Blog Post #3: Leveraging Tools, Text, and Talk in My Teaching Context
With the introduction of digital tools in educational settings, teachers and librarians have had to face challenges. When I came back to work as a librarian after having been an English teacher many years ago, I had to learn an entirely different way of interacting with students and their work. After reading about the many ways technology can supplement classroom activities, I have a renewed sense of curiosity about ideas that I hadn't explored before.
Information literacy remains one of the most important topics I teach in my library. In my seven years as a librarian, I've watched as digital information channels continue to expand. Though I have found useful ways to guide students through finding credible sources, I notice that there is a seemingly infinite amount of data available to researchers. In the article "Assessing News Literacy in the 21st Century" an English teacher gives his students an assignment during which they analyze a news photo. They use graphic organizers to record details in the photo, write summaries, and have in depth discussions. One of the main reasons for the lesson is for the students to "learn the difference between claim and evidence" (Jacobson, 2017). While I've used photographs to point out misinformation to students, I haven't done an activity like this one that takes the analysis a step or two further. Using this model, I plan to implement similar workshops into my lessons, possibly using posts from social media news platforms, which is often the only medium through which teenagers get their news.
Another important method of helping students bring digital learning into their lives is to highlight the ways new literacies blend into more organic aspects of learning. In the article "Nondigital Skills" the author recognizes the differences between digital and analog stimuli. He shows how crucial it is to acknowledge the subtle nuances of how we process sights and sounds around us. "Rather than stifle or promote specific forms of digital engagement," he says, "our schools could more intentionally marry digital practices to analog sense making" (Garcia, 2017). This concept fascinates me and I would love to use it as a foundation for a lesson teaching students how to think critically about the world around them. It could be paired with a creative writing lesson, a literary criticism assignment, or even a brainstorming session for college essays. Helping them connect digital and analog aspects of their environments would not only enhance their critical thinking skills but would also give them a more comprehensive view of others' ideas and perspectives.
Successfully supporting students' growth beyond digital tools is not without problems. As with every facet of education, incorporating digital devices and learning how to blend their use with traditional learning practices is tricky. As students become more reliant on digital inventions, they sometimes lose sight of the basic functions they are meant to understand, whether it be related to reading, listening to music, or some other action. Sometimes while becoming well versed in a new technology, students can lose the simple ideas and desires that motivated them before they were given digital tools.
The different types of students and the various backgrounds and levels they are at need to be addressed when implementing any new approaches to learning. To maintain equity during class activities teachers must be vigilant about their students' limitations both internally and physically. In "Rethinking Language Learning" the author points out that when teaching ELLs, "certain learners who are more outgoing or extroverted can dominate classroom conversations" (Hsu & Wang, 2017). Because of this discrepancy within a classroom, the author suggests that audioblogs can alleviate the tension and instill a sense of efficacy and confidence in students. This is another solution to creating balance and fairness when designing lessons that include new literacies.
More important than any of the details in a curriculum design is the understanding that there must always be a comprehensive merging of digital innovation and human interaction, including teacher guidance. Without the personal component added to any of the new literacies, students will not gain the insight into academic/worldly topics or the ability to communicate with others in the world.
References
Garcia, A. (2017///Nov/Dec). NONDIGITAL SKILLS. Literacy Today, 35(3), 24- 25. https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/trade-journals/nondigital- skills/docview/1966005428/se-2
Hsu, H., & Wang, S. (2017///Nov/Dec). RETHINKING LANGUAGE LEARNING. Literacy Today, 35(3), 28-29. https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/trade- journals/rethinking-language-learning/docview/1966005990/se-2
Jacobson, L. (2017///Nov/Dec). ASSESSING NEWS LITERACY IN THE 21ST CENTURY. Literacy Today, 35(3), 18-22. https://sunyempire.idm.oclc.org/login? url=https://www.proquest.com/trade-journals/assessing-news-literacy-21st-century/docview/1966007432/se-2
Hi KG. Your essay on integrating digital tools into educational settings resonates deeply with the challenges and opportunities we face as educators today. I appreciate your thoughtful reflection on the evolution of information literacy and the innovative methods you've adopted to engage students meaningfully. I agree with your approach to use graphic organizers and in-depth discussions to analyze news photos. This method is an excellent way to teach students the difference between claims and evidence. Incorporating social media posts into your lessons is a brilliant adaptation, given that many students receive their news through these platforms. This method can make the lesson relevant to their daily lives and equip them with critical skills to discern credible information in a world of digital data.
ReplyDeleteI think you should consider creating a peer review system where students critique one another's evaluations of social media posts. This approach could promote a collaborative learning environment and encourage students to examine information from different perspectives. Additionally, inviting guest speakers, such as journalists or experts in media literacy, could provide valuable real-world insights into the importance of critical thinking when consuming media.
Your fascination with Garcia's concept of blending digital and analog learning is also intersting. Garcia’s idea of marrying digital practices with analog sense-making can surley create a richer learning experience. In my classroom, I have found success in pairing digital resources with traditional literary materials. Your recognition of the importance of balancing digital and traditional learning methods is crucial. As you mentioned, students can sometimes become too reliant on digital tools, losing sight of fundamental skills. One way to address this is by incorporating periodic days, where students engage solely in hands-on, analog activities. These days can include activities like book clubs, writing workshops, or hands-on science experiments, allowing students to reconnect with the tactile and collaborative aspects of learning.
Understanding the unique needs and backgrounds of students plays a pivotal role in cultivating inclusivity within the classroom. Embracing audiobooks emerges as a powerful tool to ensure equitable participation, especially for introverted individuals. By merging traditional teaching techniques with digital progressions, students are equipped with the indispensable competencies required to navigate the digital landscape adeptly. Your methodologies serve as a valuable compass for educators aspiring to enhance their instructional methodologies and cultivate a vibrant and inclusive educational setting.
Hi Monroe,
DeleteThank you for your thoughtful comments. I think your idea of incorporating a peer review system is a worthy one. When I taught a seventh-grade information literacy class, I tried to use peer review in many of my projects but found that the students were not always mature enough to evaluate others' work. Since I work with older teens now in high school, I think it would be much more useful of a tool. Teenagers in high school value their peers' opinions and input and I'm sure I would see more engagement if I used this method with them. It will also be interesting to see the varying perspectives since teens have such a wide range of experience when it comes to digital media and social media platforms. I'll plan to try it out--thanks for the suggestion!
I really like your idea of incorporating teaching days without digital tools. It seems like such an obvious, simple solution to technological burnout but for some reason, I hadn't thought about it before. While it may be difficult to use it in my library lessons since I only see classes a few days at a time, I can work with teachers to help them add it to their schedules. Or I can make one of the library days a technology free day--this might actually help them get back to the foundation of research which could help them understand the process in a more organic way.
Thanks again for your comment!