I am struck by the power of this statement in describing what constitutes the full development of a writer. What are the implications then for us as teachers of writing?

I appreciate the ways that Johnson makes the connections here back to the social and cultural contexts of the students' lives, to Black literacy traditions in particular, as well as the importance of being a writer who is adding their own voice into the mix.

Teachers teaching teachers is interesting because Paul Allison navigates the rules of the road on roads less travelled. Also, iterative design by teachers sequestered at home with their kids, like Katie McKay will produce the kinds of innovations that don't come from ed tech start ups. I'm revealing my NWP bias here. Lots of orgs are Zooming and pushing folks into breakout groups. The ones with deep experience with distributed, networked learning will learn and adapt best.

More from Danielle is published at the NWP The Current. She also curated this collection Textual Power on Our Own Terms: Remixing Literacy in Out-of-School Spaces

Yes, I have seen this happen; helpful to unpack this here. Wondering how my colleagues at local sites approach these conversations in the context of their work and institutes? What could we rethink and rework?

This reminds me of Diane Waff's piece centered around Adrienne Rich's poem, " You must write, and read, as if your life depended on it.https://www.nwp.org/cs/public/print/resource/540

Troy Hicks has written extensively over the years about digital writing, and technology for expanding the notions of writing. I find his best work to be about how writing workshop might make a transition with the use of different aspects of technology. His focus is always on the learning and the writing, not the technology itself. Troy and I know each other through the National Writing Project and other adventures. Troy's blog is a good one to follow.

How do we let them know that their voices are needed and valued?

For me this speaks to the importance of meeting youth where they are (in digital spaces as well as emotionally/intellectually) and having a good sense of youth culture. Staying current and connected is a big challenge for educators, and by incorporating spaces that are currently being used by youth into our curriculum we can meet younger generations where they are and "speak their language".

This feels critical to me and something that could be further explored here -- how Communities of Practice support leadership development and action (for youth as well as adults). I see this in my own work at the National Writing Project -- we work together as teachers and writers to develop our practice. And in the process become leaders who can act when/as needed.

Lave and Wenger are important resources in this part of the discussion: http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/

Walking away from this webinar tonight thinking about what critical work this is to do. We need to do it together. Thank you for being here and annotating with us.

Additional resources:

• Listen a NWP Radio interview with Bronwyn from February.
• Check out this excerpt from the book published at Mind/Shift
• Find out more/purchase the book at TC Press.

This focus on sharing is important. Making and then sharing. Very much speaks to a constructionist framework as well as an essential practice I've learned through working with writing project teachers like Bronwyn.

The proceeding sentences here show an important framework around the work she is doing here.

Struck by the role of trust in this process. As well as interest.

Provocative title! Curious to learn what is so different.

In some of the assessment work I've done which involved looking closely at the youth submissions in response to playlists, I found it important to ask, "How might these playlists be warm demanders?"

Reading this post now, I think that a student like Mary might read our playlists as "warm" opportunities because of the creative outlet and social connection she sees. A student like Precious may not see the social connections as safe, nor will she see the demands of the playlists as an opportunity without the help of a mentor or knowledgeable other.

This is where Step One should happen -- re-imagine Professional Development for teachers, and move away from the Stand/Deliver Sit/Listen sessions that do very little to move the needle forward. The National Writing Project's model of "teachers teaching teachers" and interactive PD sessions, where reflective practice and collaboration is at the heart of teacher learning, is a model I turn to all the time.

This article is part of a text set being used in a mini unit for argument writing. In the unit, students are asked to mark insights from the research with an asterisk and important facts with an F.

How might this type of a coding strategy support meaning making and a student's subsequent ability to use this text as evidence in an argument?

One group I've been in conversation with lately that has troubled my idea of what it means to annotate is the National Writing Project community.

One particular conversation with those folks took place as part of an Educator Innovator webinar that you can watch here.

Thanks, Erick Gordon, Adele Bruni, Nathan Blom, and Louis Lafair!