always learning

This year I’ve been fortunate to meet many of my edublogger friends in person. It started with Learning 2.0 where I got to meet Jeff Utecht, Clay Burell, Wes Fryer, Sheryl Nussbaum-Beach and Will Richardson (and I also was fortunate to spend lots of time with Susan Sedro, who I had met the year before for the first time); continued to my trip to Doha, Qatar where I got to meet Julie Lindsay; and finally followed me right back home to Bangkok where the wonderful Chrissy Hellyer stayed with us for just under a week (and this doesn’t even begin to include all the other amazing educators I was so fortunate to meet - and now consider my friends - on all these occasions).

As I’m sure many of you would agree, in my experience meeting an online acquaintance in person is exciting, but not surprising.

When I opened the door to see Chrissy, it was like an old friend coming to visit - not some stranger I was meeting for the first time. As Chrissy said, it was my first time meeting her “body,” but we were already good friends from our online conversations. Our f2f conversations simply continued from the last time we spoke - via Skype. In fact, what truly amazes me, is that often my “online friends” know more about what’s going on in my life than my “physical” friends and family.

Being constantly connected means that when Chrissy and I met for the first time I actually knew more about what was “going on” with her than I did when my oldest friend from high school, Martine, showed up for her visit the following weekend. Not that I don’t keep in touch with Martine - we e-mail regularly, occasionally have a phone or Skype call, and we always spend time together when we’re in the same country (not so easy when she lives in England and I’m in Thailand) - but it’s not the same regular, consistent communication I have with my network (almost all of whom definitely do not live in Thailand).

I have to admit, I’ve almost started getting a little irritated with my friends and family that aren’t online with any regularity. They miss the photos I share (unless I send them a direct e-mail or remind them by phone), they don’t get my in-depth vacation recaps from my personal blog until I come home for the summer and do my annual slideshow, and they certainly don’t get the inside scoop on my daily life here in Bangkok because by the time I get home for summer holidays I have to rush through all the stories in whatever limited time I have (and usually I have to tell them over and over again as I go from city to city visiting - by the end of the summer most of my interesting stories have really lost their luster).

So I guess what really surprises me is how so many other people react when I tell them that I’m meeting an old friend for the first time. The confused, somewhat awkward look on their face - clearly not sure exactly what to say. How can you be old friends if you’ve never met? I know they’re thinking, but they’re always too polite to say anything.

When I really take a minute to think about it, though, those virtual friends are actually far more in tune with my life than so many of my “old” friends and family. They all know when I’ve been home sick, or when I’m traveling, or what’s new and exciting in Bangkok. And when they show up at my door, or wave from across the conference hall, or show me around their school, it’s like we’ve been friends and colleagues for ages.

A couple of thoughts about this paradox of virtual friendship spring to mind:

First, because of this and other online-connection experiences I’ve had over the last two years or so, I think I’m beginning to understand the sorts of networks that students and teenagers are creating when they SMS each other every five minutes, or use the library computers to go on Facebook - behaviors which often frustrate and irritate teachers and parents. They’re not necessarily just goofing off - they’re creating, maintaining and enlarging their own personal networks of people who genuinely wish them well and provide them with emotional support.

Second, the old argument against technology being “impersonal” or alienating, that it creates drones who stare in loneliness at separate screens instead of engaging in healthy human interaction, is looking even less likely than it ever did. Whenever humans invent a seemingly “impersonal” new form of technology - whether it be the written word, the telephone, or the computer - we always seem to quickly find ways to use that “impersonal” technology to bring us all closer together. And that’s a very encouraging thought.

What do you think? How do your “virtual friendships” compare to the “real-life” version?

Wow! It’s hard to believe the Comment Challenge is almost half-over! The past week has been insanely busy with our move downtown and three sets of friends arriving in Bangkok back-to-back. It’s been an absolute pleasure to host our guests (including the wonderful Susan Sedro and Chrissy Hellyer) in our lovely new apartment, but having so much going on means that I haven’t been as active in the Comment Challenge as I wanted to be. Thankfully, things are finally starting to return back to normal, so I’ll play a little “catch-up” here and then get back into the swing of things!

I’m taking Sue’s advice and posting my consolidated reflections from the first ten days here:

Day 1: Do a Commenting Self-Audit

My Committing to Conversations post fits nicely under this task, though I did like Michele’s question/idea about commenting on at least one new blog each week. When I comment, I tend to do so almost exclusively on the blogs in my reader, which means I’m more likely to comment on the same blogs each week, but I love the idea of making a concentrated effort to comment on one new blog each week. This will help me open up to more diverse conversations and certainly give me incentive to comment more frequently. I will definitely be adding that tidbit to my commenting habits in the future.

Generally speaking, when I do take the time to comment, I think I do a pretty good job, according to Gina Trapani’s Guide to Blog Comments. Honestly, I think it’s the pressure to make sure my comments are worthwhile that leads to my lack of commenting in the first place. Maybe I need to be more cavalier about the whole thing to begin with!

Day 2: Comment on a Blog You’ve Never Commented on Before

I’ve been enjoying leaving comments on new blogs for the duration of the challenge. I’ve been going up and down the list of participants and leaving comments on as many blogs as I can and it’s been amazing to see the learning that’s already taking place and to find new bloggers to add to my RSS reader. I am also thrilled to see all the video tours of this learning journey that other’s have taken the time to share - what a great way to document this adventure!

Day 3: Sign up for a Comment Tracking Service

I like these easy ones! I’m signed up on coComment and co.mments.

Day 4: Ask a Question in a Blog Comment

I have to admit, I don’t have a problem asking a question in a blog comment, my problem is remembering to go back and see if there’s an answer. My favorite bloggers usually write an e-mail back with the answer from their perspective, but the real point of this challenge is to start open conversations with all commenters on a single post. Which means I need to make better use of my coComment account.

Day 5: Comment on a Blog Post You Don’t Agree With

Generally speaking, I would say I’m a gentle disagreer. Even though my comment may challenge the ideas in the post, I usually try to be as delicate as possible, often asking questions rather than stating an out-and-out “I disagree.” Maybe the purpose of this activity was to be a little more forthright, but I still used my slightly less aggressive way and ended up starting some good dialog. I think the more angry or opinionated you are, the more chance you have of closing off the conversation entirely - and that seems to be the exact opposite of what we’re trying to encourage here.

I must admit that I tend to read the blogs of like-minded people, which means I am much more likely to agree with a post than disagree. Usually if I find myself disagreeing, I’ll pose some questions as comments and see what develops. Of course, I’m just as likely to forget I posted those questions in the end anyway, so unless the blogger e-mails me back, the whole “conversation” bit is a lost cause with me. Clearly, I need to work on my comment tracking habits. Just because I use the coComment extension doesn’t mean I have a habit of going back to those comments I tracked.

Day 6: Engage another Commenter in Discussion

Thanks to Twitter for the @name evolution of replying to comments. I love being able to look down a long list of comments and trace the conversations back and forth. It’s especially interesting to see how readers can develop their own conversation on a blog post - even without the author’s facilitation, thanks to the clear @name response practice. For me, this means I need to be better at following up on comments to see if there are responses to something I said. Hmm… can you see a trend here?

Day 7: Reflect on What You’ve Learned so Far

So, I’m about three days late on this one… better late than never, right? Either way, I think it’s pretty obvious that I need to actually utilize my coComment account for it’s intended purpose - tracking conversations. Clearly I’m all to likely to forget I’ve started a conversation, which pretty much invalidates the whole point of commenting in the first place.

I’ve started a new folder in my Google Reader for items I’m “tracking.” In there I have my coComment and co.mment RSS. Now I just need to develop a routine of checking every morning and responding to any responses that might have been posted. It’s all about routine for me.

Day 8: Comment on a blog outside of your niche

There are a few tech related blogs that I read on a regular basis, and although I very rarely comment, I am often amazed at the sometimes rude or angry tone that commenters take. I think there’s definitely a more welcoming, thoughtful, and supportive environment prevailing among edubloggers. Of course, that’s not to say that all edubloggers are supportive, there are certainly a few I can think of off the top of my head that seem to enjoy enraging the authors of the posts they read, but for the most part, we seem to be very careful to model good commenting practice, even in our personal blogging experience. It definitely makes me more likely to comment on educational blogs than some of the others I read.

Day 9: Should We Be Commenting on Blogs?

I think this is a personal decision. Blogging helps me think, work through ideas, formalize my thoughts, and connect my learning. For me, commenting enhances all of those things, so there is no blogging without commenting for me. When I take the time to comment on other people’s blogs I deepen my learning, question my thinking, and open my mind to new ideas. When other people take the time to comment on my blog I learn something new, have a chance to refine my ideas and connect with other learners. Taking any of those pieces away in favor of only hearing the author’s voice in isolation just seems like a virtual soapbox to me.

There are lots of other places online to start conversations from Twitter to Ning, but there is something special about blogging. It feels more personal, like the author’s “home” on the web - this is the place where we can go to learn more about the many thoughts of the author - not just one specific thread on a forum. I enjoy “getting to know” a new blogger through their previous posts and responses to comments.

Day 10: Do a Comment Audit on Your Own Blog

After reading Michele’s post entitled: 6 Reasons People Aren’t Commenting on Your Blog, I think I’m doing reasonably OK in welcoming comments on this blog. I think I have a tendency to write more posts with “finished” thoughts than “unfinished,” which most likely lessens the number of comments I could get, but I think that’s more an indicator of my personality than a conscious decision. I usually take a long time to process information and am hesitant to write anything down until I’m done, which in essence can appear to be more “finished” than I might actually be. It would be nice to write more open-ended/”unfinished” posts to encourage more dialog here, and that would be a real challenge for me!

What do you think? Am I a “welcoming” blogger? Or do I sound like I’m not interested in your ideas? I certainly hope my posts don’t sound like press releases! I’d love to hear your feedback about what I can do to make my blog a more welcoming place!

Tags: comment08, Sue Waters, Silvia Tolisano, The Comment Challenge, Michele Martin, commenting, comment, challenge, blog citizen,

As much as I would like to post all of the activities day by day here on Always Learning, we are just about to move into our fantastic new apartment in downtown Bangkok (we currently live out by the school in the suburbs of the city), and I have no idea when my internet will be up and running at home (this is Thailand after all - it could take 3 days, or 3 weeks, you just never know).

So, at least for the next few days, please look for the Comment Challenge activities on the wiki or on Michele’s blog (and what an awesome list of activities it is!). Thank you so much Michele, for organizing these tasks!

Also, a few participation howtos:

• If you’re still wondering how to track comments, Sue has a great post to get you started.
• In order to add your posts to the Comment Challenge conversations, check out Silvia’s post on adding Technorati tags.
• For those new to commenting, Silvia also has a great post on the logistics of adding (and tracking) a comment.
• If you’re interested in participating in the Comment Challenge with your class, check out the Student Groups page - there are tons of partners already ready and waiting for you!
• If you’re like me, and you know you may not be able to post a reflection for each day of the challenge (for whatever reason), Sue proposes reflecting on a weekly basis and synthesizing your learning in one post for the whole week (which sounds very good to me right now).

Alright, now it’s time for some commenting before my enforced online hiatus begins! Pictures of the new place as soon as we’re back online!

Tags: comment08, Sue Waters, Silvia Tolisano, The Comment Challenge, Michele Martin, commenting, comment, challenge, blog citizen,

Cross posted from The Bamboo Project and the Challenge wiki. If you have ideas for challenge activities, please post those on the Activities page here.

Day 1: Do a Commenting Self-Audit

One of the goals of the 31 Day Comment Challenge is for us to improve our commenting skills and draw more people into blog conversations. So to kick off the 31 days of activities we’re going to start with a commenting self-audit. You can use this to get a better picture of your blog commenting skills and strategies.

For this activity, do the following:

1. Answer the following questions:

• How often do you comment on other blogs during a typical week?
• Do you track your blog comments? How? What do you do with your tracking?
• Do you tend to comment at the same blogs or do you try to comment on at least one new blog per week?

2. Now review Gina Trapani’s Guide to Blog Comments and ask yourself how well you’re doing in each of the different areas. Are there any specific areas where you think you need to do some work? What do you want to do to address these issues?

If you’d like, it would be great if you blogged about your comment audit to share what you’ve learned about yourself and your commenting behaviors. Be sure to tag your post with “comment08.”

Tags: comment08, Sue Waters, Silvia Tolisano, The Comment Challenge, Michele Martin, commenting, comment, challenge, blog citizen,

The Comment Challenge begins tomorrow!

A few exciting bits of news before we get on to the prizes and awards:

• The Comment Challenge is great for your classroom too! We have several classrooms signed up to participate with their students and there are already tons of ideas for classroom activities posted. Please feel free to add more!
• We have added a common tag (comment08) for the Comment Challenge so that all posts will be collected (via RSS) and shared on the Comment08 page of the wiki. Please use this tag when posting about the challenge so we can be sure to read and comment on your post!
• The RSS feed for the coComment group “Comment Challenge” is already working and posted on the Conversations page of the wiki! Please follow the steps to participate so that your comments show up on the RSS feed as well.
• We have lots of activities already listed for participants, please feel free to add more!

And now on to the prizes & awards:

First of all, it is important to note that these prizes are not intended to be a monetary incentive to participate in this challenge. We would hope that the prize for participation is becoming a better blog citizen.

During the 31 Days to a Better Blog (which this Challenge was modeled after) the prizes actually ended up going to students/schools (in that case, they went to the Mini-Legends). We are hoping that this group of participants will make the same decision to share the prizes with those that will value them most.

We are so pleased to announce the wonderful generosity of coComment and Edublogs who will provide the prizes:

• From coComment: US$100 to the winner in each of the four categories (fourth category to be decided - we need your input!)
• From Edublogs: US$50 in credits to the winner in each of the four categories

We hope that these prizes can provide teachers, classrooms, students and/or non-profits with the support they need to implement a quality blogging program.

In addition to these fabulous prizes, the wonderful Scott McLeod has also generously shared his fantastic Comment Award blog badge for all of the winners of this competition.

Please feel free to add your ideas and suggestions to the wiki, or let Sue, Silvia, Michele or me know! We kick start the Comment Challenge tomorrow (May 1st 2008)!

Tags: comment08, Sue Waters, Silvia Tolisano, The Comment Challenge, Michele Martin, Scott McLeod, commenting, comment, challenge, blog citizen, cocomment, edublogs

Woohoo! We’re already rolling with the Comment Challenge! We have 27 participants in just 24 hours!

And everyone was so generous to sign up without even knowing how to participate!

And did you notice our fabulous logo courtesy of Silvia Tolisano?

What a great network of blog citizens we have already!

So, on to the crucial question: How can you participate in the Comment Challenge?

Step 1: Sign up on the wiki (this is a public wiki, so you don’t actually need to be a member to add your name - but you are more than welcome to join!)

Step 2: Sign up for an account on coComment (free, of course)

Step 3: Add the coComment extension to make it easy to track your conversations (if you have any trouble with this extension try clearing your cache, it worked like a charm for me)

Step 4: RSS your conversations in coComment so you can keep track of your comments easily (see screenshot below)

Step 5: Join the Comment Challenge group in coComment

Step 6: Share your conversations with the group (Sue is working on a detailed howto for that step right now)

Done!

The coolest thing about this coComment group is that it will track all of the comments for all of the people that are members - so we can actually follow all of the conversations that get started because of this challenge. And, we can discover all the excellent new blogs that are getting other participants thinking. We will host the RSS feed for the Comment Challenge group on the wiki so everyone can keep track.

We’re also looking for quick activities to promote excitement about commenting and help us all become better blog citizens - thanks to Michele for that brilliant idea! If you have any activity ideas, please share them here, or on the Activities page of the wiki.

Two more days to go!

Tags: comment08, commenting, comment, challenge, blog citizen, cocomment, Sue Waters, Silvia Tolisano, The Comment Challenge, Michele Martin,

Commenting has been on my mind lately, thanks to a fabulous post and some recent conversations with Sue Waters. After talking about some of my struggles with consistently commenting, and the need for spreading the comment love all around the blogosphere, we, along with Silvia Tolisano and Michele Martin, decided to start a commenting challenge! Similar to the 31 Days to a Better Blog challenge from last year, but focused on commenting (obviously).

Here’s what we’re thinking so far (and we’d love your feedback):

We would like to have a month of focused commenting for those of us that are interested in becoming better blog citizens (thanks to Martin Weller for the phrasing) by actively participating in conversations and sharing your learning, especially with those new to blogging.

We would like to challenge participants to be better blog citizens tracking who is the commenter with:

• The most comments on a wide range of blogs (not just the “top” edubloggers)
• The most high quality comments that thoughtfully reflect on the topic
• The comments that provoke and promote the most learning

Sue has even managed to secure monetary prizes from coComment and other sponsors (more details on the prizes soon).

So, what do you think? Would you like to participate? What can we do to make this a better/more interesting challenge? Are there any other (or different) categories we should include?

Image from premasager

Tags: comment08, commenting, comment, challenge, blog citizen, cocomment, Sue Waters, Silvia Tolisano, Martin Weller,

I have to admit, I’m not very good at commenting. I love to read, I love to share, but I so rarely take the time to actually leave a comment on the posts I find interesting. It’s a very bad habit - especially because I know how much I enjoy receiving and reading comments left on my posts, and I know how important they are to the authors of the posts I read.

My problem is that it takes me so long to decide exactly what I want to say that I’m almost always rushing off to do something else by the time I’m ready to actually write (this is the same problem, by the way, that causes me to take 3 hours to write a post). I really wish I was quicker on the fingers, so to speak, but I’m not. I do a little too much thinking sometimes. What that really means is not that I shouldn’t comment, but that I should just write what first comes to mind and comment even more, later, if after thinking about I have something else to say.

The other part of the problem is that I’m a perfectionist and I actively avoid doing things that I may not do well at (unfortunately, this doesn’t mean that I do everything well, it just means that I don’t usually see it coming when I fail). Plus, I’m a bit of a control-freak, so if it’s something I can’t go back and edit, I take even longer to decide exactly how I want to phrase my comments.

And, of course, the final issue I have with commenting is that I already spend way too much time online. I’ve noticed that, this year in particular, I spend more time online, but still never seem to get around to what I really want to do (mostly because I’m busy processing the overwhelming amount of info I find interesting and relevant). It’s frustrating, and it’s definitely making it hard to achieve any sort of balance that we’re all striving for. So, I’ve kind of let the commenting side of thing slide, in favor of consuming as much as possible in the time I have (this is also part of my tendency to hoard - usually related to food, but now, thanks to the convenience of tagging and filing, seems to apply to online information as well).

Well, now that I’ve cleared the air about my serious type-A personality issues, the bottom line is that I need (and want) to make more of a conscious effort to be a part of the conversation (even on my own blog, where it can take me ages to respond to comments as well. Ug.) A recent twittversation (is that a word?) with Sue Waters about the importance of commenting has refocused my efforts back on commenting. Plus, being the information hoarder that I am, I appreciate all of the easy ways to track online conversations that Sue outlines here.

The thing is, when I take the time to actually leave a comment, the content of the post sticks in my mind and pushes my thinking much more so than when I just read. I find that when I leave a comment, I’m more likely to see the connections between the various posts I read, and more likely to follow the links provided in the initial post, as well as read the blogs of the other commenters on the same post. (Ironically, this is one of the reasons I haven’t been doing so much commenting - since I always have too much to read, the last thing I want to do is get so interested in a topic that I read more than I expected, right?). But in the end, that’s the whole point, isn’t it? Not just to consume, but to contribute as well. And not just to contribute your own experiences (which takes me long enough as it is), but to develop and contribute your own unique perspective on the connections between all that you read, watch, and hear.

So, I’ve worked my way right back around to the problem of balance again. Clearly, I need to take a lesson from our ISB elementary school goals for next year - it’s more important to focus and deepen learning than it is to just get all the information you can. Now, if only I could decide what to throw out and what to keep in… It’s all so interesting!

Calcutta Coffee House image from lecercle
Stuck image from TeeRish
Camera image from Thomas Hawk

Tags: commenting, comments, comment, conversation, blogging, focus, balance, connections, Sue Waters,

Over the past few months, I’ve worked on two major projects with several of our fourth grade classes: Books Go Global! and the 1001 Flat World Tales project. I absolutely loved working with fourth grade and it was especially interesting to do the 1001 Tales project for the second time with such a different age group (last year I worked with seventh grade).

Overall, I am so impressed at the quality of work that our fourth graders have done, and just how much they are capable of doing on their own. Not only did we have these entire classes completing fairly intense, thoughtful projects, but we had smaller groups in each class going above and beyond expectations working on enhancing the entire class’ work - like creating an overarching story linking all 60 individual student stories together!

Our 1001 Tales students shared some great learnings with me at the end of their project:

The class really enjoyed:

• meeting other students and making friends
• typing on the computer instead of handwriting
• being able to put multimedia elements into their story - especially not having to waste paper to print pictures

They learned:

• How to make friends and be polite when working in an online environment
• How to behave appropriately online - from the videos we watched
• More about the writing process - how to write good paragraphs, revise writing, give comments, and improve our work
• How to do lots of cool time-saving things on the computer - right click, apple shortcuts
• How to make a wikispace - linking, adding pictures, editing text

And they reflected:

• Even though some of us didn’t like having other people see our writing before it was finished, we all agreed that our writing was better due to the collaborative process
• Although some of the technical tasks took quite a few steps, we now feel really confident that we can do these things even easier and better next time around

Their class teacher shared some feedback with me as well:

• Students learned so much about the writing process - revising, writing, editing, authorship.
• Students learned so much about working with collaborative technology - communicating online, behavior and attitude online.
• Not enough emphasis on persuasive writing - we should have added the essential questions right on our group page and had a checklist for persuasive writing quality to self-check after their first draft and a link with all the essential qualities of a good persuasive essay linked right to the group page because students were reluctant to use the paper handouts once they started working with the laptops.
• Because this was the first time for them, the computers became more of the focus - it would be better to do something smaller at the beginning of the year, use the tool lightly throughout the year, and then use it big time towards the end.
• There is good connection with this and a blog - a blog would be a good beginning to the year and it can grow into a wiki. Would be great to start with a class wiki at the beginning of the year, have the kids do an about me page, use it all year as a presentation tool (little bits here and there) and then do the final project at the end.
• Would have been nice to use the wiki for a short intro assignment at the beginning for persuasive writing - maybe a quick add or something that uses the language of persuasive writing to help emphasize the connection between writing on the wiki and this focus on persuasive writing.

These were really important conversations for me. Sometimes I get so wrapped up in the final product, I forget to go back and reflect on the process. Having had previous experience with this specific project, I think I was able to coordinate the actual completion of each task relatively easily, but having fewer struggles with the collaboration now allows me to really focus on making sure the content and the pedagogical focus is at the forefront of student learning.

There are so many pieces to global collaborations that often times, the effort it takes to get all those schedules and structures in place can end up taking most of my time. This is a really important reminder for me to get all the planning done first, then step back and take a look at the curricular needs with fresh eyes, to make sure that once we get going, we’re going in the right direction.

Another interesting learning for me, is that even though these globally collaborative projects are all similar in their goals (connecting students through networked learning), it seems to take at least one completion of each project all the way through to really understand how to properly structure it. Every project is different enough that you have to actually work through the kinks in each one to really make the most out of it. Although I’ve learned so much from previous global collaborations, I still made plenty of mistakes in setting up the Books Go Global! project.

Here are a few things I learned from this time around:

• When setting up an ongoing project, make sure that you structure groups or workshops to complete the project on the same timeline. Not everyone has to be doing the project at the same time, but assuming that you’re looking for interaction, you want to make sure that it’s actually scheduled in, in advance. Otherwise you’ll be left with classes completing the project on their own or out of sync with the other groups.
• Try to sort the groups based on curricular goals so that the creation of common rubrics is easier (common rubrics make it so much easier for students to peer evaluate).
• Whatever tool you’re using (in this case we used a wiki), make sure that you plan for the easiest input of data as well as the easiest output. This time around I focused on making the final product the easiest to look through and review, but it ended up causing lots of frustration when we were all trying to edit the same wiki page at the same time.
• And, duh, along those lines, never make one central page to embed objects in a wiki. Make separate pages for each class or group. That way only the members of that class or group would be likely to edit out another student’s work.
• If you plan to have students from all the various schools working in one space, try to come up with common page naming practices (for example if all of the students in every class will be making multiple wiki pages, have them all use the school initials in their page names). This makes finding and linking pages so much easier.
• Especially for elementary students, find the easiest way to complete a task by testing out multiple ways with several students and then use that as your standard.
• Especially for elementary students, have each student write down their username and password in a safe place for future reference (and I usually keep a copy of all usernames and e-mail addresses on a spreadsheet in my files as well).

Sometimes I just wish I could just follow my own advice What else would you add to this list?

All in all, both of these projects were so much fun, and I truly appreciate the opportunity to be able to learn from these experiences. I can’t wait for the next major project so I can (hopefully) do an even better job! Please take a look at our outstanding VoiceThread book reviews on Books Go Global! and read our fantastic stories for the alien king on the 1001 Flat World Tales project. The students would love to hear your feedback as well!

Tags: elementary, 21stcentury, globalcollaborations, flatclassroom, collaborations, 1001 Tales, wiki, writing, workshop, persuasive, Books Go Global!, VoiceThread, book reviews,

This has been an interesting year. Not only have I moved to a new school in a new country, but my actual teaching position (21st Century Literacy Specialist) is also brand new (both to me, and to the school).

I count my lucky stars every day to be working in such a forward-thinking school, but I have to admit that stepping into an entirely new position in such a large school, with complex protocol and history, has certainly been a challenge. Good thing I enjoy challenges!

So, after almost a full year working in a sometimes nebulous position, I think I’m finally able to start defining what I think a 21st Century Literacy Specialist would do here at ISB. A lot of what I’ve been thinking about is based on my previous experience as a technology facilitator, but with the focus of bringing technology and library together.

I see this role as a bridge between the library and technology, and therefore, a key aspect of this position, which makes it different than a traditional technology facilitation position, is the strength of collaboration between all three teams. Although they may be a natural fit, I am finding a real need to highlight those connections, to bridge those gaps, and to bring together the three (in my opinion) most exciting and most promising positions in the school.

Generally speaking, I spend the majority of my day either co-planning with teachers or co-teaching in the classroom. I am fortunate to have a flexible schedule which enables me to work wherever the need is greatest - from setting up a specialty celebration wiki, to developing our 21st century literacy framework, to planning and teaching with our students and teachers.

It has been my experience, as a technology facilitator, that personal (and personable) support in the classroom is the key to the success of any technology-rich program, and 21st century literacy is no different. My focus is always on making students, teachers and parents comfortable with new tools that can support and enhance student learning. Collaborating with our Media Specialist and Technology and Learning Coordinator enables our team to reach far and wide through the school - as we each have our own strengths and weaknesses that seamlessly and effectively blend together.

Of course this is still a work in progress, but here are my thoughts so far:

Overview

The 21st Century Literacy Specialist position combines the process and best practice approaches of successful technology facilitation with the wealth of resources available in the library. ISB is actively seeking to build a Learning Hub that successfully blends the traditional role of a library with the requirements of the 21st century global student. The role of the 21st Century Literacy Specialist is to bridge that gap. The focus of this position is to help core subject teachers utilize web 2.0 technologies in the classroom, to create a global and collaborative approach to learning. The design of authentic and engaging international projects which incorporate social networking, blogs, wikis, and podcasts, and whatever comes next, is paramount to the success of this position. The 21st Century Literacy Specialist works in collaboration with the Media Specialist and Technology and Learning Coordinator to ensure a seamless transition between traditional and digital literacy skills.

Job Description

The 21st Century Literacy Specialist is responsible for the successful integration of 21st century literacy skills across the curriculum by:

Teaching and Instruction

• co-planning, co-teaching, co-assessing units of inquiry which authentically embed 21st century literacy skills
• assist in differentiation for highly able or struggling students through the use of technology, including independently teaching smaller groups of students when needed
• ensuring 21st century literacy enduring understandings and guiding questions are authentically embedded into curriculum at each grade level
• closely collaborating with the Media Specialist to ensure seamless transition and use of both traditional and digital literacy tools

Leadership and Curriculum Development

• continue to develop, define, promote and share vision and framework for 21st century learning at ISB
• promote ethical use of technology, and develop authentic projects that actively work towards developing digital citizenship among staff and students
• collaboratively work with administration, curriculum and technology coordinators, Media Specialist, and grade level teams to further develop ISB embedded 21st century literacy program

Professional Development

• provide regular professional development opportunities to help build teacher’s understanding around 21st century literacy
• coordinate and run mentor program to help classroom teachers understand the paradigm shift of 21st century teaching
• work with staff to develop and promote use of 21st century tools for efficiency and productivity in their jobs

Communication and Collaboration

• promoting and sharing successful 21st century literacy projects with wider school community
• document teaching and learning experiences in a central place for all faculty and parents to access
• developing a truly 21st century approach to learning and teaching by working in partnership with:
  • the Technology and Learning Coordinator to coordinate hardware, software, and school-wide infrastructure so that focus can be on pedagogical support
  • the Media Specialist to coordinate and support traditional literacy

  

What do you think? Would this work in your school? Is this realistic?

Tags: 21stcentury, 21st century literacy, collaboration, framework, embed, technology, job description, role, specialist,