Welcome to Digital Writing

Blogging is an effective way to write digitally; however, it becomes ineffective when procedural and declarative knowledge are not displayed. I chose to redo my introduction video based upon what I’ve learned through my readings and some of the mentor text I viewed. Argument in video is effective when procedural and declarative knowledge form cohesiveness. According to Turner and Hicks (2017), "Commercials and PSAs rely on emotional appeals, ethos and pathos, two of Aristotelian appeals of argument"(pg.86). I re-structured my introduction video so that it appeals to students. I introduced myself, gave background information, and I used an inviting audio that is played in the background throughout my video. Additionally, I included transitions on slides that are meaningful for the topic (Digital Writing).

            Continuing my appeal to students, I made the following claim, “Students have a voice, and they want to be heard.” Hicks (2013) states, “While alphabetic texts, in both print and web-based forms, are still a crucial component of our literacy practices, the degree of our video consumption points to a world in which moving images speak louder than words" (pg.104). We live in a digital world where many people want to be seen and/or heard. Today’s students are accustomed to this immediate attention; therefore, they want their voice heard. Hopefully, my video gets their attention, especially with the question at the end, “Are you ready for your voice to be heard?” My question was meant to peek their interest in learning the procedural and declarative knowledge of digital writing. To teach students and remain transparent, I would use my video as an example for them to analyze and provide feedback. This gives students an opportunity to feel like we (students and teachers) are in this together, and we are all learning about technology, something that is constantly changing.

References 

Hicks, T. (2013) Crafting digital writing: Composing text across media and genres. Portsmouth, NH: Heinemann.

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

The New Wave of Info

Our days are full of information we receive on a constant basis. This information comes to us quickly through different mediums. We live in the microwave generation where everything happens extremely fast. Because of this, educators must be able to gain and maintain students’ attention, while delivering chunks of needed information in an organized manner, allowing the brain to process it. This new wave of fast-past organization has made infographics quite popular as a way of presenting information digitally.

 According to Turner and Hicks (2017), “Infographics are generally considered to be one-sided arguments that discount or ignore other perspectives. They present claims, yet those claims may be implied rather than explicit (pg. 65). An infographic is a great way for students to organize their understanding of a concept/subject and present it as a digital presentation. Of course, accurate information for the graphic isn’t the only thing students need to present their arguments digitally. Hick (2013) states, “Helping students understand how to best use text, images, video, music, and other media to effectively deliver their message is a key component of the speaking and listening skills in Common Core Standards “(pg. 61).

 Providing students with mentor text allows them to see the crafting skills put to practical use. Blogger, Allison Marchetti, uses Learnist as mentor text for her students. Like Pinterest, Learnist organizes teaching tools for teachers. Additionally, Rebekah O’Dell, author and blogger, feels it is important to give students enough mentor text to cover content and form. Infographics are part of our everyday life, so it is imperative for teachers to educate students on how to effectively use and construct them. Image what students could produce if they were exposed to effective teaching and exploration as well as quality mentor text. Infographics are here to stay, so let’s jump on board the infographic train! Please share information and sites you have regarding infographics.

 Reference 

Hicks, T. (2013) Crafting digital writing: Composing text across media and genres. Portsmouth, NH: Heinemann.

 Marchetti, A. (2016). Mentor text Wednesdays: Infographics! Retrieved from https://movingwriters.org/2014/02/26/mentor-text-wednesdays-infographics/.

O’Dell, R. (2016). On teaching a genre you know nothing about (or: an infographic study!).  Retrieved from https://movingwriters.org/2016/03/21/on-teaching-a-genre-you-know-nothing-about-or-an-infographic-study/.

 Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.