Teaching the New Writing: Technology, Change, and Assessment in the 21st Century Classroom

by Anne Herrington, Kevin Hodgson, Charles Moran, Celia Genishi, Donna E. Alvermann

Overview

How has the teaching of writing changed in the 21st century? In this innovative guide, real teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. The book also addresses assessment: How can teachers navigate the reductive definitions of writing in current national and statewide testing? What are teachers’ goals for their students’ learning—and how have they changed in the past 20 years? What is “the new writing”? How do digital writers revise and publish? What are the implications for the future of writing instruction?

The contributing authors are teachers from public, independent, rural, urban, and suburban schools. Whether writing instructors embrace digital literacy now or see the inevitable future ahead, this groundbreaking book (appropriate for the elementary through college level) will both instruct and inspire.

Product Details

ISBN-13:	9780807749647
Publisher:	Teachers College Press
Publication date:	05/14/2009
Series:	Language and Literacy Series
Edition description:	New Edition
Pages:	240
Product dimensions:	6.10(w) x 8.90(h) x 0.60(d)

About the Author

Anne Herrington, Professor, Department of English, University of Massachusetts Amherst, and Site Director, Western Massachusetts Writing Project,; Kevin Hodgson, Sixth Grade Teacher at the William Norris Elementary School, Southampton, MA, and Technology Liaison for Western Massachusetts Writing Project; and Charles Moran, Professor Emeritus, University of Massachusetts Amherst, and former Site Director, Western Massachusetts Writing Project.

Table of Contents

Foreword Elyse Eidman-Aadahl vii

Preface Anne Herrington Kevin Hodgson Charles Moran ix

1 Challenges for Writing Teachers: Evolving Technologies and Standardized Assessment Anne Herrington Charles Moran 1

Part I Beginning in Elementary and Middle School

2 True Adventure of Students Writing Online: Mummies, Vampires, and Schnauzers, Oh My! Marva Solomon 21

3 Collaborative Digital Writing: The Art of Writing Together Using Technology Glen L. Bledsoe 39

4 Digital Picture Books: From Flatland to Multimedia Kevin Hodgson 55

Part II Continuing In The Secondary Grades

5 Be a Blogger: Social Networking in the Classroom Paul Allison 75

6 Poetry Fusion: Intergrating Video, Verbal, and Audio Texts Jeffrey Schwartz 92

7 Senior Boards: Multimedia Presentations from Yearlong Research and Community-Based Culminating Projects Bryan Ripley Crandall 107

8 From the Front of the Classroom to the Ears of the World: Multimodal Composing in Speech Class Dawn Reed Troy Hicks 124

Part III Bridging To The College Years

9 Scientific Writing and Technological Change: Teaching the New Story of Scientific Inquiry Mya Poe Julianne Radkowski Opperman 143

10 Student Engagement and Multimodality: Collaboration, Schema, Identity Peter Kittle 164

11 Multiple Modes of Production in a College Writing Class Alanna Frost Julie A. Myatt Stephen Smith 181

12 Technology, Change, and Assessment: What We Have Learned Anne Herrington Kevin Hodgson Charles Moran 198

Glossary of Technology Terms 209

Internet Resources 213

About the Editors and the Contributors 217

Index 221

What People are Saying About This

From the Publisher

“On every page, the contributors remind us that multimodal digital writing is here to stay.”
—Gail E. Hawisher, University of Illinois

“The millennia-old act of writing is reinventing and regenerating itself in the modern age, and teachers and their students are at the forefront of creating new knowledge in the teaching of writing. The sixteen educators collected here point toward the changes we must embrace.”
—From the Foreword by Elyse Eidman-Aadahl, Director, National Programs and Site Development for the National Writing Project

“One of the beauties of this collection is that it explores multimodal composition and assessment across levels of schooling, demonstrating that elementary, secondary, and collegiate teachers work best when they share understandings. Perhaps most importantly, this book reasserts a value on innovation and creativity within composition classrooms.”
—Cynthia L. Selfe, Humanities Distinguished Professor, Ohio State University

Editorial Reviews

A book that invites reflection on one’s instructional practice. It is a book well worth reading.”

—TESOL Newsletter

From the Publisher