce what I was asking the children to do?
Monday, March 31, 2008
Characteristic #2
Characteristic #2: “There are explicit discussions of the merits of using certain symbol systems in certain situations with much choice” (Kist, 2005, p. 16).
The other day, I gave my kids an expository prompt that asked them to explain how to make a peanut butter and jelly sandwich. Immediately, they grumbled because they thought that they were going to have to use traditional written text for their symbol system. Much to their delight, I offered them the opportunity to express themselves using a different type of text. We brainstormed some possible symbol systems that could be used for communicating the information. Written directions, spoken directions, video, still pictures, sculpture, Braille, sign language, audio recording, animation, and drawings were all mentioned. As we talked about each one, we considered what type of audience and situation would benefit from its use. For instance, one student made the point that spoken directions, audio recording, sculpture, or Braille would be the best choices for a blind audience since they would not be able to “read” any of the visual texts. It was a very engaging and enlightening conversation for both the kids and me. Kist believes that these types of conversations should happen regularly in new literacies classrooms. While we need to give students choices, it is important that we help them think about the appropriateness and effectiveness of possible symbol systems for specific assignments.
What would a conversation about the benefits of certain symbol systems look like
in your classroom?
The other day, I gave my kids an expository prompt that asked them to explain how to make a peanut butter and jelly sandwich. Immediately, they grumbled because they thought that they were going to have to use traditional written text for their symbol system. Much to their delight, I offered them the opportunity to express themselves using a different type of text. We brainstormed some possible symbol systems that could be used for communicating the information. Written directions, spoken directions, video, still pictures, sculpture, Braille, sign language, audio recording, animation, and drawings were all mentioned. As we talked about each one, we considered what type of audience and situation would benefit from its use. For instance, one student made the point that spoken directions, audio recording, sculpture, or Braille would be the best choices for a blind audience since they would not be able to “read” any of the visual texts. It was a very engaging and enlightening conversation for both the kids and me. Kist believes that these types of conversations should happen regularly in new literacies classrooms. While we need to give students choices, it is important that we help them think about the appropriateness and effectiveness of possible symbol systems for specific assignments.
What would a conversation about the benefits of certain symbol systems look like
in your classroom?
Sunday, March 30, 2008
Characteristic #1
Characteristic #1: “Classrooms feature daily work in multiple forms of representation” (Kist, 2005, p. 16).
According to William Kist, students and teachers in new literacies classrooms use different modes or “texts” to express themselves on a daily basis. Multiple forms of alternative media are encouraged and celebrated in situations where print alone may typically be used to “read” and “write.” One aspect of Kist’s view that I appreciate is the fact that he acknowledges and includes both technology-based forms and more “old fashioned” modes of communication and representation, like dance and painting. Please share a few “forms of representation” that come to your mind. Feel free to describe them in words or through a link.
Here is a video that illustrates dance, music, and sign language.
I think that this video is a great example of an expository piece using an alternative type of media.
According to William Kist, students and teachers in new literacies classrooms use different modes or “texts” to express themselves on a daily basis. Multiple forms of alternative media are encouraged and celebrated in situations where print alone may typically be used to “read” and “write.” One aspect of Kist’s view that I appreciate is the fact that he acknowledges and includes both technology-based forms and more “old fashioned” modes of communication and representation, like dance and painting. Please share a few “forms of representation” that come to your mind. Feel free to describe them in words or through a link.
Here is a video that illustrates dance, music, and sign language.
I think that this video is a great example of an expository piece using an alternative type of media.
Friday, March 28, 2008
Welcome!
Welcome to our Module 5 project! Since we are new to the blogging world, this will be a learning journey for all of Team B. I am excited to see where it takes us! The following is a video that will help set the stage. Enjoy!
Subscribe to:
Posts (Atom)
