posted: 6.29.15 by Andrea Lunsford
Today’s guest blogger is Jeanne Law-Bohannon.
Every week, I read Andrea’s Multimodal Mondays blog. I am as much a consumer of the amazing material posted by colleagues as I am a producer of my own content. Now that summer is upon us, I would like to use my space on the blog to explore expanding examples of multimodal composition, to ask “what counts,” as lessons, assignments, and writing opportunities for students. I also want to investigate how students themselves perceive their learning from multimodal compositions. [read more]
posted: 6.25.15 by Andrea Lunsford
In the days that have passed since the murder of nine worshippers at Charleston’s historic Emanuel African Methodist Episcopal Church, I have been able to think of little else. Nine lives offered up to white supremacist hatred. I will not write or say the name of the murderer. He doesn’t deserve the distinction. [read more]
posted: 6.22.15 by Andrea Lunsford
Today’s guest blogger is Kim Haimes-Korn.
We value collaboration in our classes and with digital tools we can involve students in meaningful communication and community building activities. With the support of digital tools and spaces, teachers can draw upon collaborative theories and practices to design engaging assignments and involve students in participatory learning. Google Drive and other online spaces allow students to communicate, manage teamwork and collaboratively revise documents and presentations. However, like all multimodal platforms, it is not enough to have the tools, we must teach students how to use them effectively and articulate their group processes for future successful collaboration. [read more]
posted: 6.18.15 by Andrea Lunsford
I first met Brent Peters, English teacher from Fern Creek Traditional High School in Kentucky, when he was pursuing a Master’s degree at The Bread Loaf School of English in Vermont, and I knew at first glance that I was talking to someone very special. As I got to know him better, I learned about the food literacy initiative Brent and colleague Joe Franzen were undertaking at their school. [read more]
posted: 6.11.15 by Andrea Lunsford
For the last couple of years I’ve posted during late May or early June about “why I love spring term.” And now even though I am officially retired, I still love spring term, because it’s the time of so many celebrations of student accomplishments. A couple of weeks ago, Stanford had four celebrations for student writing—one for outstanding writing in the first-year course, one in the second-year course, one in the Writing in the Major course, and one for writing of students in the fairly new Science Writing notation program. In my view, we can never give too many awards, can never celebrate too much for the work our terrific students are doing. [read more]
posted: 6.2.15 by Traci Gardner
At my presentation at the Computers and Writing Conference last week, I shared ten narrative remix assignments and related student work (example shown in the picture on the right). When it came time for the Q&A session, someone asked, “How do you know that students are doing the work?”
When I heard that question, there was a moment when I stopped and panicked. What if they were cheating? What if it wasn’t their work? Who was doing the work? How did I know for sure? [read more]