1. Adolescents and Digital Literacies Learning Alongside Our Students Sara Kajder

2. Preface p. XIV What qualities do teachers who use technology effectively possess~ 1. teach using approached that foster critical thinking 2. address diverse needs 3.develop a solid knowledge and commitment 4. participate in ongoing PD 5. Classroom Management *

3. Myths p.ix #1: Literacy refers to ONLY reading! #2: Students learn everything about reading and writing in Elementary School. #3: Academics are all that matter in literacy learning #4: Students who struggle with one literacy will have difficulty with ALL literacies

4. What current data says... p.15 In the past 5 years more research and data has emerged... Youth ages (12-24) who are ONLINE 93% 100% of schools NOW have Internet Access * Three Major Uses: content creation, information production, and interacting with others Studies: Pew Internet, Kaiser Foundation, Palfrey & Grasser

5. Computer Literacy p. 2 Literacy is NOT just limited to printed text. It includes images, videos, audio, and use of tools. Have you ever heard someone say... " I can't I'm computer illiterate." Remember... "Tech. for DUMMIES" books to combat this?

6. "ThE DiGiTaL DiViDe" p. 18 *As access increases the gap between users and non-users increases with the availability of more information. Participation vs. Access 55% of online teens have social profile 80% were engaged in their profile and others Access doesn't = participation Information from: The American Life Project

7. Meaning Making p. 32 Three Foundational Patterns 1. Digital Youth are engaging in literacy practices that are richly multimedia 2. Varied literacy practices allow students to work in different roles 3. Community-building is at the core of our work as English teachers

8. Three Student Case Studies First Study - Jassar's Story Jassar was not successful in academic realms, but outside of school Jassar flourished. He demonstrated literacy in tech. applications. He used them to support his community service work, and in creating a group for connected American teens. He was not taught his skills IN- CLASS, but will certainly use them for his life in the future.

9. con't Second Study - Doug's Story Doug is a high school study who questions everything. He was knowledgeable about many tools ranging from Facebook to ipods. His knowledge did not come from reading books, but from being immersed in using it OR watching others use it.

10. con't Third Study - Molly's Story Molly used technology as a way to collaborate with peers on a high school literature assignment. Even with what she considered 'slow' technology Molly was able to use tools such as; Moodle, Voicethread, Google Docs, and Skype to reach out to others. She identified these as being a big part of the project. It was not required that students collaborate in these ways...they were methods chosen by them!

11. Characteristics of Practices p. 35 WEB 1.0 Vs. WEB 2.0 IndividualCollaborative, Participatory Print-basedMultimodal Teacher or Curriculum DirectedSelf - Directed Teacher to Student FeedbackFeedback from diverse places; public, peers, networks, collaborators

12. Compare/Contrast Traditional Writing Editing Revising Crafting Creating Audience Digital Writing Editing Revising Commentators/Feedback Crafting Recycling Creating Audience* Distribution

13. Writing using a variety of media elements: Images Voice Text Features Video

14. Speed-bumps along the way... p.105 Assessment - is not about urgent technology use; it is about emergent use of new literacies. These literacies are added to areas of "traditional" practices that can be enhanced. No Home Computers -Computer Lab (Time?) some flexibility and efficient use of lab time must be budgeted. Filters - can often be pulled back from a site when the impact of instructional goals have more impact. Administration - share your pedagogical values and invite your administrators into your classroom.

15. Valuing Tech as a New Literacy Brought to the Classroom: expanding our literacies p.68 Expand our definition of literacy to include non- digitized multimedia, digitized multimedia, hypertext, and hypermedia Adolescent literacies are often invisible in the classroom; seeing them as valuable helps to create connection between out-of-school literacy and traditional English curriculum

16. Learning Alongside Your Students p.86-87 "We are living in the middle of the largest increase in expressive capability in the human race (Shirky 106). The use of media spaces to communicate and collaborate works very differently "from the print practices embedded deeply" in our curriculum. Online publishing gives the writer an immediate audience with a "platform [that] is at once global and free" (Shirky 77).

17. Student Sharing p.74 Random groups (of three students) are selected by drawing names Each student brainstorms a list of feedback that is important to them personally These responses are logged through Voice Thread which was helpful for students who still rely on print Student sharing via Voice Thread is also used for book talks, allowing less talkative students an equal chance to share

18. Examining Teacher Practice p. 81 Readers talking with readers through literature circles and podcast Students are engaged with their reading because they are doing something with their reading There is a level of public-ness in an activity that is most often private Invokes positive discussion between readers and self regulation -

19. Why it works from a learning Standpoint: p.96 Brings together students' expertise Allows students to speak as skillful readers Success credited to students rapidly receiving and generating critical feedback from their peers affirmation from peers connected real-world experiences with tasks

20. Link to Reading p. 78 New literature circles support student discussion explore strategies students use when reading help to develop "reader's voice" Reading discussions on line engage in new practices using new tools support community create meaningful outcomes

21. Multicultural Point of View p.xiii Multicultural literacy is seeing, thinking, reading, and discussing in ways that confront and bridge social, cultural, and personal differences. It is not just reading "ethnic" text; it is a holistic way of "being" that brings about social responsibility that extends beyond the classroom. Integration of technology is a way to "enhance" multicultural literacy

22. Interaction w/ Society p. 23 & Ch.7 Technology affords amazing opportunities: to interact with current authors and poets via e-mail to develop communities of like-minded learners (example: Ning community) professional blogs

23. Leaving Your Digital Footprint p. 20 As teachers we help students: engage in critical reading of literary texts examine,engage and work to understand literary practices made possible by new media observe student work, conduct interviews, observe/participate in learning context outside of school which all help to develop a "digital footprint"

24. Resource Kajder, Sara. Adolescents and Digital Literacies: Learning Alongside Our Students. National Council of Teachers of English, 2010. Urbana, IL.

25. Presented By: Susan Steffel Elizabeth Miller Janis Germain