917 Matching Annotations
  1. Aug 2018
    1. Results indicated that students who read on print were superior in their comprehension to screen-reading peers, particularly in their ability to sequence detail and reconstruct the plot in chronological order.

      Be helpful to know why ... what was different for the students?

    2. the reading circuit

    3. “cognitive impatience,”

      I agree with Ciara on Twitter about this term -- I like it.

      Cognitive Patience

    4. In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit, what our children and older students are not developing, and what we can do about it.

      As a teacher of children, this is a key point -- one I grapple with every time I use technology with my young writers and readers. Am I providing a richer and more engaging content with digital text? Or am I teaching more surface reading of text with media intrusions? (prob neither and both)

    5. This is not a simple, binary issue of print vs digital reading and technological innovation.

      Thank you -- we want to make it clear that this is not an either/or situation here. Appreciate this statement early in the text

    6. My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight.

      interesting .... the act of reading is always deeper, and forges deeper connections, than we think it might be ...

    7. read stories
    8. the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing - a change with implications for everyone from the pre-reading toddler to the expert adult.

      This has long been a concern, and I know there is all sorts of research happening in this field. I don't doubt this at all... what I don't know yet is whether this change in the way we read text is good or bad or neither. This article suggests a negative shift, and that may be true. Always hoping for some balance.

    9. older boys

      Girls play video games, too. Boys read books, too.

  2. Jun 2018
    1. Digital writing requires us to rethink our approach to text, textual analysis, and the ways in which we build our arguments from evidence that was, heretofore, invisible.

    2. Please join me—and the other contributors to this issue—and continue the conversation

      Answering the call with this annotation activity .. thanks, Troy!

    3. http://knightlab.com/)

      Need to explore? Me, too.

      https://knightlab.northwestern.edu/

    4. create rich, ethnographic portraits of their homes, neighborhoods, schools, stores, and other spaces

      During one round of Hear My Home, I had taken my friend Anna's soundscape and refashioned it into a multimedia piece, complete with poem:

      Check out Anna's Soundscape on Zeega

    5. Rhythms of recent riots, pulses of contemporary protest marches, and the acoustics of American sit-ins serve as a starting point to explore the sonic intensities and politics of sound. In recent weeks, individuals have taken to the streets to demonstrate alliance with and affinity for making their collective voices heard.

      Found Poem from That Passage:

      starting pulse;

      the streets

      make rhythms of

      our voices, heard,

      the American acoustics

      of politics, march

      in protest, explore

      contemporary sound.

      https://www.youtube.com/watch?v=lIZ-uG2UTgI

      (with apologies to Cassie and Jon)

    6. #hearmyhome” project

      Hear My Home

      f you are an educator, in what ways can you imagine incorporating and building soundscapes into your curriculum and practice as a classroom teacher? What benefits and/or constraints do you anticipate for yourself and/or your students?

    7. digital writing requires that we explore all forms of media as text worthy of analysis, especially when students are actively composing texts with numerous options such as these.

    8. Digital writing requires that we explore all forms of media as text worthy of analysis, including what could otherwise be dismissed as just ambient noise.

    9. Digital writing requires time, space, and attention, as well as an inquiry stance.

    10. et’s take a look at the future that’s happening right now

      If I may, I have a Flipboard Magazine that I try to curate pieces about writing, teaching, learning and technology -- and how digital writing is pushing the boundaries of composition.

      Along the Edges of Digital Writing

    11. What it means to teach the English language arts with websites, apps, and social media continues to evolve quickly, both in terms of the tools as well as in terms of the practices.

      And not all professional development has caught up -- this is the value of programs like EdCamp (where teachers lead the way) and the National Writing Project (my professional home as a teacher for the way ideas can bubble up from the classroom, and the 'teachers teaching teacher' is professional practice).

    12. my book was able to keep the focus on the writing and the technology

      I recommended this book to many people for this reason -- the focus was on the writing and the learning and development of the writer, not the technology itself. We too often get lost in the new and cool tech, and lose sight of the learning (and the reality that many of the tools now here will be gone, so adapting to technology platforms and environments is key.)

    13. The Digital Writing Workshop (2009)
  3. May 2018
    1. https://ww2.kqed.org/education/collections/do-now/
    2. Kevin Hodgson (@dogtrax on Twitter)

      Aww ...

    3. Troy Hicks

      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.

    4. This piece comes from the NCTE journal -- Voices from the Middle -- May 2018. You can find the journal here.

    1. "People"' from the book Selected Poems by Yevgeny Yevtushenko.

    2. men

      hard to get past this narrow gender descriptions ... even understanding the time period ...

    3. A guitar teacher, unlike a guitar, can be neither classified in a museum nor owned by the public nor rented from an educational warehouse. Teachers of skills belong to a different class of resources from objects needed to learn a skill.

      Even as he acknowledges the role of teacher, he then goes on to say, maybe teachers aren't needed at all (cassette tape replacements). He's really quite bitter about teachers, isn't he? Remember this?

    4. 1. Reference Services to Educational Objects-which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theaters; others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours. 2. Skill Exchanges--which permit persons to list their skills, the conditions under which they are willing to serve as modelsfor others who want to learn these skills, and the addresses at which they can be reached. 3. Peer-Matching--a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. 4. Reference Services to Educators-at-Large--who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals, and free-lancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients.

      Ok. Interesting, these mostly connect nicely with Connected Learning principles.

    5. The child grows up in a world of things, surrounded by people who serve as models for skills and values. He finds peers who challenge him to argue, to compete, to cooperate, and to understand; and if the child is lucky, he is exposed to confrontation or criticism by an experienced elder who really cares.

      This is at the heart of Connected Learning -- students following their own muse for academic exploration, using peers to guide thinking and tapping into mentors in the field to provide a path forward into inquiry.

    6. Their purpose must be to facilitate access for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in by the door.

      Her, too.

    7. Learners should not be forced to submit to an obligatory curriculum, or to discrimination based on whether they possess a certificate or a diploma.

      Choice.

    8. What counts is that education is assumed to be the result of an institutional process managed by the educator.

      Teacher, Sage on the Stage.

    9. The free-school movement
    10. Technology provides man with discretionary time he can fill either with making or with doing.

      Making vs. Doing seems like a false dichotomy here.

    11. Schools are based upon the equally spurious hypothesis that learning is the result of curricular teaching.

      I suspect this is his main thesis and argument.

    1. ivic engagement projects

      My wife just wrote about this for our local newspaper (as part of a partnership between our writing project and the local paper to raise teacher voices in public).

    2. your academic skills are being strengthened by the project.

    3. ust one lonely hand went up

    4. Elizabeth rarely gave stu-dents explicit guidance, but she didn’t remain silent either, instead re-peatedly tossing questions and challenges back to them.

      Just noting this important insight ...

    5. www.youtube.com/watch?v=7-lUrM-rmIE

      The beauty of annotation is that we can embed videos right here https://www.youtube.com/watch?v=7-lUrM-rmIE

    6. students had discovered that a bill was under consideration in the Illinois State House of Representatives to end the automatic transfer from juvenile to adult courts. Now the kids were highly focused: How could they lobby legislators to pass the bill?

      Did teacher alert kids? Or were kids alert enough now to be following the news? Wondering about places where teachers intervene and where students take charge ....

    7. Which led to Elizabeth’s next question: “So how should we deal with the difference? How could we arrive at a consensus?”

      From a teaching perspective, this pivot point -- the question posed after the discussion -- is most important, and knowing when that moment is and what to ask is critical (and takes time and mistakes, perhaps)

    8. Steven Zemelman

      I interviewed Steve about his book at Middleweb

      Read When Student Inquiry Becomes Student Action

  4. Apr 2018
    1. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting

      Another connection to Connected Learning: production-centered. You do it to learn it.

    2. School teaches us that instruction produces learning.

      True.

    3. The school system today performs the threefold function common to powerful churches throughout history. It is simultaneously the repository of society's myth, the institutionalization of that myth's contradictions, and the locus of the ritual which reproduces and veils the disparities between myth and reality.

      Interesting ...

    4. Masters and students gathered to read the texts of other masters, now long dead, and the living words of the dead masters gave new perspective to the fallacies of the present day. The university was then a community of academic quest and endemic unrest

      Here's a connection to Connected Learning ... of being academically orientated and of reaching out to those with knowledge, no matter the geographic distance, to gain more understanding of issues. The mentor element of master/student is still important and maybe thriving more with video conferencing and skyping and even youtube.

    5. A degree always leaves its indelible price tag

      I know he does not mean this literally, but with one kid in college and another on the way, I only see this literally. The cost of college in the US is staggering, and a huge barrier that no politician in the US takes on.

    6. Connected Learning

    7. Schools create jobs for schoolteachers

      Hackles up now ... :) (of course, I have a biased view here, as a teacher)

    8. Pupils have never credited teachers for most of their learning.
    9. idiots

      Wow. Don't see this term anymore (thankfully), and feel startled to see it here.

    10. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, andto work without interference from a teacher.

      Here is probably another connection to Connected Learning -- although I would still argue that a teacher's role is important. But, the "interest-powered" strand -- not the studying for the test -- is what can motivate learners. School has a role (sorry Ivan) but it is balanced with the interest and needs of the learner. And does not need to happen in school.

    11. I shall define "school" as the age-specific, teacher related process requiring full-time attendance at an obligatory curriculum.

      Lots in there ... lots of confined space ...

    12. Matching people according to their interest in a particular title is radically simple.

      But ... but ... can lead to echo chamber effect ... we only hear what we want to hear from people who think like us.

    13. Potential skill teachers are never scarce for long because, on the one hand, demand for a skill grows only with its performance within a community and, on the other, a man exercising a skill could also teach it. But, at present, those using skills which are in demand and do require a human teacher are discouraged from sharing these skills with others. This is done either by teachers who monopolize the licenses or by unions which protect their trade interests. Skill centers which would be judged by customers on their results, and not on the personnel they employ or the process they use, would open unsuspected working opportunities, frequently even for those who are now considered unemployable. Indeed, there is no reason why such skill centers should not be at the work place itself, with the employer and his work force supplying instruction as well as jobs to those who choose to use their educational credits in this way.

      I read this as vocational education? Is that right? I think our society -- here in US -- has devalued vocational training schools (my wife teaches at one), and I wish there was a better balance between the academic high schools and the vocational/tech high schools. And I wish there was more overlap between the two. Everyone needs more skills-based hands-on learning experiences (see: Maker Movement) and everyone needs challenging academic explorations.

    14. IVAN ILLICH
    15. There is currently a proposal on record which seems at first to make a great deal of sense. It has been prepared by Christopher Jencks of the Center for the Study of Public Policy and is sponsored by the Office of Economic Opportunity. It proposes to put educational "entitlements" or tuition grants into the hands of parents and students for expenditure in the schools of their choice.

      Early Betsy DeVos? I have found that School Choice here in my region happens at the detriment of the public schools, since money follows kids, leaving the urban schools struggling even more to keep up as white families move their kids to Charter Schools.

    16. Most learning happens casually, and even most intentional learning is not the result of programmed instruction.

      I wonder how the digital age has either enforced or altered this statement. Are kids learning more others in social networks and platforms? Places where teachers are not?

    17. A second major illusion on which the school system rests is that most learning is the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school

    18. In the United States it would take eighty billion dollars per year to provide what educators regard as equal treatment for all in grammar and high school.

      I wonder what this would be today?

    19. It is probably most intensely felt in U.S. cities. Nowhere else is poverty treated at greater cost. Nowhere else does the treatment of poverty produce so much dependence, anger, frustration, and further demands.

      I suspect this is still true today -- 40 years or so after this was written. That's depressing.

    1. These valuable experiences provided students withcritical skills and strategies to participate in civic and political dialogue paving the way for meaningful and productiveparticipation in the digital age.

      I'd be curious to know how the Youth Voices kids do as they go to college and beyond public school. Have they used those skills for activism, for further connections, for jobs? Another research project for another time ...

    2. youth may either minimize or withdraw their participation from online dialogue because of fears ofnegativity and conflict.

      Can we add privacy violations and data scraping to the list of why young people might be wary?

    3. posting reflections was more fitting than posting a final five-paragraph essay.

      And more authentic, too, I suspect.

    4. Youth Voices
    5. Whereas low-income youth are more likely to learn or practice basic skillscausing what Schradie called “the digital production gap.

      And testing. Lots and lots of testing. All year. That's too often how computer labs are utilized in many struggling districts -- to gather achievement data instead of teaching skills for communication. This was true years ago and still rings true today in too many schools.

    6. 2005

      13 years ago. Not sure this holds up.

    7. a significant number of respondentsrecommended withdrawing from the conversation rather than working toward productive dialogue.

      This is not a surprising finding, and yet, it's disheartening. I wonder if this is still true, two years later -- after the election that has divided the US. And do we want more withdrawal (giving us time to think and ponder our reaction to something) or less (engaging, but maybe engaging with diatribe)? This is all the heart of discussions about how we engage in discussions. I'm not sure of the answer ...

    8. echo chambers

    9. filter bubbles

    10. online dialogue can take place anytime, anywhere

      Including the margins ...

    11. Internet-fueled communication

      I'm looking at the date of this article --June 2016 -- and thinking, this term here seems almost quaint now, doesn't it? All of this has now been ramped to the extreme -- the flow of communication, good and ill -- has taken over our ability to curate and make sense of things.

    12. Dialogue

    1. (6&! T%0*%0! S

      More here Paulo Freire

    2. !"$!B%&B&202!$&!B($!0'()4$*&#46!\0#$*$60:0#$2\!&%!$(*$*&#!;%4#$2!*#$&!$.0!.4#'2!&<!B4%0#$2!4#'!2$('0#$2!<&%!0+B0#'*$(%0!*#!$.0!2).&&62!&<!$.0*%!).&*)0K!7().!*#'*J*'(46!0#$*$60:0#$2!)&(6'!*#'00'!50!4#!*:B&%$4#$!2$0B!*#!$.0!%*;.$!'*%0)$*&#K

      Early Betsy DeVoss? I have found that School Choice here in my region happens at the detriment of the public schools, since money follows kids, leaving the urban schools struggling even more to keep up as white families move their kids to Charter Schools.

    3. 1&2$!604%#*#;!.4BB0#2!)42(466/O!4#'!0J0#!:&2$!*#$0#$*&#46!604%#*#;!*2!#&$!$.0!%02(6$!&<!B%&;%4::0'!*#2$%()$*&#

      I wonder how the digital age has either enforced or altered this statement. Are kids learning more others in social networks and platforms? Places where teachers are not?

    4. !20)&#'!:4Z&%!*66(2*&#!&#!I.*).!$.0!2).&&6!2/2$0:!%02$2!*2!$.4$!:&2$!604%#*#;!*2!$.0!%02(6$!&<!$04).*#;K

    5. "#!$.0!L#*$0'!7$4$02!*$!I&(6'!$4S0!0*;.$/!5*66*&#!'&664%2!B0%!/04%!$&!B%&J*'0!I.4$!0'()4$&%2!%0;4%'!42!0P(46!$%04$:0#$!<&%!466!*#!;%4::4%!4#'!.*;.!2).&&6K!

      I wonder what this would be today?

    6. $!*2!B%&5456/!:&2$!*#$0#206/!<06$!*#!LK7K!)*$*02K!]&I.0%0!0620!*2!B&J0%$/!$%04$0'!4$!;%04$0%!)&2

      I suspect this is still true today -- 40 years or so after this was written. That's depressing.

  5. Mar 2018
    1. we call on English educa-tors, regardless of racial and ethnic backgrounds, to examine, critique, and interrupt the grave injustices that are routinely committed against Black youth.

      Their call to action ...

    2. (1) tools to heal: acknowledging that the wound exists and identifying its culprit, and (2) tools to transform: responding to the wound using a tool that works to transform the conditions that led to the wound

      Heal and Transform. Important and powerful.

    3. Black Twitter is a counterspace created by Black Twitter users within the Twitter social network that represents Black perspectives and provides a platform where Black users can control their images, produce counternarratives, express their opinions, voice their concerns, and locate more reliable news and information about the Black community.
    4. These distorted patterns of portrayals not only influence the public’s understandings and attitudes toward Black youth, but also on how these youth view themselves and their communities.

      I'm thinking of how Mueller's team accuses Russian operatives of using social media to stoke divisions in our country right along these lines -- the race divisions were already there but the operatives knew how magnifying these divisions on Facebook and Twitter through groups and fake protests and false news stories would further divide us. This does not let us off the hook. It does show the power of social media on many people's lives, however.

    5. It was rare to find media outlets that used photos of Brown with his family members or wearing a cap and gown from his high school graduation.

      Totally agree. The gangster narrative was an easy fit for the news media, and became a shallow tale of the victim, not the bigger story of the boy.

    6. Many of the headlines in the media described the killers as “quiet,” “smart,” “nice,” and “typical American Boy[s].” By contrast, Black people—suspects or not—are often not given these same considerations.

      Thinking of Parkland. Not sure if these general descriptions here hold true for that high school killer, who has regularly been described in media accounts as troubled, deranged, psychotic, sick, etc. Is the narrative changing?

    7. mainstream media

      Interesting that Trump and others on the Far Right are also attacking the Mainstream Media. Here, we have the attack from the Left. I'm not here to defend Media itself, as it can be biased and it can make mistakes, but as a former journalist, I wonder about the attacks on the center from the sides. And CNN fired Harry Houck for some of the very reasons this article addresses. https://www.mediamatters.org/blog/2018/02/23/harry-houck-who-used-cnn-position-push-racist-tropes-and-defend-police-brutality-out-network/219491 I guess my concern is that the broad brush of Mainstream Media is not all that helpful to me in my understanding. Reading on ...

    8. The Fire This Time
    9. mainstream media

      Via Wikipedia:

      The term is often used for large news conglomerates, including newspapers and broadcast media, that underwent successive mergers in many countries. The concentration of media ownership has raised concerns of a homogenization of viewpoints presented to news consumers. Consequently, the term mainstream media has been widely used in conversation and the blogosphere, often in oppositional, pejorative, or dismissive senses, in discussion of the mass media and media bias.

  6. Feb 2018
    1. loaded term

      Yep.

    2. If we had social media and rules for operating on platforms made by black women instead of bros, what might these platforms look like?

      Great question and thought experiment .... I wonder that, too. As a white male, though, I would have trouble thinking through that experiment, since my observations would be my own bias.

    3. Facebook understands the notion of a protected class on their platform

      Facebook? Or Facebook's algorithms? Or is there a difference?

    4. we gobbled up the narrative they were peddling

      And yet, we're not naive, I don't think. I think we're hopeful. (or is that just being naive with a bow tie on?).

    5. Polarization is by design, for profit.

      See Russian Interference for how this plays out on the geopolitical arena

    6. Howard Zinn

    1. The emphasis educators place on knowledge and analyticreasoning in non–politically charged contexts is not misplaced, but this focusis insufficient if we are to fully prepare youth for democratic participation inan increasingly partisan age.

      Perhaps we already knew this ... but the study here confirms that need for expansion of critical media studies in all classrooms ...

    2. On their own, the dynamics associated with knowledge are not neces-sarily problematic. Knowledge may enable youth to better align their beliefswith their judgments. However, from the standpoint of preparing studentsfor political deliberation, political knowledge is insufficient

      Balance ...

    3. When individuals accept misinformation usedto support policy arguments or even worse, when they choose to trumpetthat misinformation to justify their position on an issue, they may welllead others who are not aware that the information is inaccurate to adopta position they would not otherwise hold.

      This might as well be at the heart of the Russian Interference Doctrine for the United States Election ... pay for information push on Facebook, and understand that users will freely distribute misinformation to their friends and family, who will then push the misinformation further and further ...

    4. the misinformed are confident that they are correct, resist factually correctinformation, and use their misinformation to form their policy preferences

      Yep. We want to believe what we already know.

    5. 2011

      Of course, that seems a lifetime ago. Seven years in the social media might as well be a few generations.

    6. outh Participatory Politics
    7. aniel Patrick Moynihan
    8. widespread use and circulation of misinforma-tion

      So, thank you Facebook and Twitter and YouTube for doing your part ...

      See: 'Fiction is Outperforming Reality': How YouTube's Algorithm Distorts Truth via The Guardian on the role of algorithms ...

    9. We found that political knowledge did not improve judg-ments of accuracy but that media literacy education did.

      This is the message we all need to keep shouting, loud and clear and with consistency. And we need to it together, teachers and librarians (media specialists) and technology integrationists and parents.

  7. Jan 2018
    1. rtists have alwaysexperimented with emerging media, reflecting on and complicating the relationships between culture andtechnology, and will certainly continue to do so.

      I think the answer is, the movement is still in its infancy stage, right?

    2. The inherently ephemeral nature of much New Media art, as well as its often unfamiliar aesthetics and technologies,posed a challenge to gallerists and collectors

      And to us, those who make digital art. How do we curate it? Save it? Make sure the platforms we build with don't disappear and take our art with it? Still figuring this out ... or trying to.

    3. Douglas Davis' World's First CoaborativeSentence1994, a Web site where visitors could add to an endless string of words

      This sentence still exists! Cool. And you can add to it, still. Coolx2.

      Overview: https://whitney.org/Exhibitions/Artport/DouglasDavis

      The Sentence: http://artport.whitney.org/collection/DouglasDavis/live/Sentence/sentence1.html

      How to add to it: Description

      "The Sentence has no end. Sometimes I think it had no beginning. Now I salute its authors, which means all of us. You have made a wild, precious, awful, delicious, lovable, tragic, vulgar, fearsome, divine thing." —Douglas Davis, 2000

    4. Amazon.com, a startup bookseller

      ha! start-up. Ha.

    5. Cory Arcangel'sSuper Mario Clouds,

      https://www.youtube.com/watch?v=fCmAD0TwGcQ Wow. Just the clouds. This reminds me a bit of the Garfield comic remix, where the text is taken out and the images tell a different story ....

    6. In New Media art, appropriation has become so common that it is almost taken for granted. New mediatechnologies such as the Web and filesharing networks gave artists easy access to found images, sounds, texts, andother media. This hyperabundance of source material, combined with the ubiquitous "copy" and "paste" features ofcomputer software, further eroded the notion that creating something from scratch is better than borrowing it.

      Great quote and still true today? I think so. Maybe. Remix culture ...

    7. Velvet Strike by AnneMarie Schleiner
    8. Natalie Bookchin's The Intruder

      Check out the media piece, via Vimeo

      https://vimeo.com/30022802

    9. All an artist needed to make Net art, besides ideasand technical skills, was a computer even an old one would do, a modem, and an Internet connection

    10. But New Media art is not defined by the technologies discussed here; on thecontrary, by deploying these technologies for critical or experimental purposes, New Media artists redefine them asart media.

      So, it's the art created, not the tool that creates the art. This seems important to me, even today.

    11. we use the term New Media art to describeprojects that make use of emerging media technologies and are concerned with the cultural, political, and aestheticpossibilities of these tools.

      Good way to define the possibilities ...

    12. 1994

      Huh. U2 won Grammy for Alt Music in 1994 for Zooropa, which we (my friends, and I) all thought was an odd album because it sought to be inspired by technology and the emerging digital world.

      https://www.youtube.com/watch?v=JkNov5CSKQY

    13. t could also be an art medium

      I often wonder, what is the tipping point in new technology, the point where someone says, hey -- this can become art if only we do ... this. It's probably something we only realize later.

    1. Sometimes
    2. Some time back, I was writing about how one might use digital annotation to a text with media only, no words. How would this work? Would it allow the reader to be more strongly connected to the text? What would be lost without words? Gained, with video and audio and media? I still am not sure, but this experiment with this wonderful poem by Mark Irwin allowed me to closely read his text, and use the margins for adding media. I used keywords both from his text itself and my reactions to the text. I don't know if it works for you, reader, but it worked for me. You are invited to annotate, too. --Kevin

    3. remember
    4. ghost ruining the sky
    5. child
    6. pages into the fire
    7. tilt the paper
    8. letters
    9. listen
    10. blindfolded
    11. emotions
    12. space
    13. white paper
    14. pencil
    15. sit in the sun
    16. notebook with water
    17. crumple the paper
    1. They restored to me my patrimony as well as their own, and ours.

      I'd love to know more about her insight here ... I suspect she refers to her "inheritance" of ideals from the Founding Fathers.

    2. equality

      Well, the ideas of equality but perhaps not the reality of equality, right? Words are all good, but it is only when those in power use those words to create equity and access and openness that it means anything. See above: power corrupts.

    3. I could use it to teach history, writing, or political philosophy.

      This is the beauty of the perfect text -- it crosses all sorts of boundaries and opens the floor for all sorts of discussion ...

    4. Declaration of Independence

      Yeah .. this is irreverent ... a diversion ... https://www.youtube.com/watch?v=DcoVWSpJFG4

    5. To this day, I have no idea what flipped the switch.

      She won't say it, but I'll say it: Maybe it was your teaching, your compassion, your guidance, your listening, your small points of inflection and reflection. Maybe, likely, it was you, Danielle.

    6. It Never Entered My Mind

      This deserves a soundtrack ... https://www.youtube.com/watch?v=u37lgz7b3lQ

    7. power corrupts
    8. inherit heaven’s graces

      SparkNOTES: examination of the quote from the piece ...

      People such as this, the speaker says, inherit “heaven’s graces” and protect the riches of nature from expenditure. They are “the lords and owners of their faces,” completely in control of themselves, and others can only hope to steward a part of their “excellence.”

    9. My day students wanted to know what it meant for Antigone, as a woman, to stand up for herself in the male-dominated world of ancient Greece. My night students wanted to know whether Antigone’s cour-age was something they could learn from to stand up for themselves, for instance, with their bosses.

      This back and forth -- a duet of stories -- is already an intriguing frame to look at how our classrooms can be in sync with others, and not. I'm noticing the importance of life experience, perhaps, more than age of students. Perhaps I am wrong. Perhaps it is both, and neither.

    10. In both circles, we were making worlds: naming life’s constitutive events, clarifying our principles, and testing against one another’s wits our accounts of what was happening around us.

      We learn

      by naming worlds

      by navigating the interior

      and dancing along the longitude lines

      of faint sparks of

      what we don't quite yet know

      but sense.

      (a little line lifting poetry for the annotation)

    11. pulsed with energy

    1. Welcome to the margins of my piece about the margins. I hope you will use this invitation to "mark up" the digital text, play around, experiment, tinker and connect with each other. I'll be here, too.

    2. Marginal Syllabus

      Remi, of Marginal Syllabus, often talks about the intentionality behind this name -- of both using the margins of the text to write and think and connect, and of the group's efforts to raise important but often marginalized issues -- like social justice and equity -- in its work around annotation.

    3. Crowd Annotation

      This term just means a bunch of people, coming together to write in the margins. I invite you to do so here, with this piece, as an experiment with the Hypothesis tool.

    1. If ‘taking pause’ resonates with you, please record a short audio clip and send it my way by December 30th

      Oops

    2. the dogs for a good walk

  8. Dec 2017
    1. transform it into something new

    2. stay engaged

      Yes. Let's stay engaged. How much "research" gets read (maybe) and put on a shelf (probably) and that's the end of the line. Staying engaged means the search is almost never done, always in process, always in progress. https://www.youtube.com/watch?v=T8o2oqnUbxg

    3. Why is it that our participants are not authors when they have authored the ideas that have transformed my thoughts, ideas and words?

      Great question and insight -- hinting at the slowly-dissolving lines between writer and reader, and that in-between space. https://www.youtube.com/watch?v=Iygsz2AoOmI

    4. In Mastodon, during seven months of site use, we noticed prose, poetry and creative remixes emerging, small acts of monologue, provocation and invocation led to rich dialogue.

      yeah!

    5. federated model

      Trying to find a good visual of what federated space means ... or or

    6. adjacent possible

      He does love that term ... and it captures so much.

    7. As a result, we find ourselves feeling our way along and challenging our own assumptions about research.

      This is a good thing. It might not jive well with any traditional research elements (and I have no idea if any of you are doing this for some formal project) but this seems to be more authentic than most research projects, for this very idea that you all don't really know where the threads are taking you. Yet. And you have confidence it will emerge.I wonder if collaborating with others (as opposed to being a solo researcher) will make this easier or more difficult.

    8. something similar, something important yet hard to define, is happening within them both

      When you first mentioned that you all were looking at both #smallstories and YWP, my first reaction was: Huh. On surface, they seem to be different kinds of spaces. So I am curious to learn more about where the intersections are, and how we might view "the nature of writing and introspection" as one of the bridges.

    9. small, open spaces

    10. Mastodon

    11. moving

    12. Quicksilver

    1. sancocho
    2. museums
    3. city
    4. Becoming the kind of teacher I wanted to become meant banging my head against the wall

    5. Over the years students taught me that teaching language arts doesn’t mean diving into data to locate the discrete reading or writing skills a student needs to learn, and it doesn’t mean looking at the sea of students and neatly matching novels to their race or heritage, nor does it mean creating a mathematical formula to represent the diversity in the room.

    6. At the end of the read-around, I tell students to write the “collective text” from the class.

      I mentioned at the end of the video with Linda that this metaphor of the collective story now extends beyond her text, as we are writing (with her ) in the margins. We are creating our own collective text with her students' text as the inspiration. This one of the many powerful aspects of digital annotations. We each add another branch to the story tree.

    7. But as teachers, we have more academic space than we inhabit. We can choose to push back against the disadvantaged narratives and mandates that continue to lurk in our schools and society and instead build a curriculum that puts students’ lives at the center

    8. I still hadn’t created classrooms that matched the classroom in my imagination, where students read, argued, and wrote passionately.

      I am reminded of the blog post I read of Dana Huff, who reflected on her realization of lack of texts around LGBT issues, and her struggle to find that right balance.

      Read Dana's piece: http://www.huffenglish.com/slice-of-life-writing-a-rationale/

      In a comment back to my comment to her, Dana wrote:

      ... there are circumstances that have arisen in my community that have given me pause and shocked me out of my complacency.

      This is what connected her text to this text ....

    9. They rebelled. They hated the class. They didn’t come or they acted up when they attended. They didn’t do the work.

      The fact that Linda noticed this, and then used this for her reflective act of change, says a lot. Perhaps too many of us see this kind of shut-down, and blame the students, not ourselves.

  9. Nov 2017
    1. Sing my fair Love

      Yes, truly,

      sing

      let the songs

      be sung

      let your melody

      weave this with me

      into harmony

      yes, love, sing

      https://www.youtube.com/watch?v=-w2UOoF87ps

    2. Bird, prune thy wing, nightingale, sing,

      let your voice be heard

      even if only notations

      on the page,

      for out in the world

      there are the sounds

      of chaos,

      and your voice is the balance

      of clarity

      I long for

    3. With night we banish sorrow

      for within the stars

      there lies

      hope, falling

      into our atmosphere

    4. some annotation via #gratefulpoems inspired by Tellio

    1. need to note

      I am partial

      marks on

      this page

      Note the ways

      I've lingered under

      your eraser marks

      I am but shadows

      of my stories

      Poems where words

      may yet sleep.

    2. we open our baskets

      reach in

      indeed

      find the things

      we no longer

      need

    1. what is it you plan to do with your one wild and precious life

      no poem

      written in the morning

      darkness

      is enough to answer

      the kind of question

      destined to haunt me

      for days

    2. Now she snaps her wings open, and floats away.

      She waits

      for the wind

      with patience

      and breath

      while I worry

      the wind

      will never arrive

    1. the trees have their heads on the blue sky

      What do they

      think about

      when their leaves kiss the sun

      and fall to this earth

      one final time?

      Do they imagine

      the rebirth

      of another year?

    2. invisible wind

      I am here

      eyes closed

      feeling the way time

      moves

      but unable

      to write it

    1. young

      and we remember

      the joy of

      her laughter

    2. paint a thank-you on my palm

      She runs her fingers

      down the spine

      of my hand

      drawing a map

      of where I might go

      as opposed to

      where I have been

    3. All this is God

      for what is belief

      but the possibility

      of change, of hope

      of peace

      and whether your god

      arrives in some other's form

      does it really matter?

    4. the outcry from the kettle

      steam

      calls me

      to the kitchen

      my wife gone

      missing

      only for a

      moment

    5. There is joyin all

      Joy

      fills this space

      forgotten thoughts

      lost

      in-between

      these paper walls

      are full of

      cracks, in which we weave

      our way

      back

      https://www.youtube.com/watch?v=Sau_MIJfZpI

    6. Tellio has us thinking of poetic gratitude, by annotating poems, and inviting others in. You are invited. In.

    1. music flared

      Music flares

      She cares

      too much

      of that one single note,

      shouted off key by

      the kid on the saxophone,

      while I reveled in

      the ambush of the off-kiltering

      melody

    2. You've seen the refugees going nowhere

      Where will they go ...

      these wandering

      spirits

      of our conscience ...

      and who will hold them

      when the edge of the world

      appears?

    3. Remember June's long days

      the way

      the rains

      arrived,

      a bluster

      of drops

      and then ...

      gone,

      washed into

      summer's coming

      days

    1. I would add that the capacity for a single user to play multiple roles would open up the game

      And if you had multiple players overlapping with characters, what would that lead to, I wonder? An interesting conundrum of how to use fixed points for a game of moving parts.

    2. I wanted to capture some of the playful, collegial spirit of a tabletop game and require students to share the process of creating moves rather than just the products.

      Reflective stance and writing and sharing is no doubt the most important way to make the learning of this kind of project visible -- teaching them how to step back from the playful nature to recognize what is really happening.

    3. to capture the voice of the role in writing

      I can see this as important here - for a player to be immersed in the character and the writing in order to be an authentic part of the game experience. Sort of like method acting...

    4. you readers

      Saying hi to you.

    5. role-playing game (RPG)

      Neat. Following links here to there, and back again.