Culturally Responsive Digital Reading and Writing Practices
curry mitchell

The following list of resources and annotations seeks to explore:

  • writing/reading assignments, activities, instruction, and assessments that promote equity, diversity, and inclusiveness
  • modes of content delivery–tools and apps–that activate cultural capital, foster class community, establish teacher presence, facilitate non-cognitive skill building, and invite and support multilingual discourse
  • pedagogy and theory, such as Laura Rendon discusses in Sentipensante, that allow us to imagine and practice student centeredness within the fully online classroom

If you would like to contribute to this bibliography, please join our WritingwithMachines Canvas course and add your annotated resource to our Discussion on Culturally Responsive Digital Reading and Writing Practices before April 11th. Please join us April 12th from 7:00-8:00 in Zoom for a culminating discussion of pedagogy and a demonstration of tools and activites.

Thank you to Tony Burman, Nery Chapeton-Lamas, and Jade Hidle for contributing!


 

Things to Listen to

Equity in Learning Design” with Christian Friedrich. Teaching in Higher Ed Podcast, December 7, 2017. http://teachinginhighered.com/podcast/equity-learning-design/

Friedrich offers an assessment of course design based on three principles of autonomy, competency, and relatedness, which, she argues, activate ones natural curiosity and motivate students to not only persist but engage within instructional experiences online. Her theory culminates in the following advice: “Examine your courses. Take the answers out. Put the challenges in.”

Diversity and Inclusion – How Does Higher Ed Rate?” with Amer F. Ahmed. Teaching in Higher Ed Podcast, February 22, 2018. http://teachinginhighered.com/podcast/diversity-inclusion-higher-ed-rate/

Teaching in Higher Ed Podcast episode that focuses on diversity/inclusion in higher ed.

Recommended by Nery Chapeton-Lamas

Something to Watch

Advertising and Cultural Complexity” with Veda Partalo.TED Talk, 2013. https://youtu.be/HhzvEBJ9fEA

Students extract main points from Partalo’s argument about the relationship between advertising/marketing and her identity as a first-generation immigrant, then apply that point to a current ad campaign that reflect topical issues of cultural, ethnic, and/or racial identity.

Recommended by Jade Hidle

Things to Read

Sentipensante (sensing/thinking) Pedagogy : Educating for Wholeness, Social Justice and Liberation by Laura Rendon, 2009. (paywall: access through MCC Library) http://prox.miracosta.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=253662&site=ehost-live

Although this book isn’t focused specifically on the online environment, Rendon’s focus on a feeling/thinking pedagogy is wonderful, and many of her examples and discussions of content can easily work in the online environment.

Recommended by Tony Burman

The Online Teaching Survival Guide : Simple and Practical Pedagogical Tips by Judith V. Boettcher and Rita-Marie Conrad, 2016. (paywall: access through MCC Library), prox.miracosta.edu/login?url=http://search.ebscohost.com.prox.miracosta.edu/login.aspx?direct=true&db=nlebk&AN=1346457&site=eds-live.

Why it’s cool:  Tony chose this piece because of the points the authors make about online course design. Specifically, I appreciate the discussion they present in Chapter 5: Four Phases of a Course:Themes and Happenings. In this discussion they address course beginnings(where they discuss presence, community, and clear expectations), early middle(best practices and principles), late middle (letting go of power), and the end (pruning, reflecting and wrapping up).  Constructivism…learners create knowledge

Recommended by Tony Burman

Critical Pedagogy in the Computer Classroom: Politicizing the Writing Space” by Donna LeCourt, Computers and Composition,1998. (paywall: access through MCC Library) EBSCOhost, https://www.sciencedirect.com/science/article/pii/S8755461598900020

Tony contributed this article because the author (1) examines academic writing as a ‘discourse’ informed by ideology, a nice departure from academic writing as correct writing, and (2) provides a number of examples of how the online writing space can allow students to write in a variety of different discourses and thereby see the value in their own writing/voice/etc. LeCourt argues that the online space can actually allow us to repoliticize writing in ways that focus on giving students power even if they aren’t experts in academic discourse(s).

Recommended by Tony Burman

Classroom Diversity and Inclusive Pedagogy from the ACUE Newsletter. February 22, 2018, https://mailchi.mp/acue/embracing-student-diversity?e=e0f24a198b

The Association of College and University Educators (ACUE) has a lot and they also sponsor a podcast that’s great. You can sign up for their newsletter and check out there podcast on the ACUE community page.

Recommended by Nery Chapeton-Lamas

Something to Try

In-class Collaborations

A Collaborative, Critical Reading Discussion Activity created by curry mitchell, fall 2017. https://docs.google.com/document/d/1C6rKCj_hgT5xFkid88P8BO2SM_R2uaJs57bz6QCnhwI/edit?usp=sharing

curry created this collaborative activity last semester to facilitate a discussion about a dense article that was integral to a major writing assignment.The activity merges “fessing up” group strategies with equity techniques that pre-position every student to participate. By assigning roles, managing space, and validating all forms of contributions, this activity increases the opportunities for each individual student to contribute to and benefit from the discussions, from the quietest student to those who did not read before class. Feel free to make a copy of the linked google doc, and treat the topics and questions to fit your discipline and outcome goals.

An Exploration of Digital Reading Practices and Pedagogy
curry mitchell

The technology that supports active reading in digital environments is getting better. Common devices and freely available software make it possible to apply traditional, mindful reading practices to pdfs, digital textbooks, and Open Educational Resources. Still, these high-tech tools are not themselves enough to teach students how to meaningfully engage with text. Along with ever improving technologies and the exciting benefits of OER come a need to maximize the impact of classroom instruction, so students truly benefit from the reading/hearing/playing/watching/swiping they bring to new interactive modalities that are becoming ever more common in higher education.

The following list of resources and annotations seeks to explore:

  • How to support effective academic reading skills given the range of devices and apps present in our classrooms?
  • What new forms of effective reading are possible in networked, digital environments?
  • What digital practices best target comprehension and recall, critical reading and response, and/or active reading and intellectual engagement?
  • How to promote time management, preparedness, and accountability despite the distractions of digital access?

If you would like to contribute to this bibliography, please join our WritingwithMachines Canvas course and add your annotated resource to our Discussion on Digital Reading and Annotation before March 7th. Please join us March 8th from 7:00-8:00 in Zoom for a culminating discussion on pedagogy and demonstration of tools.

Thank you to Lisa Lane, dara, Rob Bond, Megen O’Donnel, Jim Julius, Denise Stephenson, and Anne Fleming for contributing!


Things to watch

Our Discussion in Zoom

Navigate to Lisa Lane’s Demonstration Notes and Tutorials, featured in our Zoom discussion

Using Mind-maps as a/during [Digital] reading process: Coggle for digital mind-mapping, by Anne Fleming, MiraCosta College Writing Center.

I have been working with several students who are frustrated with digital reading. Something I have been trying is both hand-written and digital mind-maps to interact with the text. When students mind-map, they slow down, process better, and their visual map of the information matches/ reflects some of their own cognitive processing. This video has some examples of hard copy and digital mapping and a few ways it can be used in a classroom setting. Here is the link to the Coggleit site.

MiraCosta’s Open Educational Lunch Extravaganza

Nicole Finkbeiner from OpenStax, Keynote

Student Panel

Faculty Panel

Things to Listen to

Assessing the Impact of Open Educational Resources hosted by Bonni Stachowiak of Vanguard University of Southern California with guest C. Edward Watson, the Associate VP for Quality, Advocacy, and LEAP Initiatives with AAC&U. Teaching in Higher Ed Podcast, http://teachinginhighered.com/podcast/assessing-impact-open-educational-resources/

A 30 minute podcast focused on the exciting impact of Open Education Resources on student success. The conversation offers compelling statistics and anecdotes, but it also arrives at one clear drawback stated by students about OER materials: digital content is harder to use than printed texts. Listen to this podcast to get excited about OER, and then explore the resources below that address the need to teach students how to succeed with digital resources.

Igniting Our Imagination in Digital Learning and Pedagogy hosted by Bonni Stachowiak of Vanguard University of Southern California with guest Remi Kalir, Assistant Professor, Information and Learning Technologies at CU Denver. Teaching in Higher Ed Podcast, http://teachinginhighered.com/podcast/igniting-imagination-digital-learning-pedagogy/

A 30 minute podcast that focuses on play as an approach to learning and accessing   digital annotation technologies like Hypothes.is.  The conversation explores social reading as a mode for professional development for faculty, but also digs at the potential combination of digital annotation with classroom discussion as a powerful means of accessing texts.

Things to Read

Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve Reading Comprehension by Carol Porter-O’Donnell. English Journal, May 2004, http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdf

Most of us who teach in reading-heavy disciplines have, ourselves, developed effective reading habits that combine highlighting, post-it notes, dog-eared pages, marked moments, coffee stained favorites, and kinetic flipping-across-pages with one’s own hands instead of clicks. O’Donnell’s source offers analog (nostalgic?) touch-stones that we might start to imagine transporting into digital environments.

Recommended by Megen O’Donnel

Welcome to the Post Text World. Multiple contributors: Farhad Manjoo, John Yuyi, Nellie Bowles, Mike Issac, Claire Cain Miller, Sapna Maheshwari, Amanda Hess. The New York Times, 14 February 2018. https://www.nytimes.com/interactive/2018/02/09/technology/the-rise-of-a-visual-internet.html

A mash-up of articles exploring current multi-modal mediums. While some articles offer angst, others, describe empowering modalities. The central question that threads these articles asks how traditional media consumption habits and routines will necessarily change. For us, that question might be: what shifts in classroom instruction should we adopt to facilitate more effective reading/playing/watching/listening/swiping?

Reading on Electronic Devices by Diego Bonilla. https://goo.gl/AFXF8i

An interactive tutorial. Bonilla weighs the pros and cons of using eReaders, focusing on the preferences, behaviors, and outcome goals a student or instructor might bring to an act of academic reading. This is a great source to start encounter early, to weigh the value of eReaders yourself.

Recommended by Jim Julius

Annotation Technologies: A Software and Research Review by Joanna Wolfe, University of Louisville. Computers and Composition (paywall: access through MCC Library). 5 October 2002, https://doi.org/10.1016/S8755-4615(02)00144-5 .

Most of the devices and programs discussed here are outdated, but the theory that underpin this study still ignites the pedagogical imagination on fire. In fact, some of the tools linked at the bottom of this bibliography seem to have caught up with Wolfe’s ambition. This is definitely worth skimming to gain a framework for thinking about current technologies and programs.

The Digital Reader, The Alphabetic Writer, and The Space Between: A Study in Digital Reading and Source-Based Writing by Tanya K. Rodrigue, Salem State University. Computers and Composition (paywall: access through MCC Library), 6 October 2017, https://doi.org/10.1016/j.compcom.2017.09.005.

A one year study of first year college students who were taught “think-aloud” strategies–screen-casting while reading and responding out-loud–as a means to actively read digital texts. The video-audio think-alouds allow insight into “the cognitive and affective processes” students employ while reading in digital environments when their goal is to write a source-based paper. What’s interesting: many of these students demonstrate they are reading at the sentence-level opposed to the level of concepts or ideas when reading on screens. This article essentially calls for instruction supporting “reading strategies specific to digital environments.”

Social Reading and the Online Classroom (Part I of II) by Katherine Jewel, Teaching United States History, http://www.teachingushistory.co/2018/03/social-reading-and-the-online-classroom-part-i-of-ii.html

A survey of tools and classroom activites that promote collaborative exploration of sources. This is a great source to pair with your own exploration of Perusall (linked below under Things to Try), which will also be demoed in our Zoom discussion.

Recommended by Rob Bond

Writing in Online Courses edited by Phoebe Jackson and Christopher Weaver. Myers Education Press, 2018​.

Recommended by Denise Stephenson

Being a Better Online Reader by Marina Konnikova. The New Yorker, July 16. 2014, https://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader.

This article motivated me to read Proust and the Squid (also another great reading resource) and think about how our brains are structured and that relationship to the act of reading. What I like about this New Yorker article is how it discusses what digital reading seems to do to us. When we digitally read we skim and scan, we flit through other content, and we exhaust faster than reading with a physical text we can hold in our hands. From a double consciousness perspective as both a teacher online and in f2f classrooms and as a coach doing writing center work, this article reveals the struggles our students face reading in the digital age. But this article can also be a jumping off point to possible inform how you will teach digital reading techniques and strategies in an f2f or online writing class.

Recommended by Anne Fleming

Things to Try

Google Play, iBooks, The Kindle app, The Canvas app…and other eReader apps

Beyond Highlighting: How to Get the Most From Your Annotations by Rahul Saigal. Envato How-to Tutorials, https://computers.tutsplus.com/tutorials/beyond-highlighting-how-to-get-the-most-from-your-annotations–cms-20013 .

Common devices that most students bring to class everyday are equipped already with tools that facilitate close reading, highlighting, annotation, quick searches, and more. The benefit: every student can access a digital resource in class immediately. The detriment: instruction on how to use these annotation tools must differentiate because every device and software tool is just slightly different from student to student. The article above offers a nice overview: a starting place to develop a for-all-devices lesson on effective digital reading and annotation.

Hypothes.is

Skills and Strategies | Annotating to Engage, Analyze, Connect and Create by Jeremy Dean and Katherine Schulton. The Learning Network: Teaching and Learning with the New York Times, 12 November 2015, https://learning.blogs.nytimes.com/2015/11/12/skills-and-strategies-annotating-to-engage-analyze-connect-and-create/?_r=0.

Jeremy Dean is the creator of Hypothes.is, an annotation program, but this isn’t an ad. They discuss the definition of annotating, different programs for doing it, and detailed ways to use it with students.

Recommended by Lisa Lane

Perusall

Individual and Team Annotation Effects on Students’ Reading Comprehension, Critical Thinking, and Meta-cognitive Skills by Tristan E. Johnson, Thomas N. Archibald, and Gershon Tenenbaum. Collaboration across Florida State University and ADL Co-Lab,11 June 2010, https://doi.org/10.1016/j.chb.2010.05.014

This article has been uploaded into Perusall, a collaborative annotation tool that can be added to a Canvas course. You can explore Perusall and annotate the above article on annotation using Perusall by first joining our WritingwithMachines course or you can enjoy a demonstration of this tool by Lisa Lane during our Zoom meeting on March 8th from 7:00-8:00 pm.

Recommended by Lisa Lane

 

The Third Thing
J. Williams

I am looking for the third thing.  It’s the transition quest.  Going online and looking for your on-the-ground class is a fool’s errand.  Leaving behind everything that worked face-to-face is foolish.  So — the third thing.  It’s not a marriage or an offspring or an evolution.  In my experience teaching online, it’s something that hasn’t yet been built.

My ideas are still steeping.  However, I want to develop a classroom online that has qualities like a one-click environment, which is one where a single click will take a student where he or she needs to go; a human environment, which is one where students can see and hear the human in their peers and professor (This would require better integration of audio and video.); and an all-inclusive environment, which is one that does not limit participation or create unnecessary hierarchies of learning through the overuse of fixed synchronous participation.  My course currently is, and for the near-future will remain, a module-based course.  The emphasis in my course will be reading, research, and writing, so tools that facilitate development of these skills will be prominent, like forums that allow discussion of the reading and collaboration through writing workshops.  I would hope, if well built, students will want to be present and that they will be able to present.

Links:

Unit 1: https://wordpress.miracosta.edu/writingwithmachines/2017/09/18/without-my-illegible-handwriting-how-will-they-learn-anything/

Unit 2: https://wordpress.miracosta.edu/writingwithmachines/2017/10/03/time-place-and-manner/

Unit 3: https://wordpress.miracosta.edu/writingwithmachines/2017/10/19/in-the-online-environment-nothing-is-until-it-is/

Unit 4: https://miracosta.instructure.com/courses/10248/discussion_topics/24702

Accessibility Across the Board
Accessibility Across the Board avatar

First of all, I want to apologize for the lateness of this blog post.

The assigned readings for this week were fascinating. I used to be a Luddite in terms of using technology in the classroom because I was concerned with access issues amongst students, and I preferred keeping the majority class in the analog world. I would use Blackboard for only the essential things (announcements/essay submissions/etc.), but I tried to keep the course grounded in the physical classroom.  Over the past year or so, and in response to this learning community, I have started to place more faith in the digital sphere. The shift to Canvas also helped facilitate this change. While reading through these articles, I picked out multiple points that I either need to think about, or points I thought about when making the shift.

  • The CCCC points out that a “proactive approach to physical and pedagogical access is superior to one that includes “added on” or retrofitted alternatives.” This point resounds with me because it really does represent how my class as changed over the past year. Whereas the Blackboard course was kind of forced to fit in the class, the redesign with Canvas allowed me to restructure and rethink my utilization of the digital sphere. Canvas is a part of my class, not just a supplement.
  • I discovered the Canvas app at the beginning of the semester and recommended it to my students with smart phones or tablets. I love that students can easily pull up prompts/texts to follow along, and it is very helpful during office hours when I am not in front of a desktop. This jump into the mobile platform has also made me aware of how I organize my Canvas course as well as how I upload my documents.
  • I received feedback last semester from a student about the way I organized files online. Based on the feedback, I believe my course has the clear, concise organization that the articles discuss.
  • There are definitely areas I need to improve on though; I have to admit that I did not do enough education on Canvas as I should have done at the beginning of the semester. I provided links to the Canvas tutorials, but I definitely could have done more to prepare my students. I just found the recorded workshop (Thanks, Jim!) on Canvas and will definitely go over that next semester. I also need to revisit my documents and make sure they are fully accessible.

These readings definitely pointed out a weakness that I never really thought of before. While I try to ensure that all of my students receive the help/accommodations they need in the physical classroom, I need to spend more time making sure my online classroom space does the same.