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Bridget Dalton, University of Colorado-Boulder Bridget.dalton@colorado Bronx Public Schools

Multimodal response to literary and informational text: A more engaging approach to ‘writing to read’. Bridget Dalton, University of Colorado-Boulder Bridget.dalton@colorado.edu Bronx Public Schools July 23, 2012. Writing to Read. Range of strategies Not copying

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Bridget Dalton, University of Colorado-Boulder Bridget.dalton@colorado Bronx Public Schools

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  1. Multimodal response to literary and informational text: A more engaging approach to ‘writing to read’ Bridget Dalton, University of Colorado-Boulder Bridget.dalton@colorado.edu Bronx Public Schools July 23, 2012

  2. Writing to Read • Range of strategies • Not copying • Strong support for using writing strategies as a way of improving comprehension (recent review, Graham & Hebert, 2011) • Bundle link: students analzye and learn content at the same time they are analyzing author’s craft • Assessment requires that they communicate in writing (and CSSS assumes technology and media is part of communication)

  3. Why multimedia response? • We live in a media-saturated, networked world where text is: • multimodal • interactive • socially produced and distributed (Cope & Kalantzis, 2006, 2000; Coiro, Knobel, Lankshear, & Leu, 2008; Kress, 2003; New London Group, 1996)

  4. Our students are digital natives • Students use media and the Internet to • respond to literature • create compositions and fanfiction • connect with others in interest-driven communities, both outside of school and in classrooms (Jenkins, 2008; Grisham & Wolsey, 2006; Unsworth,Thomas, Simpson & Asha, 2005)

  5. Multimedia supports literacy, learning, & engagement • For ALL learners, including students who are not faring well in schools: • Disengaged • Struggling with academic reading and writing • English language learners (Alvermann, 2007; Dalton & Proctor, 2008; O’Brien & colleagues, 2001, 2007, 2009)

  6. Universal Design for Learning (Rose & Meyer, 2002) • Scaffolding • Personalization • Multiple pathways for diverse learners: • Multiple means of representation • Multiple means of expression • Multiple means of engagement • To learn more about UDL, visit cast.org

  7. Standards are evolving • IRA and NCTE highlight the importance of digital literacies and Internet inquiry in position papers and standards (see http://reading.org) • U.S. Technology Education Plan recently released: Technology is part of the educational reform agenda • Common Core Standards: Technology and digital literacies are part of the vision of the 21st century learner

  8. Teachers are making it happen • TPAC (Technology, Pedagogy, and Content Knowledge, Mishra & Koehler 2006)

  9. Goals and take-aways • Connect theory and practice • Be inspired by students and teachers • Take away ideas , strategies, and tools that will help you: • Connect texts with media and technology • Bridge social literacies with school literacies • Scaffold the learning experience so that all students learn and engage (multiple pathways)

  10. 7examples of multimedia response • Multimedia retelling • Voicethread collaborative response • Poem hypertext • Retelling with literary devices • Illustrated letters • Multimedia posters • ‘This I believe’ podcasting

  11. REVENGE After that,Turtle asked Spider if he wanted to come to his house for dinner.Spider eagerly said yes,just like Turtle had planned.Turtle had cooked a delicious meal,but when Spider got there,he couldn’t get to Turtle’s house,which was underwater. “Come back and help me in the water!!!”said Spider. 4

  12. Voicethread.com: Free tool for collaborative response

  13. Bundle link • Students create ppt to show POV of the author • Slide: opening statement • Slide(s): anecdote • Slide: ending statement • Use color, image, sound, as well as image to communicate the tone and message • Manipulate point of view – take the opposite stance

  14. Teachers talk about Martina, the Beautiful Cockroach • Bee’s dashboard & invitation

  15. Visual menu: Choose your path

  16. Making connections

  17. Focusing on process

  18. Response mode choice: oral or written

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