Book Creator and ParentSquare

 Case Study Number One: Book Creator

• https://youtu.be/MKn3Dxs8UwI 

• Overview: Book Creator is a platform/digital tool which provides many ways for students and teachers to create content in the classroom. Projects can be worked on individually or collaboratively and allows teachers to comment/edit/and provide feedback directly on the content. This platform is engaging and inclusive with many options available to create and provide content across content areas and abilities. "Digital literacies...represent the multiplicity of skills needed for managing information and communication in the rapidly changing and increasingly digital world." (Robinson & Robinson, 2021) This platform allows students to utilize and incorporate new literacies into their projects and assignments.

• User Engagement: Whether students are creating a class paper, making a comic strip, illustrating their writing, working on vocabulary, reading and creating books, or viewing the content that has been shared from individuals worldwide, they are interacting with a number of new media and literacies. The platform interfaces with with a number of apps including Bitmoji, Canva, Giphy, and Google Drive. Classes can share content and collaborate on projects within the classroom or even the school. Also in the app students can voice record, make and add videos, include images from their computers or internet, and draw. There is even a text to speech feature which will read content to students. Book creater immerses students in the content and turns them into not only participants in their own learning but co-producers. Utilizing this tool and the charging and collaborating aspect of it , "takes the focus off the teacher and puts the students at the center of their learning." (Ledgerwood, 2022)

• Influence on Communication: This platform affects communication style and format among users both within and outside the classroom because there is a wide range of format and media available that can meet any student where they are regardless of their abilities. projects and lessons can be tailored to students and projects can be scaffolded in order to help the individual be successful in creating their desired content. Robinson & Robinson provide that, "In our technologically dependent world, which depends on tools such as the internet and other digital innovations, there are multiple non-traditional literacies required for being a successful, critical-thinking, global citizen." (2021) Once a user publishes their work it can be shared publicly worldwide through the platform or privately via a link or QR code.

• Information Consumption: Book Creator allows users to share and view content and creations with others in the school, community, state, country, and even the world. It is a unique opportunity to collaborate with and learn from individuals from other backgrounds and cultures truly encouraging participant to think globally. Students are also to receive and provide feedback with one another in the spirit of connectivism which is where learning occurs, "through digital technologies and participate in learning communities to share and build their knowledge." (Ledgerwood, 2022)

• Impact on Learning: The positive impact on learning Is that students can be exposed to and work with multiple literacies in a manner of different ways. After collecting research either through interview, online, in books, or video theycan then share that information in a number of creative and engaging ways. This allows individuals of all abilities to actively participate in their learning. A negative impact on learning could be that not all students are not receptive to critical feedback and may be hesitant to share what they have created.

• Privacy and Safety: Individuals need to be invited into the "libraries" in Book Creator. Only those who are entered into the teachers libraries are able to create content. Also, content can only be viewed if it is shared by the creator. Students and teachers have password protection and while the teacher can view and edit the class content, students only have access to the work of others in the permissions are set accordingly.

• Identify Required Literacies: Book Creater works to enhance and enforce traditional print literacy, digital literacy, speaking and listening skills, visual story telling, language learning and communication.

• Reflect on the Implications: This platforms aligns with educational goals across content areas as it provides the possibility of customization and and collaboration through multiple media pathways and can meet Learners at any level. Students can journal, collaborate on authentic assessments, develop community engagement projects, study, and create books, comics, presentations.

Either click the link or scan the QR Code below to view my Second case study using the platform that is featured in my First case study.

https://read.bookcreator.com/TNoz4KbRfzboTjZAsZF9YxFZOS83/5iS2WF5zQUe96TJp0NQAsQ 

References

Distraction-free schools: Governor Hochul announces New York to become largest state in the nation with statewide, Bell-to-bell restrictions on smartphones in schools. Governor Kathy Hochul. (n.d.-a). https://www.governor.ny.gov/news/distraction-free-schools-governor-hochul-announces-new-york-become-largest-state-nation  

Kaye, L. K. (2021). Exploring the “Socialness” of Social Media. Computers in Human Behavior Reports, 3, 100083. https://doi.org/10.1016/j.chbr.2021.100083  

Ledgerwood, K. (2022, July 31). Using social media to promote 21st-century learning. Technology and the Curriculum Summer 2022. https://pressbooks.pub/techcurr20221/chapter/using-social-media-to-promote-21st-century-learning/ 

Robinson, Z. Z., & Robinson, P. A. (2021). Using social media tools for promoting critical literacy ... Using Social Media Tools for Promoting Critical Literacy Skills in the Classroom. https://files.eric.ed.gov/fulltext/ED611606.pdf   

Exploring Personal Digital Literacy (PDI) in my classroom

The topic that I am planning to research for my final project is Personal Digital Literacy (PDI). I was inspired to pursue this topic further after reading in our text of a student who used this method to learn and share information with the community about native bird species. As a math and science teacher who is also involved in the Beekeeping and Gardening Clubs at my school, the possibilities of application in my classroom are vast. 

Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal Inquiry and Online Research. Reading Teacher, 69(5), 483–492. https://doi-org.sunyempire.idm.oclc.org/10.1002/trtr.1450 

           This article outlines how to introduce and implement the process of personal digital inquiry (PDI) in the classroom. Teachers model expectations, provide prompts to guide student investigation, support knowledge building opportunities, and monitor student progress. Students are able to research personally relevant topics and then publish and reflect on what they have learned. Through this process students become more emotionally engaged in what they are learning as their research is interest driven. Students are guided to consider purposeful choices of technology in their inquiry while developing their ideas.  The information provided by Coiro et al., will be beneficial to me when I introduce and guide my students through PDI in my classroom.

Green, L. S., & Chassereau, K. (2023). Modeling Guided Inquiry and School Librarian Instructional Partnerships to Pre-Service Teachers Through Digital Video Production. Journal of Education for Library and Information Science, 64(2), 185–205. https://doi.org/10.3138/jelis-2022-0015 

            This article discusses the importance of the teacher/librarian partnership. Although the article is about pre-service teachers working with librarians it can be applied to classroom teachers as well. Students need to be introduced to methods of guided inquiry so that they are able to access and compare the multiple types of information sources to do meaningful research. In my school the librarians are available to teach a number of digital literacy lessons and can walk students through ways to gain meaningful understanding of their topics of interest.

McCormick, L. J., & Heaton, L. (2020). Review of From curiosity to deep learning: Personal digital inquiry in grades K-5. Education Review (Tempe, Ariz.), 27. https://doi.org/10.14507/er.v27.2895 

           McCormick & Heaton discuss the benefit of giving students "voice and choice" when it comes to engaging in their own learning. When educators build relationships with their students and offer digital enhancements to their lessons it inspires students to be more reflective and action minded. The scaffolding provided by teachers helps to drive and facilitate student inquiry processes. This information will be helpful to me when the time comes to model and scaffold student inquiry in their area of personal interest.

Rivera-Amezola, R. (2020). Preservation and Education: Teacher Inquiry and the "Family and Community Stories" Project. Language Arts, 97(5), 324-329. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fpreservation-education-teacher-inquiry-family%2Fdocview%2F2405674039%2Fse-2%3Faccountid%3D8067 

           This article details the efforts of a district who sought to engage the families in the community to share their stories through digital storytelling. The idea was to team with families and the community to present the diverse stories of individuals and their experiences. The authors share the unforeseen obstacles that they encountered from being too ambitious with their timeline and goals, to re-framing their expectations when it came to how the stories would be told. This article was important for me to include because it served as an example of how digital literacy projects can take many forms and the participants may not present their ideas of follow the timeline in the way that is initially planned.

Wargo, J. M., & Giunco, K. (2023). Interrogating Young Children’s itineraries for writing: Promoting disciplinary literacy through personal digital inquiry. The Reading Teacher, 77(4), 428–438. https://doi.org/10.1002/trtr.2253

            This article focuses on how students can work together on their individual PDI projects while also providing feedback to one another. PDI follows four core sets of practices to link problem based learning, personal investigation and inquiry. Teachers craft questions to initiate student thinking and combined with their own background knowledge they are able to brainstorm and refine their research. This article will aid me in the instruction and application of PDI in my classroom.     

Leveraging Tools, Text, and Talk in My Teaching Context

 This week I have learned a great deal about designing classroom activities across spaces. I have been thinking about how I can support classroom practices beyond the screen and I have come up with two new ideas. One which will enhance an activity that I have already used in the classroom and one that I am looking forward to assigning that could leverage both analog and digital learning experiences towards a complex learning goal. 

Digital technology is something that is present in the lives of today’s students. “The “e-generation” is strongly motivated by the integration of technology”, and Hsu & Wang suggest that blogging is a great way to, “enhance students’ learning motivation and diversify their language-learning experiences.” (Hsu & Wang, 2017, p.29) Following this same logic, I would love to incorporate an “unboxing” video into a reading activity. Most of my students are familiar with “unboxing” activities on Youtube where a content provider will talk the viewer through the opening and unveiling of a product. This would require students to read a text, and choose items that can be connected to the text to include in their box. They could then introduce the book, character from the story, or a setting that was included in the story. In this way they are engaging with written material, using online research, and creating a video that can be shared with the class in an inventive and engaging way. This type of project will :help students to build important 21st century skills while testing the full range of language skills (reading, writing, listening, and speaking). (Hsu & Wang, 2017, p.29) Some considerations while engaging in this sort of activity are that I have some students that do not have access to devices outside of the educational setting and I also have some students whose parents do not allow them on YouTube or other social media sites. In order to mediate this I would compile a collection of school appropriate unboxing videos so that all students involved can understand and connect with the assignment. 

The above activity is also the perfect way to continue the conversation on digital literacy and the need to consider the sources where they are finding their information as well as crediting those who provided the information for their research. Students need to be aware that, “search engines match us to certain results and hide us from others”, (Aguilera,2017) providing credible search engines and comparing the information that we find on non credible sites can be an eye opening experience. I myself was shocked when I  played the “ Fake it to Make It Game”, it is very easy to put false information into the online world. Additionally, when conducting research for this multimedia project, plagiarism must be top of mind. I use Google images daily for my rainbow planner and assign tasks for students to find online images. Moorman & Pennell posed a thought provoking question with regard to original content,  “At what point does a person’s unique idea evolve into common knowledge?” (Moorman & Pennell, 2017) When I take that photo or GIF should I be crediting the creator? 

The other activity that I would like to modify is when I teach a unit about ecosystems, pollination, and the anatomy of flowers. I was inspired by the article, “Reframing the Medium”. I currently discuss the pollination process, show videos of butterflies and bees in the natural environment, label diagrams of the insects as well as flowers, and bring in flowers for students to dissect and label. What I would like to incorporate in the future to make this a more multimedia activity. Although it is fictional,  showing The Bee Movie is  a way to engage students and encourage a conversation about what was factual and what was  not. I also plan on scheduling a trip to the farm that is run by my district. Here we have wild flowers that students could choose from for their dissection and we also have six hives of honey bees. Students can suit up and see the bees in their natural environment. 

Aguilera, E. (2017). MORE THAN BITS AND BYTES. Literacy Today, 3Aguilera, E. (2017)5(3), 12-13. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fmore-than-bits-bytes%2Fdocview%2F1966006470%2Fse-2%3Faccountid%3D8067 

Hsu, H., & Wang, S. (2017). RETHINKING LANGUAGE LEARNING. Literacy Today, 35(3), 28-29. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Frethinking-language-learning%2Fdocview%2F1966005990%2Fse-2%3Faccountid%3D8067

Moorman, G., & Pennell, A. (2017). PLAGIARISM IN THE DIGITAL AGE. Literacy Today, 35(3), 14-15. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fplagiarism-digital-age%2Fdocview%2F1966007393%2Fse-2%3Faccountid%3D8067 

How New Literacies Are Relevant to Us

     When asked to reflect on the two supplemental readings that I chose this week, the common theme is that in order to access all that digital literacy has to offer, there must be a synthesis between foundational literacy skills and meaningful learning experiences. The International Literacy Association makes a great argument that simply using the newest app or device in the classroom does not mean that "digital literacy" is being properly utilized. Instead they support the idea that, "digital tools are secondary to the teacher's literacy and learning goals." (ILA, 2018, p.2) This is echoed in the brief written by Vanek (2019) which reflects the idea that digital literacy skills are dependent upon the background and users ability to apply them.

    There are a number of meaningful learning activities that I had planned early on in the school year that involved  digital aspects. I was excited for students to participate in them but had not realized that many of my students were lacking basic skills on the computer like being able to format text, add images, use basic editing tools. I realized that I needed to "walk before I could run." Although my students had been able to use certain apps and click links, their foundational understanding was not yet where I needed it to be to have them participate in a meaningful way in my planned activities. After taking the time to provide basic instruction I am selective in what I choose to incorporate into my classroom. 

    Using digital technology has opened doors for some of my students that never seemed possible. In one of my classes a student has such severe dyslexia that his parents main worry was that he would never be able to fill out a job application one day. With training and scaffolding he has now developed the compensatory skills to be able to participate in the classroom and beyond with his available technology. 

    Vanek (2019) outlines all of the areas in which digital literacy can be developed and infused in instruction such as basic computer skills, network literacy, digital problem solving, information, and media literacy. The information provided in the research will help me to guide my digital literacy content and instruction. I also place value in the practical and meaningful application of digital literacy that was provided by the International Literacy Association. However, I find myself in disagreement with the point made about restricting students phone use during class time. I do not believe that asking students to abstain from their devices during educational time is, "teaching implicit lessons about the kinds of environments these students are expected to enter." (ILA, 2018, p.5) Expecting students to be present during class and not on social media or texting their parents about after school plans in my opinion is merely holding them accountable to participate in their education. I am interested to see what others think about restricting student use of personal media devices during school hours.

Reference

International Literacy Association. (2018). Improving digital practices for literacy, learning, and Justice. Literacy Woldwide.Org. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf  

Vanek, J. (2019) What does it mean to have digital literacy skills? [Issue Brief ] https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf 

 

Defining New Literacies and Why They Matter

     My education was based around what Sang (2017) refers to as the "conventional view of literacy" which involved a print resource and was exclusively presented in English. While in college my literacy courses focused exclusively on encoding and decoding. It was not until I was in my own classroom that I was able to appreciate and understand the need to utilize and incorporate new literacies in order to tailor the education experience to each of my learners, and provide them with the training and tools to be successful in an ever changing world.   

    In my day to day professional life my instruction is infused with "new literacies" which was introduced by the New London Group and defined as, "a combination of multiple ways of communicating and making meaning, including such modes as visual, audio, spatial, behavioral, and gestural" (Beecher, 2023, p.4) This allows me to enrich my instruction and provide ways for my students to collaborate and think critically. Fortunately I work in a district that is concerned with empowering students to be involved global citizens who are able to understand how they learn and to seek knowledge. Learning is based around ten traits known as the IB Learner Profile Traits, and we rely heavily on digital literacy and responsibility.  I am fortunate to have access to multiple platforms that help me to meet each student where they are and provide them with the compensatory skills to succeed, especially if they do not have the traditional print literacy skills. Programs like Padlet allow the entire class to collaborate using gifs, memes, websites, and pictures. We can share ideas and create projects as a group. This can look different for each person in my classroom. Some students are able to participate using speech to text or text to speech. Canva, Book Writer and Google Slides are taught so that students are able to understand that information can be presented and shared in many different ways. Along with having these tools comes the obligation to produce digitally literate students who can, "do research, find reliable sources, and make judgements about what they read online and in print." (Beecher, 2023, p.5) 

    When considering the idea of equity and access, tools like Screen Castify and Kami allow me to post assignments for students to complete on their own by listening to a recording of me reading a text as they follow along or reading a document to them. This past year the district began using an app called Parent Square which allows us to send information school wide, class wide, or to individual parents.  The communications come across as an email or like a text message to a Smartphone. On my caseload are two students who have IEPs and are English Language Learners. English is not the language spoken at home and communicating with parents has been very difficult in the past. Using a translating service for a five minute conversation turned into a 45 minute phone call by the time all parties are on the line and able to work with the translator. One parent in particular did not know how to use email so communicating was especially difficult. With this new app, messages to and from the parents phones can be set to the language of their choice.I introduced the app at open school night and this parent had access to her children's teacher and an involvement in their education that she had never had before.  As a teacher, I cannot imagine being able to reach and educate my population of students in a world in which education is based around traditional literacy.

    As I prepare to go to school today, I have printed the NCTE Position Statement to keep in my classroom. The questions that are posed here will remind me to evaluate how I am guiding my students to "participate effectively and critically in a networked world" (NCTE, 2022, p.5) and remind me to continue finding ways to infuse learning opportunities and new literacies into my classroom.

 *** For more on the MYB IB Learner Profile Traits please click the following link. https://sites.google.com/ambrit-rome.com/mypcentral/the-ib-myp/ib-learner-profile 

References

Beecher, C. (2023, July 19). Chapter 1. what is literacy? Multiple Perspectives on Literacy. Methods of Teaching Early Literacy. https://iastate.pressbooks.pub/teachingearlyliteracy/chapter/what-is-literacy-multiple-perspectives-on-literacy/  

IB Learner profile. MYP Central. (n.d.). https://sites.google.com/ambrit-rome.com/mypcentral/the-ib-myp/ib-learner-profile 

National Council of Teachers of English. (2022, April 19). Definition of literacy in a Digital age. https://ncte.org/statement/nctes-definition-literacy-digital-age/ 

Sang, Y. (2017). Expanded Territories of “Literacy”: New Literacies and Multiliteracies. Journal of Education and Practice, 8(8), 16–19. 

Hi everyone! My name is Jes Cardello and I live on Long Island with my husband of 15 years and my 9 and 14 year old daughters. I love to read, cook, go for walks, entertain, spend time with my family, and do pilates. I did not take the traditional path to becoming an educator. After twenty years in the hospitality business it was when I was home with my daughters during COVID that I was inspired to become a Special Education teacher. While enrolled in community college I got a job working at a local Developmental Disabilities Institute to gain experience and learned a great deal from my students and co-workers. I continued on to graduate with a degree in Child Studies and a concentration in Psychology from the university that I had first attended 20 years prior! I currently hold initial certification in Birth-6th grade for General Education and Birth-12th for Special Education. When I began my teaching journey I had thought that I wanted to be with the younger population but after student teaching with 5th and 6th grade students I was shocked to realize that this is where I felt I could be most impactful. I am finishing up my first year in a 6th grade probationary position as a Special Education middle school teacher and could not love where I am more! I currently teach two sections of 15:1 Science,  two periods of ICT ELA, and have a resource room. I don't yet know what I will be teaching next year but am excited for the opportunity to continue collaborating with the educators in my building. I hope to enhance my instruction with what I will be learning in my classes. The population that I teach is quite diverse and I have been most successful when I incorporate different forms of media and technology in my lessons. I am excited for this semester and look forward to continuing to enhance and tailor the learning experience for my students.