Has the digital revolution transformed how we write about the past — or not? Have new technologies changed our essential work-craft as scholars, and the ways in which we think, teach, author, and publish? Does the digital age have broader implications for individual writing processes, or for the historical profession at large? Explore these questions in Writing History in the Digital Age, an open peer-reviewed volume available online here and forthcoming in print and open-access digital formats from the University of Michigan Press for the Digital Humanities Series of its digitalculturebooks imprint.
These papers, presented at the Understanding Language Conference in January 2012, address language and literacy issues found in the Common Core State Standards and Next Generation Science Standards. Select each title to view a video interview with one of the authors.
Practice in the Content Areas 1. Realizing Opportunities for ELLs in the Common Core English Language Arts and Disciplinary Literacy Standards 2. Mathematics, the Common Core, and Language
3. Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs
Language and Literacy 4. Language and the Common Core State Standards
5. What is the development of literacy the development of?
6. What does text complexity mean for English learners and language minority students?
Policy and Building System Capacity
7. Issues and Opportunities in Improving the Quality of Large Scale Assessment Systems for ELLs
8. The Challenge of Assessing Language Proficiency Aligned to the Common Core State Standards and Some Possible Solutions
9. Instruction for Diverse Groups of ELLs
10. Teacher Development Appropriate to Support ELLs
11. Challenges and Supports for ELLs in Bilingual Programs
12. Critical Policy Levers for Effective Implementation of Common Core State Standards for ELLs
This piece, created at the Digital Media and Composition Institute in June 2012, is a multimodal attempt to capture and compare both the physical and conceptual movement involved in dance and writing. The project is my first step towards further exploring the non-linear nature of composition as expressed in the movement of the body and of the mind. Please download a descriptive transcript, if you'd like.
Dance is a magical thing, and feet are rhythmicalPoetry is enchanting, and when intertwined with your feet, you may sing without a voice. Guess what? This is what I live for, singing with no voice, in silence, but in the most potent of words. I love the energy needed and exerted in the dance. The beauty of it all is stored up in your body, and needs an escape. With my toes and feet I trace for you the lines of dance in the air and draw you a picture that cannot be expressed in words. You see, when I dance I am telling you how I feel. I hope you understand the language of dance, because if you don’t, then I am speaking for nothing. That is the only language I know and love. I do not love the English language.
I do not love American Sign Language.
I do not love the Spanish language.
I only love the language of dance.
Sadly, many people do not understand this language. And if that is the only way I can speak to you, and if you do not understand, my efforts are in vain. My emotions are left unheard and deemed unimportant. I wish I could tell you how much feeling I put into my dance, but I can’t describe to you that in English. If you can’t understand when I tell you in the hidden language, you will never know or understand.
“Literacy thus becomes an essential aspect of disciplinary practice, rather than a set of strategies or tools brought into the disciplines to improve reading and writing of subject-matter texts,” Elizabeth Birr Moje wrote in ...
Multimodal Teaching and Learning Teacher feedback in dance tends to be highly imagistic, metaphorical, and, above all, multimodal. The verbal cues, metaphors, and vocalizations that indicate movement quality are accompanied by gestures and demonstrations of the movement phrase or transition in question. Simi- larly, “taking feedback”—whether offered to oneself, a peer, or the whole class—involves not only listening and making mental notes, but also incorporating new informa- tion, internalizing and digesting it in the body through the senses and muscles. Dancers are then able, for example, to more competently execute a revised version of a move- ment. They externalize the whole of what they have learned as organized expressive movement. Such struc- tures of interaction between teachers and learners in dance classes can support young women in developing skills, forming their identities, and developing agency...
That said, check out this wonderful collection of videos from The Teaching Channel around “reading like a historian.” We’re brought right into the classroom, and the issues of teaching content-area reading are really front and center along a few threads: an overview, the evaluation of sources, putting history in context, and corroboration of information. I am definitely sharing this with collection with my colleagues.
It was 18 years ago that the KWL chart was introduced to me and it took me 10 years of teaching to figure out why using a KWL chart is an important thinking tool. It was four years ago I discovered it was a thinking tool rather than a graphic organizer. I hope to encourage you to revisit your thinking of why this tool is important. A KWL chart should be used to support what students know, what they are puzzled about, and think about what they are learning. The structure of this one tool can be helpful to help students support their own thinking during a unit of study. I want to revisit this thinking structure as thinking activity at the beginning of a unit....
William Kist (2005) posed this question at the end of his ethnographic study of six “new literacies” classrooms. We take up this question here to consider our attempts at supporting new literacy practices in our own classrooms. We are interested in discovering new ways to engage our students in practices of composing and comprehending texts that they find meaningful to their present and future lives. In our discovery of new ways of teaching and new literacy practices to promote, we have been drawn to new technologies that seem to have potential for facilitating new processes and practices. We both like to tinker with new technologies, and we are both easily excited by learning how other teachers have used new technologies in their classrooms.
Dr. Baker and Dr. Cynthia Shanahan discuss insights from historians, mathematicians, and chemists about how they read within their disciplines For more information about Dr. Shanahan’s work see Journal of Literacy Research 43 number 4
Twitter is an online social networking tool in which users post 140 character updates of what is going on in their lives along with links to things they think are interesting, funny, or useful to their followers (“following” being essentially what “friending” is on other sites). People use twitter in many ways, some as a newsfeed by following prominent people or networks, some as a pseudo-chatroom by limiting their followers and whom they follow to close friends and family, and some as a microblog for updating people about the work they are doing and their personal lives.