A tool worth looking at.

Little Red is not dear in the 2015 version of Little Red Riding Hood published by Parragon Books. Dear is replaced by sweet, in Jessica Gunderson's 2015 version of the German version. Red is little in the False Grandmother (same edition's version of an Italian tale considered another version of Little Red Riding Hood. In the Taiwanese telling (Grandaunt Tiger) from the same edition, Little Red is neither dear, sweet, nor little, rather a daughter and a sister. How do these different terms imply different gendered positions for girls? What can we learn from the distinction between being referred to as dear, sweet, little versus a sister or a daughter?

great resources for end of the day in a classroom. use this in my web article about end of day.

Who is this?

This is crucial. This is a right and would completely inhibit administrators from being able to refuse or would at least force them to think about it before they refused service.

What is educational need in Texas? How do we separate that from other kinds of needs?

Who has access to these support services in the school? Are students with SPED services precluded from access to these services?

Who are these people at Maplewood?

Who are the hearing officers? How are they selected and who are they accountable to?

Nothing here about length or layout which can make these documents difficult to navigate.

So why did Baden invent teenagers here? How did he do it?

What do you think when you hear the word teenager? What do you think the author means when he states, "Teenagers didn't always exist. They had to be invented."? Why would someone "invent" the category teenager? How?

Do a google image search for teenager. What comes up? What do you see? What do you think? What do you wonder? Who's missing? What's missing? What dominates? What are the consequences? Who/what is invested in these "images" of teenagers? How does this article parallel and challenge these images?

If you were going to learn more about one of these movements, which one would it be? What search terms would you use? List them.

Surprises that came from blogging. I'm often heartened by the things that happen when I open my classroom up to the "non-academic" or "less-academic" side of life.

This is the kind of writing my students did in class before they prepared inquiry statements. They spent time writing about their passions, interests, and expertises. As we layered on educational technology and their certificate area, these lead to questions.

This I love. Who is the audience for pre-service undergrad teachers and youth local, multimodal history? How might my pre-service teachers learn about history making and teach it simultaneously via a disciplinary literacy curriculum they enact with elementary school aged youth?

I think about this when I ponder a project that trickles down into our school university partnership and engages both SEU interns and youth in collaborative siting or creation of a relevant archive. I've thought about mapping the neighborhood and its local issues and histories through youth lenses using google field trip, but I want to be sure that what's logged is of use. How can I anticipate use? Who would its audience be beyond local residents and tourists? Who uses google field trip in south austin past 71 and if so, why and how?

What does this look like in my field?

• An archive of literacy narratives at OSU
• DML hub
• http://www.digitalpedagogylab.com/hybridped/
• I wonder what a virtual field practicum like this one at USC's MSW would look like at SEU*
• Early Career Educator Blogs like this one
• Valerie Kinloch's work at CC Digital Press

There are some folks of this generation he refers to, eschewing this way of "inhabiting the present." Really makes you wonder if he did inhabit the present much earlier looking for somewhere to eat if he entertained many places, ran out of a time, and had to make his own sandwich). Where is he, actually?

Maybe worth purchasing for summer practice.

ADS Sped instructor was using this for our daughter last year and seemed to think it worked well.

Focused on one approach for a particular variety of dyscalculia or underlying cause?

Curriculum List

Seems limited in approach.

I'm going to email her about this. I did find this site, but the link to Number Race (a software remediation) is broken.

BUT do they work? In an odd way, I don't like this dismissal of this work working for kids with all sorts of math difficulties given the gap it seems to be making for future curriculum target marketing. So many curricula support learners with multiple needs. This is hardly a reason to discredit or at the very least dismiss or passover these curricula. Wish they were named here?!

What's this? Because we've done all the rest. Speaks to the limitations of this entry here.

Reading this I would bet a million bucks that these are all in play with Sadie, so....discredited based on one case? :0

I think we are in this camp with our daughter given her facility with communication about ANYTHING else in any other mode.

Not THIS piece, but another if you want to annotate it together

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I'm going to hunt this one down asap. It's older than I would think work on this would be given the 30 year point made earlier re: dyslexia.

I'm not sure how I feel about this given our limited capabilities to "rule all other factors out."

I'm guessing teachers might see this one, but I can't imagine that's the case given all the strength in all other life domains and the multiple ways in which math instruction has been approached for Sadie [my daughter] from an early age (e.g.,home, school, concrete, abstract, algorithmic, wrote memorization and practice, etc.). This also gets complicated given the prevalence of all these other "reasons" in the popular discourse as opposed to the more nascent suggestion (construction) of dyscalculia.

I followed this link to her page and learned that she writes a good deal and has some fantastic references she draws on and that you might draw on in this project. Follow articles with tags on the home page of her noodle and scroll down to sources for more (if you're looking).

What are you learning about this organization? Who are their investors? Who owns the data collected from these wearables?

Here it comes, the plug for algorithmic love or at least the comparison to arranged marriage. Are the services akin to parent arrangements?

Gets me thinking he's going to debunk traditional love narratives. I'm going to think of some I know and anticipate that he'll knock them off one by one. He starts with the arranged marriage. I'm guessing high school sweet hearts will be next and at some point, one marriage or monogamy might be up for revision too.

Seeing the disciplinary possibilities of parallel readings to this (to go deeper) and recalling the book "starter marriage" that I ironically read right after I got engaged. While the term wasn't the same, the book echoed this article as it traced a contemporary marital phenomenon that marked a generation legally, psych-emotionally, financially, etc.. Searching for starter marriage I came across this huff post starter marriage blog LIST! Seems the phenomenon isn't over.

This number seems staggeringly low compared to my experience with friends. Really? I may look this stat up or find out where it comes from.

Aziz is doing research?! I'm visualizing him doing a focus group interview

This surprises me. Sounds like Aziz is skeptical of "natural" love. Will he be making an argument for algorithmic match-making?

Which one seems the clearest to you? Which one seems the most challenging? Why?

What experience do you have with them? What do you think of them?

How does our class statement of inquiry assignment include, neglect or extend these components?

What might you accomplish independently, and responsibly? What might require evaluation along the way? How might peers evaluate your work? How might the professor?

I think this is interesting because it brings meaning to personal learning, while helping build knowledge in a collective. I wonder how different individuals help shape a collective understanding, and even shift its directions because of the questions they raise or the diverse experiences and background knowledge they have to offer.

I can feel your excitement here, but think you might convey that with an exclamation point in lieu of all caps. All caps seems REALLY LOUD :)

Long term plans convey your seriousness and vision for yourself.

If you can, you might share some of your pre-ed work experience. This often conveys seriousness and valuable experience coming into the classroom.

big audience! may shape the tags you use to categorize posts as they accumulate. maybe some are more for some folks than others?

You have had a lot of experience for a sophomore! For all the different age groups you've worked in and block experiences under your belt you might share a focused detail about each one or link to the schools where you've interned to give more depth to these "references."

This connection to your mother is instant credibility! You might list some of the ways you helped her out here (perhaps err on the unexpected or concrete side of things to keep our attention) to make this story stick and begin to establish your authority from a very young age.

This is a great start. I hear your hopes, your credibility and authority (long past and present line of ELA eds), and your love (quote). Be sure to use the visual affordances of the webtext and consider hyperlinking, even if it's to your favorite author's open online collection or your goodreads feed (just a shot in the dark, but brainstorming here with you).

I love your story and want you to continue to sharpen it. I think it speaks volumes. Explaining what you felt in this moment, what appealed to you, how it shaped your vision might take this story one step closer to really helping your reader get a sense of your motivations from this moment.

Clear, long-term, multi-tiered goals demonstrate your level of focus, intensity, and vision for yourself.

This detail conveys your seriousness as a student and your marketability in a city full of bilingual folks.

I like this mention of your home alongside a pic of yourself in Chicago (for those who recognize the bean :) ). Inserting a caption or referencing this juxtaposition might clarify the selection for outside audiences. They seem to convey your love for cities and your movement beyond Austin.

Show this a bit more, if you keep it here. I feel like there is a one sentence story possible (see Ruben's page for an example)

Worth another sentence, I think, to establish your cultural connection.

These images and this caption speak volumes about experience you are getting in the field. They go above and beyond the about page assignment.

I get a sense of your purpose. I wonder if you might define your audience just a bit more, for your writerly sake :)

I have an instant image of this routine in my mind. This is such a quick story and it contributes to your credibility and authority as a physical educator. You've got to display your lifelong learning and identity as a physically active person and you're doing it, concretely and credibly.

I love the pics and the captions help us understand their connection to the messages above and how they take use even closer to you. I am wondering about their placement on the page. Is there a way to break up the text or move beyond the centered alignment for the whole page? It feels awkward.

Obligatory dog pic, please!

Immediate credibility and a rationale for sharing this in relation to your future as an educator. Well-stated.

This gives me a feel for the casual tone you're working to strike, but I'm wondering if given the initial clause about letting us in on a secret, you might end the sentence with a ... for drama instead and to fend off some of the more conservative audience members who might judge you for using emoticons as a teacher (I don't, but have their imaginary lenses on my shoulder as I read).

I love the pallette of the whitewashed fence and your image below. They're aligned, so to speak. That being said, the mint green of the title of the page gets a little lost. I wonder if you might bump it up and provide a bit more contrast.

I appreciate that you're speaking to me as an audience. This is also giving me a sense of how you will use this site right now (purpose), to check in and consider the road to your first position as you move through the st. ed's program.

Unexpected fun fact is concrete, credible, and story-like.

Sounds like a real inspiration. I wonder if you might quote her? I am also looking at this and wondering about balance. How can we fit you and your strengths back into this page before we leave it, as readers? Is there a way to bring us back to you through a moment mentioning the image or the metaphor it might illustrate, experience it conveys about you and who you are as an educator? (just brainstorming)

Having a multi-tiered, detailed plan really establishes your credibility as a serious student of special education.

I agree with Brooke and Christen that you've got a nice framework here to develop. The picture tells a story, invites us into your family (I'm guessing, but a caption would clarify that) and your final line referencing your role in the family helps us learn about this familial role and the connection you see between it and your future as an educator. Now it's time to take things to the next level and share some of those specifics like your certificate level, perhaps an inspiration, a mentor, a quote, something about what you hope this site might do for your future students or their families. All these potential details will establish your credibility and begin to convey your authority.

Nice to see youth reaching out, BUT thinking his views are explicitly stated all over the site. Strange question to ask. Must be part of the assignment, to reach out. It's recent.

I liked hearing his voice here. Sounds like someone who's easy to relate to and available. Also shows he's "contact-able" through the site (in 2010).

After such a list, thinking a few hyperlinks might have enhanced the webtext, BUT that's also another area of the site to "maintain" and he's writing often, so...probably a wise authorial choice.

Internationally renowned context for public speaking listed first.

Lots of recent honors (past 2-3 years).

LOTS of popular, widely circulating blogs and online news sites listed here.

Invited service on a board

Communication line established. One sign of a credible site, according to the University of Maryland Libraries' criteria for establishing web site credibility

Lots of education related and enhancing identities here, e.g., parenting, web design (ed tech!), social action, etc.. He establishes a lot of authority in and beyond the classroom.

Clear, to the point, no frills, no fear.

I think this might be what he's referring to. Seems things haven't been going so well for recruitment or retention.

I think Sarigianides, Petrone, Lewis and ultimately Nancy Lesko's work on the constructedness of youth and all the adult investments in maintaining particular positions for youth deepen the conversation about WHY this happens and continues to happen throughout history.

I think there are rational concerns over PEOPLE (not just kids, although Louis CK focuses on kids here) interacting away from face to face interactions.

What experiences do you have with formal digital citizenship curriculum? Informal? A long time ago, one of my roommates wrote me a long, angry, distressing email. This was before people (or I) checked email multiple times a day (2000). I went home, hung out, returned to work, and went home and hung out and returned to work before I read the email. To this day, I remember the feeling I had reading that email at work, knowing my roommate had been around me with full knowledge that the email was out circulating in cyberspace. To this day, I remember thinking emails of that sort were for cowards and people fearful of face to face social interactions. I'm not sure if this is the same today, but I believe the concerns over how people treat each other on the Internet and the importance of keeping the PERSON you are communicating with in mind remain. I'm not sure my roommate/friend was thinking much about me while drafting that email, even though it was sent to me and would have lasting ramifications on my life and our friendship.

This seems to be the case with any curricular concept.

this picture evokes a lot of emotion and prompts me to think of the digital divide, access, and a globalizing world. I'm wondering if the author wants me to feel sorry for this little kid. I'm wondering if this little kid is a wiz. I wonder if we'll learn anything about this kid beyond this image. If we don't, this feels a bit manipulative to me. Reading on.

Are they both dangerous? I'm curious and wondering about the constraints of defining citizenship. I've already thought a good deal about the problems with the notion of "digital natives." I'm reminded of generation like] and the ways youth are portrayed as natives, but as a result, positioned as un-savvy, duped by the media, slaves to corporate marketing and social network likes.

it's one of those basic human rights, like marriage equality, that become incredible sticking points to move the law.

Summary of this piece is likely here in the start because it's a newspaper article. Looks like it's reporting on this law suit about a transgender student's rights being violated.

Link Text

I was here for a year in its early days

This is where I got my research feet wet and learned about the process of school change from the classroom to school and region administration. It's a sticky process.

Read an abstract here: http://gradworks.umi.com/33/68/3368357.html

I want to understand this analogy, but it's eluding me. I'm reading on in hopes that the next paragraph clears things up for me.

always market interests at play. always.

Readers are often, refreshingly, less territorial as they work with a text. I'm happy to see that Ishiguro didn't lose popularity for genre-busting. He's earned the right at the very least.

Even the opening visual is a genre buster.