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Research Writing Rewired: Lessons That Ground Students Digital Learning [Minkštas viršelis]

  • Formatas: Paperback / softback, 264 pages, aukštis x plotis: 231x187 mm, weight: 520 g
  • Serija: Corwin Literacy
  • Išleidimo metai: 05-Jan-2016
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1483358984
  • ISBN-13: 9781483358987
  • Formatas: Paperback / softback, 264 pages, aukštis x plotis: 231x187 mm, weight: 520 g
  • Serija: Corwin Literacy
  • Išleidimo metai: 05-Jan-2016
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1483358984
  • ISBN-13: 9781483358987

Our students are online constantly, and yet research shows that only half of teachers say digital tools make writing instruction easier. Research Writing Rewired seeks to turn that statistic upside down. 

Or, rather, upside right: If we want to ready students for a globalized world, 100% of teachers ought to consider technology an asset to any kind of writing, assert authors Dawn Reed and Troy Hicks. But the “main wiring” still has to be the ELA standards and the essential questions at the heart of each content area. To that end, the authors show you how to use digital tools within a multi-week inquiry unit to increase students’ engagement as they write-to-learn and share knowledge. Their book a clear model for tech-rich research writing that will inform your own inquiry-driven units. Guiding components include:

  • An inquiry-based, technology-rich unit on identity and culture that provides learners with opportunities to engage with the very same issues that are written about and discussed by citizens of a global society

  • 28 model lessons and a framework including extensions, tech tips, and activities that blend print, image, apps, and video so students build multi-literacy skills day by day

  • Recurring use of best practices like formative assessment, close reading, think alouds and teaching key skills, including analyzing and synthesizing, annotating, checking credibility of sources, discussion, and writing about reading 

  • Dozens of lessons and activities built around students’ favorite technology tools and online destinations, including: Citelighter, Smore, ThingLink, Padlet, and Cazles, Animoto, Mural.ly, and getLoupe, Genius and Lit Genius, Now Comment, You Voices
  • QR codes that take you to video clips on a companion website, so you can see the teaching techniques and digital tools in action

It’s up to us to make the digital learning in school a lot more like the digital learning we all do in life. Research Writing Rewiredshows us how to channel students’ passion for digital communication into meeting ELA goals. 

 


This book shows you how to use digital tools within a multi-week inquiry unit to increase students’ engagement as they write-to-learn and share knowledge.
At-a-Glance Lesson Summaries ix
Foreword xiv
Peter Smagorinsky
Acknowledgments xvi
Preface: Reading, Writing, and Inquiry With Adolescents xviii
Why "Rewire" Research Writing? xix
The Contents of This Book xx
Our Guiding Principles xxii
Introduction: Framing Student Inquiry 1(22)
Considering Our Goals
1(6)
The Five Ts: Teens, Timing, Topics, Texts, and Technology
2(4)
MAPS: A Heuristic for Writing and Thinking
6(1)
The Big Picture: Broad Curricular Considerations
7(6)
Essential Questions
8(4)
Selecting Online Tools
12(1)
Additional Curricular Components
13(8)
KQED Do Now and Critical Media Literacy
15(1)
Youth Voices
16(2)
Technology Decisions
18(2)
Disciplinary Literacy
20(1)
Differentiation
20(1)
Final Considerations
21(2)
Chapter 1 Introducing Research, Inquiry, and Connected Learning
23(34)
Preview Lesson: Thinking Through a Cultural Lens
25(5)
Lessons for Week 1
Lesson 1 Exploring Digital Identities
30(5)
Lesson 2 Cultural Conversations Online: Joining Youth Voices and Reading Collaboratively
35(4)
Lesson 3 Beginning the Cultural Conversation
39(5)
Lesson 4 Exploring Visual Culture Through Food Wrappers and Analyzing Visual Culture
44(6)
Lesson 5 Introducing Ethnography and the Culture Collage Assignment
50(4)
Reflections on Embracing Inquiry in the Connected Classroom
54(3)
Chapter 2 Getting Started With Inquiry Work: Visual Literacy and Literature Circles
57(34)
Lessons for Week
2(88)
Lesson 6 Visual Literacy and Design
59(3)
Lesson 7 Culture Collage Sharing
62(10)
Lesson 8 Literature Circles
72(9)
Lesson 9 Fashion and Image in American Culture
81(2)
Lesson 10 Reading Images: Fact or Fiction?
83(3)
Lesson 11 Personal Inquiry Reflections
86(4)
Reflections on Mentor Texts for Analysis and Developing Inquiry Questions
90(1)
Chapter 3 Laying the Groundwork for Research Writing: Developing Close Reading Skills and Organizing Digital Spaces
91(28)
Lessons for Week 3
Lesson 12 Literature Circle Meeting 1: Engaging in Active Discussions
95(3)
Lesson 13 Self-Assessment and Reflection
98(7)
Lesson 14 Language in American Culture
105(5)
Lesson 15 Literature Circle Meeting 2: Close Reading of Passages
110(3)
Lesson 16 Questioning and Speculating
113(4)
Reflections on Developing Close Reading Skills and Organizing Digital Spaces
117(2)
Chapter 4 Embarking on the Inquiry-Based Research Essay: Collaboration, Citation, and Credibility
119(30)
Key Features of the Inquiry-Based Research Essay Assignment
120(3)
Mode
120(1)
Media
121(1)
Audience
121(1)
Purpose
122(1)
Situation
122(1)
Assessment
122(1)
Lessons for Week 4
Lesson 17 Literature Circle Meeting 3: Intertextual Connections
123(5)
Lesson 18 Researching Skills and Tips: Exploring Sources
128(15)
Lesson 19 Researching (Online and in the Library Media Center)
143(2)
Lesson 20 Writing and Researching Workshop
145(3)
Reflections on the Research Process
148(1)
Chapter 5 Writing Workshop and Media Projects: Responding, Revising, and Reflecting
149(50)
Lessons for Week 5
Lesson 21 Literature Circle Meeting 4: Final Thoughts and Reflection
151(3)
Lesson 22 Writing Workshop and Peer Response
154(6)
Lesson 23 Media Work
160(6)
Lesson 24 Cultural Questions and Media Literacy
166(7)
Lesson 25 Workshop: Inquiry-Based Research Essay and Media Projects
173(4)
Lesson 26 Reflection and Publication of the Inquiry-Based Research Essay
177(4)
Lesson 27 Exploring Basic Copyright Issues: Copyright, Fair Use, Creative Commons, and the Public Domain
181(5)
Lesson 28 Reflecting, Sharing, and Celebrating the Final Media Project
186(12)
Reflections on the Writing Process
198(1)
Chapter 6 Final Reflections and Conclusions
199(9)
Assessment: A Flexible, Rhetorical Approach
201(2)
Purposeful Technology Integration
203(1)
Conclusions
204(4)
References and Further Reading 208(7)
Index 215(12)
About the Authors 227
Dawn Reed is an English teacher at Okemos High School in Okemos, Michigan and Co-Director of Red Cedar Writing Project at Michigan State University. She earned her MA in Rhetoric and Writing in Critical Studies in Literacy and Pedagogy from Michigan State University, and she continues to engage in teacher inquiry and research. Her research interests include the teaching of writing, digital literacy, and authentic writing opportunities, including writing for civic engagement. Through her work as a consultant with Red Cedar Writing Project, she is involved with supporting teacher professional development through work with schools and the National Writing Project. She has published in various journals and books, including English Journal and Teaching the New Writing: Technology, Change, and Assessment (Teachers College Press, 2009), and The Next Digital Scholar (2014) and on Digital Is (digitalis.nwp.org). Follow her @dawnreed.

Dr. Troy Hicks is an associate professor of English at Central Michigan University and focuses his work on the teaching of writing, literacy and technology, and teacher education and professional development. A former middle school teacher, he collaborates with K12 colleagues and explores how they implement newer literacies in their classrooms. Hicks directs CMUs Chippewa River Writing Project, a site of the National Writing Project, and he frequently conducts professional development workshops related to writing and technology. In March 2011, Hicks was honored with CMUs Provosts Award for junior faculty who demonstrate outstanding achievement in research and creative activity and, in 2014, he was honored with the Conference on English Educations Richard A. Meade Award for scholarship in English Education. Follow him on Twitter @hickstro.