Tag Archives: twitter

Tweets As A Nonfiction Text Feature

Earlier today I was looking for resources on extreme weather for one of my teacher teams and stumbled on this article.  Below is a screenshot or you can click the link to read the entire thing.

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It gave me pause for thought because it’s peppered with embedded Tweets like the one in the image below.  Now this is nothing new to me as an adult reader and a Twitter user.  But I wondered how many students would recognize this new type of nonfiction text feature and know how to approach it.  What might we want students to consider when they encounter an embedded tweet in an article?

Perhaps that there has been a shift in author?  Therefore a possible shift in validity.

How do we look at the source and decide if it’s reputable?  Is this an expert in the field like a weather person?  Is this someone who is giving us a “from the scene” perspective?

What image literacy skills might students need to interpret, connect, and synthesize the tweets with the body of the article?

We’d love for you to share your experiences if you’ve tried using any articles with embedded tweets with your students.

It’s #5bookfriday! Won’t you join us?

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I recently wrote about ways to get students connected using Social Media, and one of those ways is to join #5bookfriday.  You don’t even have to be on Twitter to do this with your students, but it sure helps to have that connection and see what books are in students’ #5bookfriday bags.

What: 5 Book Friday, hashtag #5bookfriday

A book talk of five books that you are going to “sell” to your readers.

Why: I started this because I was having trouble making sure to get to a book talk everyday in addition to the teaching, coaching, observing, preparing, book conferences, and more.

How: Get a bag, any bag, fun and or silly works great.  Stash five books that you want to sell to your students.  Think about specific readers as you do so.  Who has been looking lost lately?  Who has been spending too much time searching for a book?  Who needs a just right book?  Who needs a challenge?  You might group them by author or genre. One week I even did all similar covers.  It might be five new books you just purchased or five classics.  It’s up to you.

Have students bring their reading interest lists to the carpet so they can jot down titles and authors.  You may also need to have a few waiting lists ready for very popular titles.

Then dramatically sell each book!

When you’re done snap a quick picture before the stampede and fighting begins.

If you have Twitter send out a picture of you five books using the hashtag #5bookfriday.

My students LOVE this little tradition now.  (To be honest they thought I was crazy the first time since I have a little jingle I sing, but they sing with me now.)  Your enthusiasm will be their enthusiasm!

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Creating and Composing in a Digital Writing Workshop

This post originally appeared on our blog Inquiry Live in the Classroom on November 5th, 2014.  We felt that the content and ideas were consistent with the message of our new blog and that it was important enough to repost.

Note: This post, co-authored by Troy Hicks and Kristin Ziemke, has been prepared in response to Nancie Atwell’s blog post about the role of technology in her classroom.


In her recent blog post Nancie Atwell opens up about the role of technology in her classroom. As a leader in our field of teaching writing, Nancie, suggested that:

I do think classrooms in grades four or five and up should have computers, so kids can experience and experiment with word processing, but I have concerns about them in the younger grades. In fact, I think the trend of iPads in the primary classroom is a mistake.

We’re grateful to Nancie for starting this conversation as districts across the country purchase more and more mobile devices without thinking about the pedagogical practices that must go hand-in-hand, if not lead, how we think about using these new tools. This dialogue is necessary and overdue. Nancie is one of the literacy leaders who has guided our thinking about student writing, the reading and writing workshop approach, and how best to frame our own thinking about the teaching of writing, both of us appreciate and admire Nancie’s work. We respect her opinions about what works in reading and writing classrooms.

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One of Kristin’s students composing both print and digital writing.

We agree with Nancie that many schools are using technology poorly; instead of embracing redefinition as Dr. Puentedura has advocated for, teachers are often misguided and use digital devices for sight word practice, prompted responses and (sadly) weekly assessment and test prep. We recognize that there are poor models of classroom technology out there. We also respect and acknowledge how Nancie employs technology at her school.

However, in this case, we humbly suggest that her opinion on students writing with technology is limited, and we feel compelled to offer a different vision of how students can become digital readers and writers.

First, in the upper grades, we feel that her insistence on computers for word processing is too limiting. Let’s unpack this assumption just a bit. First, though it can feel like our students have their noses stuck in screens for far too long throughout the day, technology is not the enemy here. In fact, word processing is just the beginning of what technology offers to writers. According to leading researchers in the field of K-12 writing instruction, Jill Barshay reports that:

In 83 percent of 30 studies on the use of word processing software, students’ writing quality improved when they wrote their papers on a computer instead of writing by hand. The impact was largest for middle school students, but younger students benefited, too. The theory is that students feel more free to edit their sentences because it’s so easy to delete, add and move text on a computer. The more editing, the better the final essay.

Steve Graham and Delores Perin shared these results in the 2007 Writing Next report, and — sadly — in many K-12 classrooms we still don’t see technology being used for revision and editing in this proven manner. Yet, word processing is just the beginning of what students can, and should, do with computers.

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Kristin’s students compose using a laptop.

Second, as we dig a bit deeper into Nancie’s claim about using computers only for word processing, we know that there is more to consider. Indeed, we know from our own research, teaching, and professional writing that computers — as well as tablets and smart phones — provide students with countless opportunities for reading and writing. And, when we say “reading” and “writing,” we are talking about both traditional alphabetical texts (books, articles, essays, poems) as well as digital texts including blogs, ebooks, and hypertexts. Our professional organizations — such as NCTE, IRA, and NWP — have been calling for a broadened view of digital literacy for well over a decade. We would hope that Nancie would consider doing so, too.

Now, to unpack the second part of her concern: that “the trend of iPads in the primary classroom is a mistake.” While Troy does not have the benefit of being in the classroom everyday with younger students, Kristin does. And, from this experience, she would argue that the primary grades are exactly where kids SHOULD be using technology as it transforms their ability to create, share their ideas and connect with an authentic audience beyond the classroom. In fact, it is essential.

Let us explain a bit more.

In the early childhood years, many students are challenged by the physicality it takes to produce a piece of writing. Ideas are often generated and lost before a young writer can transmit them to the paper. In today’s digital writing workshop, students can scaffold their own development by recording a video snapshot of the story they want to tell. Once the ideas are captured on video, the child can transfer the story to paper while going back to rewatch the video as many times as needed in order to remember and include all the parts of the story. Video recording tools allow us to meet the writer where he is and nudge him to become a more proficient writer and idea generator.

Using digital publishing tools like the Book Creator App or Little Bird Tales, we find new ways to celebrate active literacy in the classroom as students can draw, write, speak, listen, view and read all within a piece they create. The ease of which a child can add audio to their own book signals to the learner that each child has a story to tell and is the owner of that story. Embedded audio provides a window into the thinking and gives us a picture of what a child knows and is able to do, not merely what their fine motor abilities allow them to produce on paper.

Screenshot of Kristin's class interacting with author Seymour Simon
Screenshot of Kristin’s class interacting on Twitter with author Seymour Simon

Most importantly, technology expands our youngest learners audience as students publish their writing online. Enhanced eBooks, student blogs and classroom Twitter accounts invite primary age students to move beyond the writing wall in the classroom and into a writing world. Feedback from their families, blogging buddies and experts in the field inspires them to write even more. Students view themselves as important contributors to the global writing community and move beyond learning about writing to living life as a writer.

And of course, we provide balance and choice in all we do. We explicitly teach kids that tablets and laptops are tools that writer’s use, just like paper and pencils. We want kids to be intentional about how they choose the tool and think about how the tool enables them to revise, alter the layout and share the writing.

Moreover, these observations extend beyond the early grades. We can point to numerous examples where teachers in upper elementary, middle school, and high school are using digital reading and writing to support their students’ literacy development. As a point of reference for upper el and middle school, we would suggest that Nancie look at some really innovative educators who teach writing with technology such as Kevin Hodgson, Jeremy Hyler and Katharine Hale.

Finally, we suggest that the concerns Atwell suggests are less about her students’ abilities — as well as the capabilities of the devices — and more about her stance as a teacher. Certainly, we want students to feel positive about their reading and writing experiences: reaching fluency with the written word, providing opportunities to talk about books with one another, holding a well-worn novel or favorite pen in our hands. These are tactile, valuable experiences. As she notes, there are social reasons embedded in writing and reading that make these practices both pedagogically useful as they humanize our classrooms.

In this blog post, one of Kristin's students shares her "wonders" as a part of an inquiry project.
In this blog post, one of Kristin’s students shares her “wonders” as a part of an inquiry project.

However, if as teachers we discount the opportunities that crafting digital writing and engaging in digital reading can offer students, then we are doing our students more than a disservice. We are failing to prepare them for academic, workplace, and real life opportunities to engage in literacy practices. This is not about our personal preferences for or against technology. It is about the ways that we teach students to become literate.

We are grateful to Nancie as a thought leader and for her decades of work, as well as for her blog post in which she invites us all to reflect on the role of technology in our classrooms. However, we disagree with her stance that word processing is the only way to use technology in the writing workshop and encourage Nancie and others to rethink how we engage students as writers. We strongly believe the trend of iPads (or any tech) in elementary (or middle or high school classrooms) is, indeed, not a mistake, but a necessity.

Student Response on Twitter
Student Response on Twitter

Photos provided by Kristin Ziemke.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Inquiry Across the Ocean

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My fifth grade students have been growing connections with other fifth grade classrooms through Twitter.  One of our friend classes is @5bfish, a group of students based in Hawaii.  It was through their tweets that we discovered that there was an active lava flow threatening the village of Pahoa.  As you can imagine this is a rather foreign concept to my Chicago kids, many of who have never even see a farm let alone an active volcano.  As we began to follow their tweets and explore some of the news links that they sent us my students became more and more interested in what was going on.  We began to view media clips and images of the active flow, do research on the volcano itself, learn about the Goddess Pele and how the cultural traditions of the Hawaiians were impacting the response to the lava flow.  To tell you the truth it took on a life of its own.

I began searching out supplemental resources and sharing them via Edmodo.  Then students began doing their own research and sharing videos, link, and images with each other via our Edmodo group.

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When we sat down to discuss what we wanted to do with this information students grasped onto the idea of creating their own news casts so that we could raise awareness of the issue.  Then, we decided why no involve our Hawaii friends and ask them to join us as a sister news station in Hawaii.  So we collaborated via Google docs on some questions to send them and they sent recordings back!

My students are so energized and knowledgeable about this topic now, they are having a blast, and they are learning so many skills!  During this inquiry they have;

  • Read at least 15 different articles, websites, and books on the topic.
  • Viewed at least 6 different videos including interviews.
  • Examined a live volcanic rock set.
  • Tweeted questions to our 5BFish and other Hawaii sources and received responses.
  • Analyzed visual images.
  • Practiced notetaking and synthesizing skills.
  • Worked together to write a script including the most important parts of the topic.
  • Collaborated on filming and editing.
  • Practiced fluent reading from the vidoprompt app of their script.
  • Improved their public speaking skills by speaking loudly and clearly for the recording.
  • Collaborated on Google Drive to cowrite thoughtful follow up questions.

We are in the editing and revising process now, examining video from our Hawaii friends and working on editing the footage that we took in front of the Green screen.  I can’t wait until their newscasts are finished!  What a fun and friendly inquiry this has been so far.

What I love about this is that its homegrown, from the students, and following their passions.  It’s helping them raise their cultural awareness as we explore how culture and science sometimes collide.  Best of all, it’s helping them build global connections and meaningful learning partnerships with students halfway across the world.

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Three Ways to Start Using Social Media In Your Reading Community Now

This year we’ve been working on harnessing the power of Social Media to build a reading community.  This community is both within and beyond our classroom.  Here are three ways you can start using social media to build reading community with your students today!

#1 Scrap your reading records, use Padlet instead

Instead of just keeping a list of books we’ve read I had each student create a Padlet instead.  This Padlet will hold a record of every book they’ve read this year.  So far it’s working great!  Students decide what and how much to write about each book and while some give a simple sentence and rating, others enjoy jotting more.  We have a bulletin board in the classroom with each students’ picture and a QR code.  Scan any student’s QR code and it will take you right to their Padlet.  When readers are looking for a new book they check out each others Padlets to get ideas for what to read from classmates that they know they have reading tastes in common with.

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#2 Join a Hashtag Community like #5bookFriday or #readergrams

Every Friday I pull out my special bag that has five mystery books for the week.  Instead of book talking every day which I’m bound to forget, I do my book talks on Fridays.  We even have a jingle worked up and the students buzz with excitement when they see the bag out.  They gather close to me as I sell each book and jot down titles on their books to read list.  Then we photograph it and Tweet it out to our followers using the hashtag #5bookfriday.  We would love for you to join us so that we can share amazing titles among classes.  My students love to see what books other classes have in their #5bookfriday bags.

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Or have students send a #readergram! I was super excited about this idea this summer when Katharine Hale (@KatharineHale) sent me an email talking about her idea for #readergrams.  Students send out tweets, recommendations, questions, and reading needs using this hashtag to help build a digital reading community.  We have found new titles to order for our classroom and made some great connections by participating in this fun Twitter community.

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#3 Blogging, Commenting, Connecting

If you don’t have your students blogging yet then start! Blogging is so powerful in connecting students with an audience.  We teach them to write thoughtful posts, give supportive and constructive comments, and then reach out to an audience outside of our classroom to connect with.

When students are aware of and connected to their audience they write more, they think creatively about how to construct posts, and they have more energy for their work.  This year I’m getting my class involved in some of the global blogging communities that are going around for adults.  But more on that later!

 

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Social media is a powerful tool for connecting and we can show our students how to use it in a way that makes their work more meaningful than ever.  So get out there and start connecting your kids today!

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