Week 11- Common Readings

B&M 5 Early Literacy Development in the Digital Age

Over the decades literacy has changed from written text to a screen-based media.  Instead of relying on one mode of communication, we have multiple modes with which we communicate.  Communication ranges from written text to face to face modes on cellphones.  There are multiple ways for people to relay a message.  No longer do we only teach decoding and encode skills for writing/reading, but we must teach process of design for media selection, modal choice, and arrangement constraints on how knowledge is defined.  Viewing young children as “emerging specialist in design” in the new literacy domain.  

Within the digital world anyone can be an author, thus have access to a wealth of information.  There are no longer privileged authors who decided what is read or written.  Understanding this principal sets the foundation for the case study discussed in this chapter.  The study involves two teachers, Alice and Zubeda, both nursery school teachers in a multicultural classroom.  The students are three and four years of age.  Both teachers want to learn to use digital technology to promote oral language, reading and writing.  They begin by introducing a unit of study over farm animals.  Using an array of picture books to introduce the topic they also use a digital camera, iPads, and desktop computers.  The teachers set up a blog to document the project and communicate to the parents.  

The project began with letting children take pictures of the farm animals and toys in the classroom.  Then the images were uploaded to the blog with plenty of opportunities to access the blog.  The children then went on a field trip to a farm were they were given digital cameras to document their adventures.  Again, the images and podcast were uploaded to the blog.  Lastly, the children were introduced to iPads to be used as a drawing tools.  Students spent time drawing the animals and scenes they saw at the farm.  

These teachers illustrate a number of successful strategies referred to as the 6 C’s.  They are as followed:

1. Collaboration- Many grouping types were implemented throughout the project- small group, large group, individual, friends/non friend groups, mixed abilities, and similar skills groups.  
2. Co-construction- The teachers were there to help scaffold the students when needed. 
3. Choice-  Giving the children choice in the direction their projects go allowed student to prioritize, sequence task effectively, and solve problems.
4. Control- Allowing children to have more control over the project.  The project allowed students to experiment with digital technology.
5. Creativity- The students had control and choice over their projects, which allowed them to take risk and experiment.
6. Community Engagement- Blogging their journey opened the classroom to the external community.  It created a purpose for reading and an audience.    

This case study shows how one classroom links old and new literacy in the digital age.  There are endless possibilities that teachers can employ in their classrooms using digital technology.  The goal is to create a wide range of skills that not only involved old literacies but includes new literacies.

Digital Storytelling Article

Being literate in todays world, no longer means only being able to read.  It now includes multiple forms of new media.  Teachers must help students develop strategies to equip students to participate in the digital age.  Creating opportunities for students to work within the realms of the digital age, helps broaden their understanding of living in a new literacies environment.  The article discuss how Bethany, a fifth grade teacher, uses digital story telling in her classroom.  She interweaves traditional literacy components with new literacy practices.  Digital storytelling encourages the engagement along with critical thinking and technology skills.  It is the “act of combining narrative with digital content, including images, sound, and video, to create short movies.”  

Bethany was awarded a technology grant that allowed her to purchase a SMART Board, laptop, document reader, Flip cameras, and other technology.  She, like many, felt overwhelmed and incapable of figuring out how to incorporate the new technology successfully.  She received training on how to use and engage students with the technology.  She chose to add storytelling to her instruction to help teach literacy elements, sequencing, and summarizing.  Bethany taught strategies for these literacy elements, along with implementing literacy circles.  This ensured students understood the book because the language could be difficult.  Once the class finished the novel, instruction shifted towards more practice and application of strategies and skills.  The class drew pictures to retell the story.  Then they sequenced the drawings.  Bethany had each group decide on 10 pictures that best told the story they read.  The illustrations were used as prompts for summarizing.  The prior experience involved the use of old literacy techniques, but Bethany had them focused on blending new literacy approaches.  Then the groups worked on finalizing scripts of the story.   Props, costumes, and staging ideas were decided and filming took place.  Cellphone cameras and personal cameras were used to film the plays.  The videos were then downloaded to iMovie.   

Through the use of effective digital story telling seven characteristics are practiced.  

1. Point of View
2. Dramatic Questions
3. Emotional Content
4. Economy
5. Pacing
6. The gift of Voice
7. Soundtrack

The Matthew E-ffect is when students with access to technology develop skills, proficiency, and interest therefore they further cultivate their interest and abilities.  Those who do not have free access to technology, lead to students not furthering their digital skills.  This contributes to the digital divide within schools.  Therefore it is important for teachers to cultivate technology use within the classroom by providing instruction and support.  As the teacher, you must get student buy in to get full participation.     

Overall, Bethany felt the project was successful.  Students were engaged and motivated using old and new literacies.  They were excited to write and create stories.  Working in groups benefited all students, but especially helped struggling writers.  Struggling readers benefited from hearing Bethany read aloud.  Repeated readings of the scripted helps build fluency.  Students had control over their groups production which allowed for creativity and experimenting.  

V&F 8

Using Multimedia to Support Word Learning in the Digital Age

When using multimedia it is important to enhance learning instead of  using it as a non-instructional babysitter.  When effectively planned, multimedia can boost vocabulary instruction.  Media makes learning vocabulary multidimensional.  Multimedia approach is rooted in dual coding theory.  One way to use this theory is explain a new term verbally to a student, then support the term using a follow up video clip.  This helps children experience the word.

There are many different types of multimedia available for classroom use, ranging from electronic books to computers programs, games, and applications.  Video is one form of multimedia that helps support vocabulary development.  One way to use videos effective is called 3-day sequence. First and second days are used to read books on a subject, and day three is used to supplement appropriate videos.  Digital text are another form of media to help expand vocabulary.  Digital stories have multidimensional options threaded throughout the book.  This can be particular beneficial to struggling readers.  The last type of media mentioned was  computer programs, games, and apps.  These types of programs are tailored towards students needs and likes. The games advance as the child progresses.  Games and apps are fun and engaging for student learning.  

As teachers, it is important to decide which multimedia resources are quality programs.  Teachers need to be critical of multimedia products, since not all are created equally.  When selecting videos for vocabulary enhancement, the following needs to be evaluated: word repetition, pace, visuals that support and verbal cues.   When selecting digital text books, they should be engaging and thoughtful.  The pictures and animations should support each other.  There should be meaningful and extensive interactions.  To evaluate computer programs, the chapter suggest using interface design criteria for digital vocabulary media forms.  The evaluation looks at design interface, instructional design, and content criteria.  

This chapter reviewed many ways to incorporate multimedia in to vocabulary instruction.  Using media provides verbal and nonverbal information which adds to breadth and depth of word learning.   Yet, as a teacher, having a critical eye when selecting appropriate media is crucial for effective instruction. 

Questions:
* You do not have to answer every questions, please pick and choose several.  Make sure though every question has been answered by someone.

1.  Do you use videos to add to instruction?  Other multimedias? 

2.  What are some websites, programs, or apps that have quality instructional videos that you've use?

3.  Do you feel overwhelmed when using technology in the classroom?  Do you feel confused and 
     unsure how to implement it effectively?  What would help ease these fears?

4.  Which approach do you find to be the best for young children
      - Teaching old literacies first, then implementing new once they have a foundation?
      - Introducing new literacies to get kids excited and then teach old literacies?
      - Teach them as a blended approach simultaneously?   

5. How would you adapt the digital storytelling article this to a kindergarten class? 

6.  Have you used cameras integrated in literacy projects?

7.  If you classroom doesn't have access to a lot of technology, how would you handle integrating   
     technology?  Grants?  Library? Parental involvement?