Post to our course site
Due Dates: Most Sundays by midnight
Most every week of class, you will blog a response to the readings and conversations we are having in class. These blogs posts will also include links to websites or videos that help to explain or further enhance the readings or discussions.
You’ll need to join our course website to start blogging. Click here for a link to the prompts.
Your final blog is a longer reflection on the work of the semester. Worth 10% on its own.
Google Doc shared with firstname.lastname@example.org
Due: Sunday, Sept 13
Our goal with this assignment is to gather literacy narratives from our family and/or friends and then use these stories to compare to the reading we are doing together. This link provides some guiding questions you can use, but think of this work more as a conversation with someone about their memories and ideas related to reading and writing.
Start by asking a family member or friend if you can talk to them about reading and writing. The best interviews are with someone who is older. If you have a grandparent you can talk to or a parent, an aunt, then that is ideal. (As a class data set, it would be better if we could avoid having a bunch of interviews only with roommates; it would be better to have a broader data set.)
For the interview, they could either answer questions over Facebook or email, you could record a Skype conversation, or take notes while you talk to them face to face or on the phone. Try to capture as much as you can exactly what they say.
**Once you’ve shared the document with me, choose a passage or interesting quote(s) from your interview…just a few sentences from your interviewee to share with the class. This portion of the assignment is your blog post (post 3) for the week (Sept 13).
Due: various due dates, but have book in hand by Sept 21
In groups, you’ll read ONE of the following:
- Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy
- Just Girls: Hidden Literacies and Life in Junior High
- Reading in a Participatory Culture: Remixing Moby-Dick in the English Classroom by Henry Jenkins
- What Video Games Have to Teach Us About Language & Literacy
Choose and order Book Club text asap—let Kim know which book by adding your name under the book here.
*I expect you’ll order the book online, check out a library copy, or request through inter-library loan. The books are all around $30.00 and it’s the only text you need to buy for the class.
Your book club group will create an artifact to share in class. You will have a lot of choice here in how your group decides to share your book. You can create a visual map, a book trailer (using our iPads and iMovie) or short film, post a review on Goodreads and tweet about the text, lead a discussion about the book on Twitter, give an Ignite talk,…lots of possible ways to share.
Example Book Club trailers from last semester can be found here:
http://kimjaxon.com/engl332/?p=4298 and Here are some great examples from previous semesters in my 341 class.
We’ll view the artifacts in a gallery walk on Friday, Oct 9.
Resource Creation Due: Nov 18
Workshop Due: Oct 28, 30, Nov 2, 4 or 6
During week 7, you will sign up for an article study group that interests you (hip-hop & literacy, gaming & literacy, 21st C Literacy, etc). I will post a few articles on the area of interest you select to get you started. On week 8, you will meet with your group in class; you’ll come having read through the articles I helped you gather. At this meeting, develop some ideas for a resource for our class using the assigned articles as a base, but then feel free to branch out into articles and research that you find on your own as well (including multi modal/video/visual texts). The resource (a Google Doc, a Google Site, a video) should be started by week 10; everyone in your group will contribute to this resource, commenting on each other’s work as you go. Your resource should be ready to share by Nov 18.
We will have in-class meetings with your group where you will design a final learning experience for our class, using multi-media, based on your area of study. You must engage us in active learning—we have to be doing something. No serial lectures. Workshops will take place on Oct 28, 30, Nov 2, 4, or 6.
Requirement of the assignment:
Thoughtful and engaging resource to share with the class. We’ll negotiate as these are developed in your groups. Examples can be found under Student Example Work on the bottom of our course website.
A final group facilitated workshop that engages the class. Each group will have 40 minutes to facilitate and conduct a learning activity for the class.
Ignite & Maker Night Event
Wednesday, Dec 9, 5:30pm (in place of our final exam) 10%
You’ll work in teams to bring the ideas we’ve considered in class to a larger audience. Collaboratively, you’ll create an Ignite Talk or coordinate a “make” and present this at a public event with students from Tom Fox and Peter Kittle’s English classes.
Here’s a video highlighting last year’s Ignite & Maker Night
Here are some examples from the Ignite Site.
Here are some links about the Maker movement:
We’ll negotiate the parameters of this assignment together.
You will work in a variety of configurations in this class. You’ll have a group based on the book you choose for the Book Club, another based on the Article Group you choose, one for the Ignite Talk & Maker Night, and you’ll sometimes be working through a reading as a team.
For this reason, I cannot emphasize enough how much you will need to be clued in to the work of the course and the readings. The work we are doing is challenging. You’ll need each other to sort through your ideas; you’ll be no help if you have not read or participated in the writing. And seriously, missing even ONE class session is really a bad idea this semester. Thank you for your support.