It’s August and I wonder where the summer went. But I’m excited that it’s time for GLS — the annual Games, Learning, and Society conference at UW-Madison. I’m looking forward to catching up with old friends, meeting new people, and learning about what games everyone’s playing and how they’re planning to incorporate Pokemon Go into various learning spaces. I’m especially looking forward to talking with as many teachers as I can. Bringing digital media and DIY sensibilities into classrooms in meaningful ways can be tough, particularly for K-12 teachers who work under intense assessment regimes, and I want to be able to share recent work with my teacher-candidate students.
So: especially if you’re a teacher who is thinking in similar ways, please come join me, Debbie Fields, and Jayne Lammers for our workshop session “Designing for DIY: Presenting Tensions, Lessons, and Questions to Guide Innovative Learning Environments.” Here’s the session link for more info. We’re planning to share experiences from our own efforts to bring various digital media explorations into our classes. We’d love to hear about yours, and we want to think about how we might consolidate these experiences into larger principles, research questions, or agendas. Join us!
When you’re building research in digital literacies, it often is very useful to be married to a coder. Chris often helps me think about the perspective of someone who works in the industry and whether what I’m thinking about teaching might actually be useful for students — either immediately or at some point in the future.
Recently, he came in to help me teach my students about coding. All of the folks in this class are English teachers, reading and writing specialists, or headed into pre-service English teaching internships. To say the least, many of them were highly skeptical. They weren’t sure whether they could code, first of all, or whether they wanted to learn. What relevance does code have to teaching reading and writing?Read More »
Below you will find the text of the Shakespeare fan page that Chris made to push my teaching students into learning some HTML and CSS mark-up by compelling them into making some deeply necessary edits. English major humor ahead! I’m leaving it here for posterity, though you should be deeply saddened to know that you’re missing the original, eye-searing aqua-and-yellow color scheme.
The cover image is a Wikimedia Commons image of the “Flower Portrait” of Shakespeare.
My favorite play is called Merchant of Venezuela. It is about two young people who fall in love even though they come from different sides of the tracks. The both have twins and when the four of them go camping in the woods one night fairies come and turn one of them into a horse or something. But that’s ok because they’re all on an island where a sorcerer lives (he used to be a king but when he tried to divide up his kingdom his kids kicked him out). So in the end there’s this HUUGE sword battle where everybody dies because one of the swords is poisonous and the other is really really pointy. It is SO COOL.
As a part of my School University Dialogues research project, I’ve been visiting high school and college writing classrooms. I spent some time with my UNH colleague Leah Williams yesterday. She’s a creative writer, primarily, and has done some amazing things as far as developing techniques for teaching students about multimodal writing and digital composition. I sat with her students, who were writing stories about first jobs and summer camps, landmarks and realizations.
They were working on Googlemaps biographies —using maps to chart their narratives through physical locations — which seemed like a lovely way to think about this week’s #walkmyworld theme, our Journeys.
So, I tried it. I didn’t include full stories or original photos for every location I’ve lived, but I enjoyed combining the map, my own stories, and images that I’ve made and saved over the years. This snapshots-like technique appeals to the poet who still lurks inside of me (and is a little afraid of long-form personal writing).
Here’s a link to my Googlemaps essay. You can’t see much in this tiny screenshot.
Hello for the first time in awhile, #walkmyworld folks! We in English 789 have been blazing a bit of a parallel trail, working around our larger research projects, Spring Break for the students, and digging into digital poems. Because few of us have worked with digital texts in deep ways before, I thought it might be a nice way to stick a bit more closely to text at first before composing on our own. We started with several poems broadly about reflections of self, inspired by Ian O’Byrne‘s suggestions for Mirror week:
We broke up into groups and started by annotating these poems in Googledocs, marking them up, making sense of them, and thinking about how we might use visual or audio components to help us “see” these powerful words and images in new ways. Shawna Coppola and I worked together on O’Malley’s Shape of Saying, which is about language, identity, and the marginalization of the Irish language under British rule . We spend a lot of time thinking about the sounds of the poem (for instance, listening to Irish speakers), trying to think about how we might represent the sound of a language visually, how language reflect selves and cultures. One person in the linked video talks about “the thought process in Irish” and how it’s distinct.Read More »
For this past week’s #walkmyworld, I spent a long time thinking about various possibilities and events for sharing. I’ve been many different people over the course of becoming the professor I am today, but I’ve thought of myself as a teacher for many years. My first teaching gig was as a teenager, when I taught horseback riding. When I abandoned my original graduate school plans to study education policy — by writing an undergrad thesis, I had learned exactly how much I disliked reading and writing that kind of research — I went with something that felt plausible, comfortable, familiar. I decided to become an English teacher.
It sounds too easy when I tell the story like that, though.
One thing I’ve found is that there’s very few people have easy, straightforward career stories. In the midst of this unrelenting winter, my methods students have been interviewing for their full-year certification internships. As they jump into planning their own careers as teachers, I can see the tension rising. They’re seniors, soon to be graduate students, and they want to know that their plans will resolve into solidity, too, eventually. So, I’ve been trying to talk through my own life more often. It’s complicated, even in hindsight, and I have to laugh at myself.Read More »