2. Creating a Virtual Community of Practice through Paths to Literacy Charlotte Cushman, Perkins School for the Blind Cyral Miller, TSBVI 1

3. Today’s Objectives To discover educational strategies, resources, and technologies by exploring the social media platforms and interactive features To familiarize participants with the concept of a “Community of Practice” and its value in expanding access to educational resources To discuss ways in which the Virtual Community of Practice supports teachers and families in literacy activities 2

4. What is Paths to Literacy? A community of practice that is dynamic A symposium or think tank that gives people access to ideas and conversations about literacy A home to multiple platforms, including an interactive website, Facebook, Pinterest, and Twitter 3

5. Content Areas The site is divided into 12 content areas: General Literacy Learning Media Assessment Emergent Literacy Multiple Disabilities Braille Struggling Readers Print Writing Dual Media English Language Learners Auditory Strategies Math Literacy

6. Most Popular Features of the Site Blogs Strategies Resources Technology Research Instructional Guidelines 5

7. Interactive Possibilities of Site Subscriptions Blogs Conversations/comments 6

8. Value of Registering on the Site Email notifications of blog posts Subscribe to learn when posts are made in different areas Make comments, ask questions Submit a post and earn continuing education credit! 7

9. Dear Paths 8 http://www.pathstoliteracy.org/dear-paths Sample questions include: -Parent of child with CVI looking for suggestions -How can I teach my deafblind son about the passage of time? -Which video games are accessible? -I need ideas about teaching the concept of “wide”. -Where can I find out about the methodology of teaching braille?

10. Social Media 9

11. What is a “Community of Practice”? “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” -- Etienne Wenger (2006), Cognitive Anthropologist http://www.ewenger.com/theory/ http://www.ewenger.com/theory/ 10

12. Necessary Elements for a CoP The Domain: Shared domain of interest The Community: Members interact and learn together The Practice: Practitioners who develop a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems— in short a shared practice 11

13. Cultivating Communities of Practice Invite different levels of participation Focus on value Combine familiarity and excitement Create a rhythm for the community -- by Etienne Wenger http://hbswk.hbs.edu/archive/2855.html http://hbswk.hbs.edu/archive/2855.html (Harvard Business School, 2002 ) 12

14. When Do CoPs Work? Wenger (2006) states that communities of practice work well when people:  Have knowledge to share  Can easily share it with each other  Want to share their knowledge  Want to learn to improve their professional practice 13

15. Levels of Participation From : http ://wenger-trayner.com/resources/slide-forms-of-participation / http ://wenger-trayner.com/resources/slide-forms-of-participation / 14

16. TVIs and CoPs Yue-Ting (Ting) Siu, TVI Doctoral Candidate at UC Berkeley and SF State University Research areas: TVIs use of technology, CoPs, teacher training yueting.siu@gmail.com www.facebook.com/yuetingsiu twitter: @TVI_ting 15

17. Classroom teachers TVIs * Technology Use: 2000-2010 (Abner & Lahm, 2002; Edwards & Lewis, 1998; Gray, L., Thomas, N., and Lewis, L., 2010; Kapperman et al., 2002; Kelly, 2009, 2011; U.S. Dept. of Education, NCES, 2000) Students

18. Context of technology use Studen t Teache r Contex t Teachers and students in general education TVIs and students with visual impairments 1. Improved infrastructure 2. Increased availability of technology to students 3. Teacher development: Professional Learning Communities Communities of Practice Situated Learning Communities 3. Teacher development: AT content knowledge AT teacher preparation programs

19. What’s next?  Re-visiting with a “what works” approach  Re-designing professional networks for better accessibility  Social media  Virtual networks  Implementing a community of practice to support TVIs’ use of AT

20. Differentiating for TVIs StudentTeacher Context TVIs are the gatekeeper Different professional learning communities Content knowledge is not enough Need equal and supplementary emphasis on developing professional networks: * RESOURCES *

21. Who is in our community? 20

22. Who is in our community? 21

23. Non-Registered Users 118,000+ unique visitors to the site since launch in April 2012 More than 445,000 page views during that time 22

24. International Community Visitors from 181 countries Spanish-language posts Cross-cultural content Guest bloggers from UK, Australia, Poland, Canada 23

25. What does the community say? “I love being able to see and use ideas that have been posted by other people that work with visually impaired children. “For example: I was wanting to make some story boxes for my son. I didn't even really know what one was. I was able to search past 'posts' and not only find out what a story box was but I found why it is important to use them with my deafblind child, examples of already made story boxes, and tips on how to make my own.” -- Parent 24

26. Teacher Trainers “I thoroughly enjoy the website- it is so down to earth with practical ideas.” “I have used the website to have students create a strategy resource list to be included in their TVI internship binder.” “I find that by sharing video clips and specific blog or news items from the site, I can familiarize these future teachers with this very valuable resource." 25

27. TVIs “Helps me motivate the parents when they see this is NOT just something to amuse them or their child that others are doing it across the nation. I've forwarded many an email that is sent to me. I LOVE, LOVE them!” “There have been many posts that have sparked an idea for the students in my classroom, and to help me think outside my little bubble. There are also many things that I have seen, and have filed away in a ‘to do’ pile of sorts!” 26

28. Speech Therapists and Other Clinicians “I have shared the website with graduate students in the field of Special Education, and I have sent links to the website to former colleagues including TVI, SLP, OT and PT, [special educators]. Paths to Literacy is a truly practical, informative, easy-to-navigate website that is a great support for all of us working with individuals with challenging needs.” -- Speech-Language Pathologist 27

29. Finding the Community We need to go to where the discussions are happening: Facebook Twitter Pinterest Comments on posts on website Dear Paths 28

30. Something for everyone! Student-Made IEP Book Making Toast: Conversation Boxes O & M Literacy: “Routes “Journals Test Down and Teach Up: Task Analysis of a Duck Flying Fingers: Fluency Instruction for Beginning Braille Readers Using the iPad to Develop Literacy and Social Skills Toy Bars and Literacy Using the Preferred Learning Medium to Design a Communication System Using the Preferred Learning Medium to Design a Communication System Follow-up Q & A from above Word Processing on the iPad Using VoiceOver Montessori Activities to Promote Pre-Literacy Skills for Tactual Learners Montessori Activities to Promote Pre-Literacy Skills for Tactual Learners 29

31. What would you like to see from the community? 30