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Rescooped by Melanie Hundley from Disciplinary Literacy in Michigan
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Historical Fiction Gets No Respect -- Here's Why It Should

Historical Fiction Gets No Respect -- Here's Why It Should | immersive media | Scoop.it
Katy Simpson Smith, author of the new novel 'Free Men,' on the joys and frustrations of exploring the past.

Via GoogleLitTrips Reading List, Lynnette Van Dyke
Melanie Hundley's insight:
1 April 2016

Yesterday I scooped an article entitled "Fiction v nonfiction – English literature's made-up divide." In my comments, while recognizing some of the benefits, I expressed concerns about the downside of genre classifications in the classroom.

When I came across this article, it seemed perfect follow-up evidence that genre classifications can have deleterious  impact upon readers by passing on the de facto bias of literary scholarship to students who may not be on track to become Literature majors. 

A question arose in my mind...
If we who teach literature teachers were evaluated upon the following two criteria, would we consider our efforts successful?
1. What percentage of our students grow up to be Literature teachers, scholars, or some kind of literati-type?
2. What percentage of our students become completely turned off as life-long readers specifically because of the esoteric nature of our efforts to have them read literature like scholars do?

Of, course the fallacy of my reducing the assessment of our efforts to these two categories, overlooks what we hope is still a significantly large portion of our students; that group that does not grow up to be literature scholars, but does gain a depth of appreciation for what they do read that does motivate them to become lifelong readers. 

That concession being made, ironically, I am reminded of Howard Zinn's A People's History of the United States, a powerful attack on established tendency of curricula in universities that tends to pass on the biases of historical events taught in schools, from generation to generation, rather than to encourage a reconsideration of those often un-reconsidered biases to see if perhaps Custer was not so much of a hero as we had previously taught our students that he had been.

Transitioning the thought to the literary arts, we have made progress in reconsidering the long held biases that previously held reign in literary curricula. Consider the reduction in assumption that the "Dead White Poets" were worth more than women writers, writers of color, and cross-cultural global writers. 

But, to see educators still passing on biases implying or outright accusing genres such as science fiction, historical fiction, YA lit, as being "entirely" second rate at best by some sort of "default fault" is doing not only harm to our students who we hope to become life-long readers regardless of their eventual career decisions, but ironically even to those we hope will choose to become bearers of the literary torch who I personally, would hope would not enter future classroom, noses aloft, telling students that what they like to read is essentially trash or unworthy just because "those types" of books have always been under appreciated by too many university curricula planners.

Let us not throw a "one-size-fits-all" blanket of condemnation over historical fiction, science, fiction, YA and any other "genres" who have been so condemned. 

brought to you by GLT Global ED dba Google Lit Trips an educational nonprofit. 


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Flurries Unlimited's curator insight, April 1, 4:37 PM
1 April 2016

Yesterday I scooped an article entitled "Fiction v nonfiction – English literature's made-up divide." In my comments, while recognizing some of the benefits, I expressed concerns about the downside of genre classifications in the classroom.

When I came across this article, it seemed perfect follow-up evidence that genre classifications can have deleterious  impact upon readers by passing on the de facto bias of literary scholarship to students who may not be on track to become Literature majors. 
 
A question arose in my mind...
If we who teach literature teachers were evaluated upon the following two criteria, would we consider our efforts successful?
1. What percentage of our students grow up to be Literature teachers, scholars, or some kind of literati-type?
2. What percentage of our students become completely turned off as life-long readers specifically because of the esoteric nature of our efforts to have them read literature like scholars do?
 
Of, course the fallacy of my reducing the assessment of our efforts to these two categories, overlooks what we hope is still a significantly large portion of our students; that group that does not grow up to be literature scholars, but does gain a depth of appreciation for what they do read that does motivate them to become lifelong readers. 
 
That concession being made, ironically, I am reminded of Howard Zinn's A People's History of the United States, a powerful attack on established tendency of curricula in universities that tends to pass on the biases of historical events taught in schools, from generation to generation, rather than to encourage a reconsideration of those often un-reconsidered biases to see if perhaps Custer was not so much of a hero as we had previously taught our students that he had been.
 
Transitioning the thought to the literary arts, we have made progress in reconsidering the long held biases that previously held reign in literary curricula. Consider the reduction in assumption that the "Dead White Poets" were worth more than women writers, writers of color, and cross-cultural global writers. 
 
But, to see educators still passing on biases implying or outright accusing genres such as science fiction, historical fiction, YA lit, as being "entirely" second rate at best by some sort of "default fault" is doing not only harm to our students who we hope to become life-long readers regardless of their eventual career decisions, but ironically even to those we hope will choose to become bearers of the literary torch who I personally, would hope would not enter future classroom, noses aloft, telling students that what they like to read is essentially trash or unworthy just because "those types" of books have always been under appreciated by too many university curricula planners.
 
Let us not throw a "one-size-fits-all" blanket of condemnation over historical fiction, science, fiction, YA and any other "genres" who have been so condemned. 
 
brought to you by GLT Global ED dba Google Lit Trips an educational nonprofit. 
 
 
Lynnette Van Dyke's curator insight, April 1, 8:32 PM
1 April 2016

Yesterday I scooped an article entitled "Fiction v nonfiction – English literature's made-up divide." In my comments, while recognizing some of the benefits, I expressed concerns about the downside of genre classifications in the classroom.

When I came across this article, it seemed perfect follow-up evidence that genre classifications can have deleterious  impact upon readers by passing on the de facto bias of literary scholarship to students who may not be on track to become Literature majors. 

A question arose in my mind...
If we who teach literature teachers were evaluated upon the following two criteria, would we consider our efforts successful?
1. What percentage of our students grow up to be Literature teachers, scholars, or some kind of literati-type?
2. What percentage of our students become completely turned off as life-long readers specifically because of the esoteric nature of our efforts to have them read literature like scholars do?

Of, course the fallacy of my reducing the assessment of our efforts to these two categories, overlooks what we hope is still a significantly large portion of our students; that group that does not grow up to be literature scholars, but does gain a depth of appreciation for what they do read that does motivate them to become lifelong readers. 

That concession being made, ironically, I am reminded of Howard Zinn's A People's History of the United States, a powerful attack on established tendency of curricula in universities that tends to pass on the biases of historical events taught in schools, from generation to generation, rather than to encourage a reconsideration of those often un-reconsidered biases to see if perhaps Custer was not so much of a hero as we had previously taught our students that he had been.

Transitioning the thought to the literary arts, we have made progress in reconsidering the long held biases that previously held reign in literary curricula. Consider the reduction in assumption that the "Dead White Poets" were worth more than women writers, writers of color, and cross-cultural global writers. 

But, to see educators still passing on biases implying or outright accusing genres such as science fiction, historical fiction, YA lit, as being "entirely" second rate at best by some sort of "default fault" is doing not only harm to our students who we hope to become life-long readers regardless of their eventual career decisions, but ironically even to those we hope will choose to become bearers of the literary torch who I personally, would hope would not enter future classroom, noses aloft, telling students that what they like to read is essentially trash or unworthy just because "those types" of books have always been under appreciated by too many university curricula planners.

Let us not throw a "one-size-fits-all" blanket of condemnation over historical fiction, science, fiction, YA and any other "genres" who have been so condemned. 

brought to you by GLT Global ED dba Google Lit Trips an educational nonprofit. 


Luke Padilla's curator insight, April 4, 1:38 PM
1 April 2016

Yesterday I scooped an article entitled "Fiction v nonfiction – English literature's made-up divide." In my comments, while recognizing some of the benefits, I expressed concerns about the downside of genre classifications in the classroom.

When I came across this article, it seemed perfect follow-up evidence that genre classifications can have deleterious  impact upon readers by passing on the de facto bias of literary scholarship to students who may not be on track to become Literature majors. 

A question arose in my mind...
If we who teach literature teachers were evaluated upon the following two criteria, would we consider our efforts successful?
1. What percentage of our students grow up to be Literature teachers, scholars, or some kind of literati-type?
2. What percentage of our students become completely turned off as life-long readers specifically because of the esoteric nature of our efforts to have them read literature like scholars do?

Of, course the fallacy of my reducing the assessment of our efforts to these two categories, overlooks what we hope is still a significantly large portion of our students; that group that does not grow up to be literature scholars, but does gain a depth of appreciation for what they do read that does motivate them to become lifelong readers. 

That concession being made, ironically, I am reminded of Howard Zinn's A People's History of the United States, a powerful attack on established tendency of curricula in universities that tends to pass on the biases of historical events taught in schools, from generation to generation, rather than to encourage a reconsideration of those often un-reconsidered biases to see if perhaps Custer was not so much of a hero as we had previously taught our students that he had been.

Transitioning the thought to the literary arts, we have made progress in reconsidering the long held biases that previously held reign in literary curricula. Consider the reduction in assumption that the "Dead White Poets" were worth more than women writers, writers of color, and cross-cultural global writers. 

But, to see educators still passing on biases implying or outright accusing genres such as science fiction, historical fiction, YA lit, as being "entirely" second rate at best by some sort of "default fault" is doing not only harm to our students who we hope to become life-long readers regardless of their eventual career decisions, but ironically even to those we hope will choose to become bearers of the literary torch who I personally, would hope would not enter future classroom, noses aloft, telling students that what they like to read is essentially trash or unworthy just because "those types" of books have always been under appreciated by too many university curricula planners.

Let us not throw a "one-size-fits-all" blanket of condemnation over historical fiction, science, fiction, YA and any other "genres" who have been so condemned. 

brought to you by GLT Global ED dba Google Lit Trips an educational nonprofit. 


Rescooped by Melanie Hundley from An Eye on New Media
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What do Students Lose by Being Perfect? Valuable Failure

What do Students Lose by Being Perfect? Valuable Failure | immersive media | Scoop.it
The drive to perfection has made children risk averse for fear of failure. Parents and teachers can work together to give kids more autonomy and opportunities

Via Ken Morrison
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Ken Morrison's curator insight, December 10, 2015 5:03 PM

Some freeing thoughts with practical tips.

Rescooped by Melanie Hundley from An Eye on New Media
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4 Ways to Find (and Keep) the Best Teachers

4 Ways to Find (and Keep) the Best Teachers | immersive media | Scoop.it
When it comes to school reform, we often think of getting rid of bad teachers. However, an issue that is possibly more pressing is hiring, training, and retaining high-quality teachers.

School dist...

Via Ken Morrison
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Rescooped by Melanie Hundley from An Eye on New Media
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Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable access to higher education resources

Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable access to higher education resources | immersive media | Scoop.it
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. [Scroll down for list of contents] Book release date (final version): 1 April 2015

Via Ken Morrison
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Ken Morrison's curator insight, April 9, 2015 3:54 PM

What a wonderful resource (Open Textbook!)

Rescooped by Melanie Hundley from Transmedia: Storytelling for the Digital Age
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Textbook Transmedia

Textbook Transmedia | immersive media | Scoop.it

Via The Digital Rocking Chair
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The Digital Rocking Chair's curator insight, March 31, 2015 2:58 PM


"As New Zealand university students start a new semester, Anna Jackson reflects on the value of studying transmedia."

Jeni Mawter's curator insight, March 31, 2015 10:11 PM

Thanks to Anna Jackson for sharing the Transmedia journey in academia in NZ and the work she does with Fiona Milburn. 

Macquarie University in Sydney is beginning to study this as part of their Writing for Young Adults course, taught by me (Jeni Mawter)! 

Jahmila Canale's curator insight, April 18, 2015 7:40 AM

¡Muy original! Encontrado en sugerencias.

Rescooped by Melanie Hundley from An Eye on New Media
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Crowdsourced School Social Media Policy Now Available | Edudemic

Crowdsourced School Social Media Policy Now Available | Edudemic | immersive media | Scoop.it
I’ve been seeing a lot of people on social media looking for a social media policy and / or an acceptable use policy. So I offered to help spearhead an initiative where some of our amazing readers could help craft these policies from scratch. It started out very basic but, 400 edits later, has materialized into a thoughtful and well-organized document that’s a great template for any school. It may not be perfect for you, but use this as a jumping-off point to get your own policy started.

The School Social Media & Acceptable Use Policy
Social Media
Responsible Use Guidelines
2012-2013

We encourage teachers, students, staff, and other school community members to use social networking/media (Twitter, Facebook, etc.) as a way to connect with others, share educational resources, create and curate educational content, and enhance the classroom experience. While social networking is fun and valuable, there are some risks you should keep in mind when using these tools. In the social media world, the lines are blurred between what is public or private, personal or professional.

We’ve created these social networking/media guidelines for you to follow when representing the school in the virtual world.

Please do the following:

Use good judgment

We expect you to use good judgment in all situations.
You must know and follow the school’s Code of Conduct and Privacy Policy.
Regardless of your privacy settings, assume that all of the information you have shared on your social network is public information.
Be respectful

Always treat others in a respectful, positive and considerate manner.
Be responsible and ethical

Even though you are approved to represent the school, unless you are specifically authorized to speak on behalf of the school as a spokesperson, you should state that the views expressed in your postings, etc. are your own. Stick with discussing school-related matters that are within your area of responsibility.
Be open about your affiliation with the school and the role/position you hold.
Be a good listener

Keep in mind that one of the biggest benefits of social media is that it gives others another way to talk to you, ask questions directly and to share feedback.
Be responsive others when conversing online. Provide answers, thank people for their comments, and ask for further feedback, etc.
Always be doing at least as much listening and responding as you do “talking.”
Don’t share the following:

Confidential information

Do not publish, post or release information that is considered confidential or not public. If it seems confidential, it probably is. Online “conversations” are never private. Do not use your birth date, address, and cell phone number on any public website.
Private and personal information

To ensure your safety, be careful about the type and amount of personal information you provide. Avoid talking about personal schedules or situations.
NEVER give out or transmit personal information of students, parents, or co-workers
Don’t take information you may receive through social networking (such as e-mail addresses, customer names or telephone numbers) and assume it’s the most up-to-date or correct.
Always respect the privacy of the school community members.
Please be cautious with respect to:

Images

Respect brand, trademark, copyright information and/or images of the school (if applicable).
You may use photos and video (products, etc.) that are available on the school’s website.
It is generally not acceptable to post pictures of students without the expressed written consent of their parents.
Do not post pictures of others (co-workers, etc.) without their permission.
Other sites

A significant part of the interaction on blogs, Twitter, Facebook and other social networks involves passing on interesting content or linking to helpful resources. However, the school is ultimately responsible for any content that is shared. Don’t blindly repost a link without looking at the content first.
Pay attention to the security warnings that pop up on your computer before clicking on unfamiliar links. They actually serve a purpose and protect you and the school.
When using Twitter, Facebook and other tools, be sure to follow their printed terms and conditions.
And if you don’t get it right…

Be sure to correct any mistake you make immediately, and make it clear what you’ve done to fix it.
Apologize for the mistake if the situation warrants it.
If it’s a MAJOR mistake (e.g., exposing private information or reporting confidential information), please let someone know immediately so the school can take the proper steps to help minimize the impact it may have.
__________________________________________________________________________

Social Media
Acceptable Use Policy
2012-2013

Introduction
YOURSCHOOLNAME recognizes that access to technology in school gives students and teachers greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills.

To that end, we provide access to technologies for student and staff use. This Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

The network is intended for educational purposes.
All activity over the network or using district technologies may be monitored and retained.
Access to online content via the network may be restricted in accordance with our policies and federal regulations, such as the Children’s Internet Protection Act (CIPA).
Students are expected to follow the same rules for good behavior and respectful conduct online as offline.
Misuse of school resources can result in disciplinary action.
We make a reasonable effort to ensure students’ safety and security online, but will not be held accountable for any harm or damages that result from misuse of school technologies.
Users of the network or other technologies are expected to alert IT staff immediately of any concerns for safety or security.
Technologies Covered
YOURSCHOOLNAME may provide Internet access, desktop computers, mobile computers or devices, videoconferencing capabilities, online collaboration capabilities, message boards, email, and more.

As new technologies emerge, YOURSCHOOLNAME will attempt to provide access to them. The policies outlined in this document are intended to cover all available technologies, not just those specifically listed.

Usage Policies
All technologies provided by YOURSCHOOLNAME are intended for educational purposes. All users are expected to use good judgment and to follow the specifics of this document as well as the spirit of it: be safe, appropriate, careful and kind; don’t try to get around technological protection measures; use good common sense; and ask if you don’t know.

Web Access
YOURSCHOOLNAME provides its users with access to the Internet, including web sites, resources, content, and online tools. That access will be restricted in compliance with CIPA regulations and school policies. Web browsing may be monitored and web activity records may be retained indefinitely.

Users are expected to respect that the web filter is a safety precaution, and should not try to circumvent it when browsing the Web. If a site is blocked and a user believes it shouldn’t be, the user should follow protocol to alert an IT staff member or submit the site for review.

Email
YOURSCHOOLNAME may provide users with email accounts for the purpose of school-related communication. Availability and use may be restricted based on school policies.

If users are provided with email accounts, they should be used with care. Users should not send personal information; should not attempt to open files or follow links from unknown or untrusted origin; should use appropriate language; and should only communicate with other people as allowed by the district policy or the teacher.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Email usage may be monitored and archived.

Social / Web 2.0 / Collaborative Content
Recognizing that collaboration is essential to education, YOURSCHOOLNAME may provide users with access to web sites or tools that allow communication, collaboration, sharing, and messaging among users.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Posts, chats, sharing, and messaging may be monitored. Users should be careful not to share personally-identifying information online.

Mobile Devices Policy
YOURSCHOOLNAME may provide users with mobile computers or other devices to promote learning both inside and outside of the classroom. Users should abide by the same acceptable use policies when using school devices off the school network as on the school network.

Users are expected to treat these devices with extreme care and caution; these are expensive devices that the school is entrusting to your care. Users should report any loss, damage, or malfunction to IT staff immediately. Users may be financially accountable for any damage resulting from negligence or misuse.

Use of school-issued mobile devices, including use of the school network, may be monitored.

Personally-Owned Devices
Students may use personally-owned devices (including laptops, tablets, smartphones, and cell phones) at any time during school hours—unless such use interferes with the delivery of instruction by a teacher or staff or creates a disturbance in the educational environment.  Any misuse of personally-owned devices may result in disciplinary action.  Therefore, proper netiquette and adherence to the acceptable use policy should always be used.  In some cases, a separate network may be provided for personally-owned devices.

Security
Users are expected to take reasonable safeguards against the transmission of security threats over the school network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin. If you believe a computer or mobile device you are using might be infected with a virus, please alert IT. Do not attempt to remove the virus yourself or download any programs to help remove the virus.

Downloads
Users should not download or attempt to download or run .exe programs over the school network or onto school resources without express permission from IT staff. You may be able to download other file types, such as images of videos. For the security of our network, download such files only from reputable sites, and only for educational purposes.

Netiquette

Users should always use the Internet, network resources, and online sites in a courteous and respectful manner.
Users should also recognize that among the valuable content online is unverified, incorrect, or inappropriate content. Users should use trusted sources when conducting research via the Internet.
Users should also remember not to post anything online that they wouldn’t want parents, teachers, or future colleges or employers to see. Once something is online, it’s out there—and can sometimes be shared and spread in ways you never intended.
Plagiarism

Users should not plagiarize (or use as their own, without citing the original creator) content, including words or images, from the Internet.
Users should not take credit for things they didn’t create themselves, or misrepresent themselves as an author or creator of something found online. Research conducted via the Internet should be appropriately cited, giving credit to the original author.
Personal Safety
If you see a message, comment, image, or anything else online that makes you concerned for your personal safety, bring it to the attention of an adult (teacher or staff if you’re at school; parent if you’re using the device at home) immediately.

Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission.
Users should recognize that communicating over the Internet brings anonymity and associated risks, and should carefully safeguard the personal information of themselves and others.
Users should never agree to meet someone they meet online in real life without parental permission.
Cyberbullying
Cyberbullying will not be tolerated. Harassing, dissing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyberstalking are all examples of cyberbullying. Don’t be mean. Don’t send emails or post comments with the intent of scaring, hurting, or intimidating someone else.
Engaging in these behaviors, or any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Remember that your activities are monitored and retained.

Examples of Acceptable Use
I will:

Use school technologies for school-related activities and research.
Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.
Treat school resources carefully, and alert staff if there is any problem with their operation.
Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.
Alert a teacher or other staff member if I see threatening/bullying, inappropriate, or harmful content (images, messages, posts) online.
Use school technologies at appropriate times, in approved places, for educational pursuits only.
Cite sources when using online sites and resources for research; ensure there is no copyright infringement.
Recognize that use of school technologies is a privilege and treat it as such.
Be cautious to protect the safety of myself and others.
Help to protect the security of school resources.
This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Examples of Unacceptable Use
I will not:

Use school technologies in a way that could be personally or physically harmful to myself or others.
Search inappropriate images or content.
Engage in cyberbullying, harassment, or disrespectful conduct toward others–staff or students.
Try to find ways to circumvent the school’s safety measures and filtering tools.
Use school technologies to send spam or chain mail.
Plagiarize content I find online.
Post personally-identifying information, about myself or others.
Agree to meet someone I meet online in real life.
Use language online that would be unacceptable in the classroom.
Use school technologies for illegal activities or to pursue information on such activities.
Attempt to hack or access sites, servers, accounts, or content that isn’t intended for my use.
This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Limitation of Liability
YOURSCHOOLNAME will not be responsible for damage or harm to persons, files, data, or hardware. While YOURSCHOOLNAME employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness. YOURSCHOOLNAME will not be responsible, financially or otherwise, for unauthorized transactions conducted over the school network.

Violations of this Acceptable Use Policy
Violations of this policy may have disciplinary repercussions, including:

Suspension of network, technology, or computer privileges in extreme cases
Notification to parents in most cases
Detention or suspension from school and school-related activities
Legal action and/or prosecution
I have read and understood this Acceptable Use Policy and agree to abide by it:

__________________________________________
(Student Printed Name)

Via Ken Morrison
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Ken Morrison's curator insight, November 13, 2014 7:51 AM

Does your school have a social media policy for educators and support staff?  If not, here is a nice starter kit.

Other resources on the topic include: 
http://edublogs.org/curriculum-corner-using-a-blog-with-students/#commenting

One school's policy:
http://4kmand4kj.global2.vic.edu.au/guidelinessafety/blog-guidelines/

Northwestern University's policy:
http://www.feinberg.northwestern.edu/communications/brand/social-media/

 

Rescooped by Melanie Hundley from An Eye on New Media
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American Schools Are Training Kids for a World That Doesn't Exist | WIRED

American Schools Are Training Kids for a World That Doesn't Exist | WIRED | immersive media | Scoop.it
Being dumb in the existing educational system is bad enough. Failing to create a new way of learning adapted to contemporary circumstances might be a national disaster.

Via Ken Morrison
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Ken Morrison's curator insight, October 20, 2014 6:08 PM

I am sharing this post because I feel that it fits well with my earlier scoops regarding Project Based Learning (PBL)

Rescooped by Melanie Hundley from An Eye on New Media
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A Professional Learning Teacher Toolkit

A Professional Learning Teacher Toolkit | immersive media | Scoop.it

Via Beth Dichter, Carey Leahy, Ken Morrison
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Ajo Monzó's curator insight, June 20, 2:01 AM
Molt bo!
António Leça Domingues's curator insight, June 24, 2:54 AM
Kit de desenvolvimento pessoal para professores.
David W. Deeds's curator insight, June 29, 7:38 PM

Very useful! Thanks to Michel Verstrepen.      

Rescooped by Melanie Hundley from Disciplinary Literacy in Michigan
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25 Reading Strategies That Work In Every Content Area

25 Reading Strategies That Work In Every Content Area | immersive media | Scoop.it
25 Reading Strategies That Work In Every Content Area

Via Gust MEES, Cindy Riley Klages, Lynnette Van Dyke
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Cindy Riley Klages's curator insight, July 22, 2014 11:05 PM

This includes a link to 50 apps, too.  

Al Post's curator insight, July 27, 2014 12:38 PM

A good reminder of tried & true strategies!

Tammy Goldring's curator insight, September 28, 2014 9:36 AM

Great Visual!

Rescooped by Melanie Hundley from Transmedia: Storytelling for the Digital Age
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Stride & Prejudice iOS game reached #7 in Education; Sold 2,500 copies in 3 months (Post-Mortem)

Stride & Prejudice iOS game reached #7 in Education; Sold 2,500 copies in 3 months (Post-Mortem) | immersive media | Scoop.it

Via The Digital Rocking Chair
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The Digital Rocking Chair's curator insight, April 7, 2014 11:58 PM


"Dr. Carla Fisher takes a look back on the good and the bad things about launching an independent game in the iOS ecosystem."

Rescooped by Melanie Hundley from An Eye on New Media
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K8JTechLearn - NCCE 2012-Seattle

K8JTechLearn - NCCE 2012-Seattle | immersive media | Scoop.it

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Ken Morrison's curator insight, September 15, 2013 8:53 AM

I was sure that I had shared this, but I could not find it in my bookmarks, Therefore, here you go....... :)

also, here is another nice link about PBL (Project Based Learning)
http://pennstate.swsd.wikispaces.net/file/view/PBL-Primer-www_techlearning_com.pdf ;

Rescooped by Melanie Hundley from Transmedia: Storytelling for the Digital Age
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Dr Christy Dena explains the evolving use of transmedia in education

Dr Christy Dena explains the evolving use of transmedia in education | immersive media | Scoop.it

Via The Digital Rocking Chair
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The Digital Rocking Chair's curator insight, August 26, 2013 9:41 PM


This is a two part blog series ...


1. Transmedia stories and games explained:  "Opportunity abounds in the area of ‘transmedia projects’, or stories and games that span more than one medium or artform."


2. Opening the door to transmedia projects:  "In what follows I’ll share some of the design guidelines I’ve come to after running transmedia courses for years as a practitioner, and also as an educator for industry professionals and undergraduate students."

leon portman's curator insight, August 27, 2013 2:29 PM

Ok

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Opening the door to transmedia projects

Opening the door to transmedia projects | immersive media | Scoop.it
In her second article on transmedia projects, Dr Christy Dena shares the guidelines she's created to open the door to...

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cynthia jabar's comment, August 22, 2013 5:41 PM
Great ideas about creating transmedia curriculum for teachers.
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Mulling a Transmedia Hub for Transliteracy

Mulling a Transmedia Hub for Transliteracy | immersive media | Scoop.it

Via Simon Staffans, The Digital Rocking Chair
Melanie Hundley's insight:
 
Nemetics Institute:  "Embrace all the channels though which you can meaningfully learn and convey your messages. This is a curated piece about transmedia and the literacy that goes with learning through multiple channels."
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María Luisa Zorrilla Abascal's curator insight, March 16, 3:29 PM
 
Nemetics Institute:  "Embrace all the channels though which you can meaningfully learn and convey your messages. This is a curated piece about transmedia and the literacy that goes with learning through multiple channels."
Brad Tollefson's curator insight, March 19, 1:25 PM
Transmedia, transliteracy and escaping the constraints of time and space.
blaucloud's curator insight, March 30, 12:30 PM
 
Nemetics Institute:  "Embrace all the channels though which you can meaningfully learn and convey your messages. This is a curated piece about transmedia and the literacy that goes with learning through multiple channels."
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Analyzing iPad Myths in Education

Analyzing iPad Myths in Education | immersive media | Scoop.it
Are you still trying to fight for iPads in your school? Many obstacles that iPad cynics attempt to put in place when discussing a roll-out are based on untruths, poorly research and/or out-of-date ...

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What Meaningful Reflection On Student Work Can Do for Learning

What Meaningful Reflection On Student Work Can Do for Learning | immersive media | Scoop.it
Reflecting on one's work can be instrumental to growth and improvement, but it's an activity that's often under utilized.

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Ken Morrison's curator insight, May 22, 2015 4:41 AM

Wise use of Mmeaningful reflective learning practices should be:
Metacognitive

Applicable &

Shared

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Mixed bag: Trans-media production blends film, drama, photo documentary and video games

Mixed bag: Trans-media production blends film, drama, photo documentary and video games | immersive media | Scoop.it

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The Digital Rocking Chair's curator insight, April 9, 2015 3:30 PM


Tony Sauro:  "These days, William Shakespeare’s “all the world” is more than just a theatrical “stage.”  It’s a drama. A film. A radio play. Twitter improvisation. A photo documentary. Live “streaming.” Video games."

Vivalist's curator insight, April 13, 2015 4:10 AM

“It’s like having a story with three chapters,” Tromovitch said. “Each on a different medium. Film. Play. Radio play. Soundscapes with visual images, music and words. An improv troupe on Twitter.”

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Beyond Worksheets, A True Expression of Student Learning

Beyond Worksheets, A True Expression of Student Learning | immersive media | Scoop.it
Possession of facts is not learning. What is an important skill is the ability to sift through abundant information, identify what is valid and meaningful, then use it to create meaning and express it. This is why student creation is so important in the new economy of information.

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Ken Morrison's curator insight, November 18, 2014 2:46 PM

Ken's Key Takeaway: 
"Far beyond filling out answers on a worksheet, these assignments allow for individual talents and personality to shine through. While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create."

Vineta Erzen's curator insight, November 21, 2014 5:28 AM

Can a  true expression of student learnig  be discovered through worksheets snad tests?  A quote from the post I find 'expressive': '' While it’s unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create.''

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Great Tools That Are Changing Writing, Teaching and Learning

Great Tools That Are Changing Writing, Teaching and Learning | immersive media | Scoop.it
Great Tools That Are Changing Writing, Teaching and Learning. Vicki Davis talks about how to pick right tool..

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Many, Many Examples Of Essential Questions

Many, Many Examples Of Essential Questions | immersive media | Scoop.it

Essential questions are, ask Grant Wiggins defines, “‘essential’ in the sense of signaling genuine, important and necessarily-ongoing inquiries.” These are grapple-worthy, substantive questions that not only require wrestling with, but are worth wrestling with–that could lead students to some critical insight in a 40/40/40-rule sense of the term.

I collected the following set of questions through the course of creating units of study, most of them from the Greece Central School District in New York. In revisiting them recently, I noticed that quite a few of them were closed/yes or no questions, so I went back and revised most of them, and added a few myself–something I’ll try to do from time to time.

Or maybe I’ll make a separate page for them entirely. Or, who knows. Nonetheless, below are many, many examples of essential questions. Most are arts & humanities, but if this post proves useful, we can add some STEM inquiry to the mix as well. Let me know in the comments.

Many, Many Examples Of Essential Questions

Decisions, Actions, and Consequences

What is the relationship between decisions and consequences?
How do we know how to make good decisions?
How can a person’s decisions and actions change his/her life?
How do the decisions and actions of characters reveal their personalities?
How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?
Social Justice

What is social justice?
To what extent does power or the lack of power affect individuals?
What is oppression and what are the root causes?
How are prejudice and bias created? How do we overcome them?
What are the responsibilities of the individual in regard to issues of social justice?
How can literature serve as a vehicle for social change?
When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this?
What are the factors that create an imbalance of power within a culture?
What does power have to do with fairness and justice?
When is it necessary to question the status quo? Who decides?
What are the benefits and consequences of questioning / challenging social order?
How do stereotypes influence how we look at and understand the world?
What does it mean to be invisible? (context: minorities)
In what ways can a minority keep their issues on the larger culture’s “radar screen?”
What creates prejudice, and what can an individual overcome it?
What are the causes and consequences of prejudice and injustice, and how does an individual’s response to them reveal his/her true character?
What allows some individuals to take a stand against prejudice/oppression while others choose to participate in it?
What are the causes and consequences of prejudice and how does an individual’s response to it reveal his/her morals, ethics, and values?
Culture: Values, Beliefs & Rituals

How do individuals develop values and beliefs?
What factors shape our values and beliefs?
How do values and beliefs change over time?
How does family play a role in shaping our values and beliefs?
Why do we need beliefs and values?
What happens when belief systems of societies and individuals come into conflict?
When should an individual take a stand in opposition to an individual or larger group?
When is it appropriate to challenge the beliefs or values of society?
To what extent do belief systems shape and/or reflect culture and society?
How are belief systems represented and reproduced through history, literature, art, and music?
How do beliefs, ethics, or values influence different people’s behavior?
How do individuals reconcile competing belief systems within a given society (e.g., moral beliefs conflicting with legal codes)?
When a person’s individual choices are in direct conflict with his/her society, what are the consequences?
What is morality and what are the factors that have an impact on the development of our morality?
What role or purpose does religion / spirituality serve in a culture?
What purpose or function do ethics / philosophy have in governing technological advances?
How do our values and beliefs shape who we are as individuals and influence our behavior?
Adversity, Conflict, and Change 

How does conflict lead to change?
What problem-solving strategies can individuals use to manage conflict and change?
How does an individual’s point of view affect the way they deal with conflict?
What personal qualities have helped you to deal with conflict and change?
How might if feel to live through a conflict that disrupts your way of life?
How does conflict influence an individual’s decisions and actions?
How are people transformed through their relationships with others?
What is community and what are the individual’s responsibility to the community as well as the community’s responsibility to the individual?
Utopia and Dystopia

How would we define a utopian society?
How has the concept of utopia changed over time and/or across cultures or societies?
What are the ideals (e.g., freedom, responsibility, justice, community, etc.) that should be honored in a utopian society?
Why do people continue to pursue the concept of a utopian society?
How do competing notions of what a utopian society should look like lead to conflict?
What are the purposes and/or consequence of creating and/or maintaining a dystopian society?
What is the relationship between differences and utopia?
Chaos and Order

What is the importance of civilization and what factors support or destroy its fabric?
What are the positive and negative aspects of both chaos and order?
What are the responsibilities and consequences of this new world order described as “global”?
What role does chaos play in the creative process?
What are the politics and consequences of war, and how do these vary based on an individual or cultural perspective?
Constructing Identities

How do we form and shape our identities?
In a culture where we are bombarded with ideas and images of “what we should be,”
How does one form an identity that remains true and authentic for her/himself?
What turning points determine our individual pathways to adulthood?
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Creation

What is creativity and what is its importance for the individual / the culture?
What is art and its function in our lives?
What are the limits, if any, of freedom of speech?
Freedom and Responsibility

What is freedom?
What is the relationship between freedom and responsibility?
What are the essential liberties?
What is the relationship between privacy, freedom, and security?
When does government have the right to restrict the freedoms of people?
When is the restriction of freedom a good thing?
Good and Evil in the World

Is humankind inherently good or evil?
Have the forces of good and evil changed over time and if so, how?
How do different cultures shape the definitions of good and evil?
Heroes and “She-roes”

Do the attributes of a hero remain the same over time?
When does a positive personality trait become a tragic flaw?
What is the role of a hero or “she-roe” (coined by Maya Angelou) in a culture?
How do various cultures reward / recognize their heroes and “she-roes”?
Why is it important for people and cultures to construct narratives about their experience?
What is the relevance of studying multicultural texts?
How does the media shape our view of the world and ourselves?
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
The Human Condition / Spirit

In the face of adversity, what causes some individuals to prevail while others fail?
What is the meaning of life, and does that shape our beliefs regarding death?
Illusion vs. Reality

What is reality and how is it constructed?
What tools can the individual use to judge the difference, or draw a line between, illusion and reality?
Language & Literature

How is our understanding of culture and society constructed through and by language?
How can language be powerful?
How can you use language to empower yourself?
How is language used to manipulate us?
In what ways are language and power inseparable?
What is the relationship between thinking and language? How close or far are they apart?
How does language influence the way we think, act, and perceive the world?
How do authors use the resources of language to impact an audience?
How is literature like life?
What is literature supposed to do?
What influences a writer to create?
What is the purpose and function of art in our culture?
How does literature reveal the values of a given culture or time period?
How does the study of fiction and nonfiction texts help individuals construct their understanding of reality?
In what ways are all narratives influenced by bias and perspective?
Where does the meaning of a text reside? Within the text, within the reader, or in the transaction that occurs between them?
What can a reader know about an author’s intentions based only on a reading of the text?
What are enduring questions and conflicts that writers (and their cultures) grappled with hundreds of years ago and are still relevant today?
How do we gauge the optimism or pessimism of a particular time period or particular group of writers?
Why are there universal themes in literature–that is, themes that are of interest or concern to all cultures and societies?
What are the characteristics or elements that cause a piece of literature to endure?
What distinguishes a good read from great literature?
Who decides the criteria for judging whether or not a book is any good?
What is the purpose of: science fiction? satire? historical novels, etc.?
Love & Sacrifice

If any, what are the boundaries of love and sacrifice, and where does one draw the line between them?
What are the factors that move individuals / communities / nations to great sacrifice and what are the consequences?
Nature in the Balance

What are the responsibilities of the individual / society / superpowers in regard to the health of the environment?  (local, regional, national or international context can be used)
What are the consequences of being unconcerned with nature’s balance/harmony?
Our View of the World and Ourselves

How do we know what we know?
What is changeable within ourselves?
How does what we know about the world shape the way we view ourselves?
How do our personal experiences shape our view of others?
What does it mean to be an insider or an outsider?
What does it mean to “grow up”?
Where do our definitions of good and evil come from?
What is the relevance of studying multicultural texts?
How does the media shape our view of the world and ourselves?
In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
What turning points determine our individual pathways to adulthood?
Past, Present, and Future

Why do we bother to study/examine the past, present or future?
What are the recurrent motifs of history and in what ways have they changed or remained the same?
The Pursuit of Happiness

What is happiness, and what is the degree of importance in one’s life?
To what extent does a culture / society / subculture shape an individual’s understanding or concept of happiness?
Relationships and Community

What are the elements that build a strong friendship?
How do friendships change over time?
What impact does family have during different stages of our lives?
What can we learn from different generations?
How is conflict an inevitable part of relationships?
How do you know if a relationship is healthy or hurtful?
What personal qualities help or hinder the formation of relationships?
How are people transformed through their relationships with others?
What is community and what are the individual’s responsibilities to the community as well as the community’s responsibilities to the individual?
Shades of Truth

Who defines “truth”?
How does perspective shape or alter truth?
Sources

My brain; Grant’s authenticeducaiton.org; L. Beltchenko 2007-2008 and the Greece Central School District, New York; Many, Many Examples Of Essential Questions

Related Posts:
4 Essential Rules Of 21st Century Learning A Four-Phase Process For Implementing Essential Questions Where Essential Questions Come From 50 Questions To Help Students Think About What They Think Curriculum That Questions The Purpose Of Knowledge
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Handbook of Digital Storytelling

Handbook of Digital Storytelling | immersive media | Scoop.it

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The Digital Rocking Chair's curator insight, September 21, 2014 1:50 PM


Digital Commonwealth Handbook:  "This digital storytelling handbook has been produced as part of the Digital Commonwealth Project, and covers blogging, audio, video and social media introductory skills.

Roland J. Mueller's curator insight, September 23, 2014 2:35 AM

must read, fellow transmedia storytellers.

Alexander Kluge's curator insight, September 26, 2014 3:13 AM

"This digital storytelling handbook has been 

produced as part of the Digital
Commonwealth project, and covers blogging,
audio, video and social media introductory
skills." — as quoted from inside the book.

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Rate your comprehension using these 4 levels of understanding - Daily Genius

Rate your comprehension using these 4 levels of understanding - Daily Genius | immersive media | Scoop.it
Next time you're trying to learn something, remember this chart on the 4 levels of understanding.

Via Elizabeth E Charles, Lynnette Van Dyke
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1,000 Years of European History — An Animated Map..


Via Gust MEES, Aki Puustinen, Lynnette Van Dyke
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BI Media Specialists's curator insight, October 1, 2013 9:01 AM

BI Media Specialists's comment,Today, 9:01 AM

Looks like this may be a good resource for European history or World history courses
Thomas Faltin's comment, October 1, 2013 10:25 AM
thx all
Femi Adeyemi's curator insight, October 1, 2013 12:16 PM

insightful

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Mark Bauerlein: The Adolescent Instinct & 'The Dumbest Generation'

Andy Nash speaks with Dr. Mark Bauerlein on how modern social technology and targeted media isolate and absorb young people as often, if not more, than those...

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Ken Morrison's curator insight, September 11, 2013 5:04 PM

I am giving Bauerlein a new ear. I agree with his idea of a prisoner who is released into the modern age after years of being in jail.  We live in a different world!  In a library, all students are huddled around computers, none are in 'the stacks'.

 

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Does transmedia storytelling provide an effective educational experience?

Does transmedia storytelling provide an effective educational experience? | immersive media | Scoop.it

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Pamela Koefoed's curator insight, August 26, 2013 1:37 PM

It makes a lot of sense to use a variety of mediums to impart information and to teach with technology.

Hans Heesterbeek's curator insight, August 27, 2013 1:46 AM

Nice project