This fall, in collaboration with 4T Virtual Conference in Digital Writing and the Michigan Teachers as Researchers Collaborative, we hosted a blog carnival that worked toward building bridges between the K-12 classroom and higher education. Below you’ll find a roundup of posts in this series. We invite you to view these posts as part of a conversations that will continue beyond the boundaries of the carnival. Kicking off the carnival was a collaborative post written by former DRC Graduate Fellow Laura Gonzales and Oak Park High School educators Peter Haun, Katie Locano, and Sarah Weaver. In their post, “Digital Writing…
Author: jrmurray
Two weeks ago, we hosted a Twitter Chat, in concert with our most recent blog carnival, on Digital Writing in K-12 Communities. We were joined by, among others, Literacy Coach Amber White from North Branch Area Schools in Michigan. Last Spring, we interviewed her and other teachers about their work with Digital Learning Day – in this Twitter Chat, she offers more insights on bringing digital composition into the secondary education classroom. If you missed the chat, you can read the storify below. Be sure to check out the rest of our series in the Digital Writing in K-12 Communities…
In conjunction with our Blog Carnival on digital literacy in K-12 classroom, I had the opportunity to chat with Delia DeCourcy, a Literacy Consultant with Oakland Schools and the Associate Director of the Oakland Writing Project in Waterford, Michigan. In October, Delia coordinated the 4T Virtual Conference on digital writing, an online conference that focused on research, pedagogy, and tools for writing in digital spaces in the K-12 classroom. During our talk, Delia discusses the genesis of the 4T Conference and the partnerships that made it possible. She addresses some of the logistical challenges (such as creating interactive sessions) and…
When I joined the English department at a small, private, Catholic high school, I was nervous. My previous experiences had been very different: I’d taught previously as a public school teacher, where I struggled daily, and as an idealist graduate teaching associate in an award-winning freshman writing program. I’d even been selected in graduate school to teach an online section of digital rhetoric and writing. But at the private high school, despite exorbitant tuition, digital tools were suspect and nonexistent. The school’s barely visible BYOD program meant that students used phones, textbooks, iPads, and whatever else to learn how to…