Being an English Major- English teaching major- this was a nice and refreshing chapter to read, because far too often I feel as though a lot of the education classes pass over the English classroom. This chapter was a good piece of structure for a possible classroom setting. That being said, there wasn’t really much that I didn’t know already, and was already planning on using. But I did learn and enjoy some of the philosophy behind the chapter. Specifically the idea of “expanding the definition of literacy” and the quote that summarizes “a process of continuously learning how to be literate”. I also was unfamiliar with the IRA’s (not the righteous one) and their redundant statement that “ traditional definitios of reading, writing and viewing and traditional definitions of best practice—derived from a long tradition of book and other print media—will be insufficient”. Network literacy prjects too, were a cool thing that I suppose I was aware of to some extent but didn’t ever see myself incorporating them into the classroom.
But, depending on the class, I think these network projects could be turned really into a positive thing and be very beneficial for especially young students.
The ‘motivating writing with video projects’ has for sometime (in some sense) been an awesome idea that I have thought about using since I was in highschool.
One issue or question I have is about the concept mapping programs. I realize that they are a good way too keep things organized and aesthetically pleasing, but if the goal of a concept map is just a quick way to get ideas out and on paper? Why make it more convoluted and complicated than it has to be? Good old pen and paper is pretty easy id think.
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