iamliterate - 10 Tools to engage writing

Ten Tools to Engage Hesitant (and all) Writers in Writing

Short URL to the keynote presentation - http://db.tt/sXwjSm8N
Printed Handout - http://db.tt/sXwjSm8N
PPT version - http://db.tt/sXwjSm8N


Try using these 10 tools to spice up your writing curriculum and engage hesitant (and all) writers in the process and publishing of their writing.

Presentation Handout
BCTF New and Beginning Teachers Updated -


Why Bother?

Our World has changed - http://www.youtube.com/watch?v=Fnh9q_cQcUE

Do students need to learn the basics before they can explore the advanced?

No - students do need enough background, but that doesn't need to be formal instruction. A musician can play incredible music and be blind, or not know how to read music. They understand some of the basic background but don't have expertise in 'reading' music .

Consider Paul McCartney - http://felsenmusick.blogspot.com/2007/06/why-cant-walrus-read.html

Our students ability has been underestimated (Alan November)

- You will hear that Grade 2 students can't critically evaluate a website. While we may not send Grade 2 students to a Google Search for Beavers, you will find teachers that have Grade 2's access three websites, choose which site is best for their needs and justify their choices. We can have primary students interacting with the internet and learning to critically evaluate it.

- You may also hear that students hands are too small, the mouse is too hard to navigate, all the computers are good for at primary are playing games.
Grade 2 students studying Salmon Life Cycle

To counter that consider this drawing by Grade 2 students.

or this project by Grade 2's studying plants

Why Bother?

Questions that arise are often why bother?
Why bother to spend time learning with technology?
Why bother taking time away from learning PLO's to learn with technology?
Why bother teaching something that is not in a PLO?

The answers are really simple -
1. It is required by the BC Ministry of Education
2. It is required for students to be literate in today's society.


From the 1996 K - 7 ICT IRP, "It is still expected that students will gain
the knowledge, skills, and attitudes described in this document but it is expected that the teaching and learning will be integrated across all other subject areas. Information and communications technology is a tool to support and enhance student learning. The learning outcomes described in this document should be incorporated into all of the learning students are engaged in." http://www.bced.gov.bc.ca/irp/resdocs/itk7.pdf

What is IML? (Information and Media Literacy)

This is currently 'in definition' on Wikipedia; however, our working definition is as follows:

IML is a combination of information literacy and media literacy. The purpose of being information and media literate is to engage in a digital society; one needs to be able to use, understand, inquire, create, communicate and think critically. It is important to have capacity to effectively access, organize, analyze, evaluate, and create messages in a variety of forms. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.

Three documents are attached:
- to provide additional background on IML
- to provide a simple overview
- to provide a simple self assessment or external image msword.png 7 Student Self Assessment.doc

Communication is key to literacy.

Check out this site for a snapshot into communication for 21st century learners


See in original moving form @ http://fcweb.sd36.bc.ca/~amboe_k/communication.html

What does Information and Media Literacy Look like?
For the Surrey School District, we have defined six aspects or learning capacities of Information and Media LIteracy(IML)

  1. Use
  2. Understand
  3. Inquiry
  4. Create
  5. Communicate
  6. Think Critically

The International Society for Technology in Education (ISTE) recently refreshed their National Educational Technology Standards for Students (NETS-S). They are defined similarly as

  1. Creativity and Innovation
  2. Communication and Collaboration
  3. Research and Information Fluency
  4. Critical Thinking, Problem Solving and Decision Making
  5. Digital Citizenship
  6. Technology Operations and Concepts

What does this look like as a writer?

Machine is Using Us - http://www.youtube.com/v/6gmP4nk0EOE

Common Language of Writing

Definition of Literacy

According to Wikipedia
The traditional definition of literacy is considered to be the ability to read and write, or the ability to use language to read, write, listen, and speak, [1]. In modern contexts, the word refers to reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society." http://en.wikipedia.org/wiki/Literacy

According to the BC Ministry of Education's IRP for English Language Arts
teaching with a variety of texts includes the expectation of including of " oral, visual, or written language forms including electronic media.

http://www.bced.gov.bc.ca/irp/ela_k7_2006.pdf page 15


The following are aspects of the writing process and may not flow in a linear fashion.

    • Pre-writing - Brainstorming, planning, building ideas, setting the stage, choosing audience and purpose.
    • Drafting - Getting ideas recorded, starting to organize
    • Revisions - Rework to improve structure, logic and ideas. Focus on improving meaning, style and form
    • Editing- Improving Grammar and conventions
    • Proofreading - Checking for errors
    • Publishing- Producing a 'final' or 'clean' copy - Sharing with an audience - May include additional features - Images, illustrations, dedications, author notes, title page etc

Performance Standards
The BC Ministry of Education has developed Writing Performance Standards for K to 10. These are located: http://www.bced.gov.bc.ca/perf_stands/writing.htm
Working with Performance standards allows students and teachers to both have the same language. Within the Performance Standards for Writing, the following definitions are applied:

>>Meaning - ideas and information, including development and use of detail
    • Style - clarity, variety, and impact of language
    • Form - attention to the “rules” of the particular form of writing
    • Conventions - spelling, punctuation, grammar, sentence structure, and legibility

The links for the following have been moved to writing activities

Mind Mapping
Peer Editing
Digital Images
Digital Photography
Book Making
Word Processing
Google Earth