Reflections on Media Literacy

NCTE has come out with several articles addressing the changing roles for teachers of literacy.The point is this:  As new technologies emerge, they bring opportunities for teachers at all levels to foster reading and writing...not do away with it.
The article recognizes that K–12 students who write with computers produce compositions of greater length and higher quality; they are more engaged with and motivated to write than their peers who, presumably, are not provided with this opportunity.  College students who keep e-portfolios have a higher rate of academic achievement and retention rate than peers who do not.  They also demonstrate greater capacity for metacognition,  reflection, and audience awareness.   Finally, students who receive online responses to the writing are said to revise better than those who do not.
If the studies bear this out, then the article makes a strong case for teaching and practicing 21st Literacy Skill sets.  Sadly, however, the authors believe this is not happening because so many think technology is about playing with machines.  The article goes on to explore other myths about technology and  the teaching of literacy... so we ask
 ¨  In what ways have you incorporated information and media literacy into your classroom?
¨  Do you think there needs to be explicit instruction on information and media literacy or is It accomplished within a more holistic teaching style sufficiently?
¨  What limits are there to following national or even state standards of literacy in all schools?
¨ Have you ever been mandated to incorporate information and media literacy into your lessons? 
One observation, given the time constraints attending this assignment:  one 6th grade CCSS ELA is forcing/requiring teachers to compare literacies in print and film.  Guiding questions necessarily need to discuss the ways in which we can do this.  Film uses many purely visual techniques that print cannot incorporate.  Print media uses words to communicate story and a point of view; Background and explicit instruction in how filmmakers convey a point of view and the techniques they use to do this should happen. More later

Lynette and I have been bandying about the concepts of Personal Learning Environments and Personal Learning Networks as we complete the assignments for this class. She will add to this  in her own blog:  adventures in education.

(PLEs) are personal to each individual, created by individuals, owned by them, and used by them in their lifelong learning.   Think of them as the  ultimate Bloom’s:  where you create, personalize, revise and implement life-long learning objectives.  Think of a PLN as a net of expert resources s to whom you can turn to discuss the kinks, to solve problems and foster your professional as well as personal growth.

A Personal Learning Network a system for starting your system for life-long learning.  Technically a PLN represents the personal web 2.0 tools/technologies you use, like blogs, mashups, tagging, RSS feeds, wikkis, twitter, and other tools that allow you to generate, communicate, organize and share content.  Mack suggests these tools:  http://onceateacher.wordpress.com/2010/01/14/ten-free-web-2-0-tools-for-the-classroom/

I am thinking of PLEs and PLNs like the teaching-learning spiral that begins somewhere but never ends, that evolves always from what comes before… a spiral, a wheel that goes around and hopefully always moves forward with the learner at the center.  Visualize a tree that branches as it grows towards the light and whose roots are able to hold more firmly to the ground at the same time.

PLNs and PLEs are ultimately what we to create and have our students create.  How we can best help them and ourselves along this journey is the question.  So how do we do this?  

Participate in social bookmarking sites like diigo or twitter; begin writing a blog; check out teacherlingo community (join), join a social network of teachers (like making curriculum pop); share ideas with people whom you trust; find a mentor; watch thought provoking videos,  etc.   

Would these be useful?  Yes.  Do we want to engage in this process?  Yes, yes.  This class has changed my thinking:  there is an acquisition function as well as a communication/sharing process that is critical.  There are people and resources to consult; question, and argue with (even if you end the sentence w a preposition).  Use them.

Assignment for advanced computer

This is my response to the blogging assignment.  A blog is a place in which to reflect, crystallize, communicate and share ideas.

Two great uses:  I come across a lot of great ideas for engaging kids and professional development.  I share these with people through blogging. Another use:  follow people I respect and whose ideas inspire me.  Yet another:  encourage the development of my ELLs in acquiring and using language.  Blogging lets me walk with people on their own journeys.  Benefits and drawbacks according to Wheeler:  all of the things the week 2 test mentions. Dangers: too much time is spent on blogging; becomes a substitute for face to face communications.  Need balance

Retirement Fund

This is my first attempt at blogging and some things need to be said.  CNMI Teachers:  Class I DB Members  - is PSS still deducting money from your paycheck, even though you have submitted an application for withdrawal to the Fund, AND the Fund has accepted it?
Have you even received one penny in return for the thousands of dollars that PSS has transmitted in contributions?
Are you still waiting for someone else to act on your behalf?
I am planning to file a motion to intervene in the Betty Johnson case.  You should know:  attorneys for the Fund and Retirees will be challenging the law that requires the Fund to return your money to you. There is no one representing our interests.