Category Archives: literacy

Invisibles: An Audiobook

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I just finished listening to the audiobook of Invisibles: The Power of Anonymous Work in an Age of Relentless Self-Promotion by David Zweig.

Recommended by Bud Hunt, I appreciated the delicate attention to unseen craftsmanship that entire industries are built upon. From Radiohead’s lead guitar tech to someone devoted to making way-finding in an airport an intuitive process to the interpreters that the United Nations rely upon, the role of invisibles offers us as readers a framework for how to be mindful and curious in the work we do.

In the final chapter of the book, Zweig reflects on the tension between the inflated ego of having his first book contract but not chipping away at the words needing to be written and being in the flow-like process of deep analysis of an interview for the book. Zweig illuminates a shift in perspective that can empower readers to rethink their work and find fulfillment in the curiosity before us.

However.

(Isn’t there always a however?)

While I appreciate the sentiment of how Zweig can pivot from an ego-filled sense of being a fuddy duddy author to a silent craftsman of words for an audience, the lens of hearing about this via an audiobook was striking. While I listened to Zweig’s words I became immediately aware that there is another largely invisible expert delivering these words.

Earlier in the day, chatting with Bud via Slack (is this “slacking”?), he typed, “I dig the narrator.” I did too.

Sean Pratt. I had to look up who just read the nearly 10 hour production. His crisp delivery – like that of many other audiobook readers does its best when it gets out of the way of the content I am passively consuming in my car or while walking dogs. Sure, Pratt’s name is mentioned in the fleeting credits of the audiobook, but it’s fluff I usually disregard. It’s part of the digital paratexts that succeeds largely when it is invisible.

Years ago, I was listening to the audiobook of Nancy Farmer’s The House of the Scorpion. At the book’s conclusion, Farmer conducts an interview with the audiobook’s reader Raul Esparza. What should have been an engaging peek behind the curtain was too dissonant for me. I’d just spent hours hearing and trusting a voice to act as a conduit of Farmer’s words. That this voice was anchored to an individual, that it had agency, was too strange an effect. I was hearing the voice of a book reflect on being a voice of not just one but many other books Esparza has read.

There’s probably something to be said about the most un-invisible of audiobook readers, Jim Dale, and about the allure of celebrity authors and readers of works. Last month, I spent a week with Kim Gordon’s voice. As she discussed the painful encounters that led to her divorce from her partner and Sonic Youth bandmate Thurston Moore, my mind oscillated between wondering what it was like for Gordon to read and re-read passages of her life out-loud and also feeling comforted to know that she safely harbored her words to me, rather than an intrusive middle-person.

Consuming audiobooks provides an added layer of text which we must analyze and consider. Rather than simply a lazier way to consume media content, Zweig’s metacognitive reflection, read by Sean Pratt, highlights the ways audio adds to text.*

*As I type this, Mark Z. Danielewski’s The Familiar sits on my desk and reminds me that it (like his other works) are largely impossible to translate into an audiobook. The multimedia possibilities of print media are often taken for granted in the digital age.

Don’t Miss Elyse Eidman-Aadahl tomorrow at CSU!

Tomorrow, April 7th will be the fourth event in the Literacies of Contemporary Civic Life series held at CSU. Joining us will be the National Writing Project Executive Director, Elyse Eidman-Aadahl. Elyse’s talk is titled “Education for Democracy in a Digital Age: A New Civic Agenda for Schools.” Elyse’s talk is from 5:30-6:30 p.m., followed by a brief reception. Like all of the series, this event is free and open to the public. And join the dialogue on Twitter at #csulit15.  All of the speakers will be presenting at the CSU campus in Clark A 205. I hope you’ll join us (if you are not nearby, you can stream the talk here).

If you missed Bud Hunt’s talk last week, you can view it below. Bud has also written about his talk and shared all of his slide on his blog here.

Don’t Miss Bud Hunt at CSU Tomorrow (3/31)!

Tomorrow, March 31st will be the third event in the Literacies of Contemporary Civic Life series held at CSU. Joining us will be CSU English Education alumnus and educational technology expert Bud Hunt. Bud’s talk is titled “Let’s Hack School: Learner Agency in a Time of New Technologies” and I can assure you it’s not something you’ll want to miss. Check out the flyer:

Mr. Hunt will be presenting his work and engaging in dialogue from 5:30-6:30, followed by a brief reception. Like all of the series, this event is free and open to the public. And join the dialogue on Twitter at #csulit15.  All of the speakers will be presenting at the CSU campus in Clark A 205. I hope you’ll join us (if you are not nearby, you can stream the talk here). Just as excitingly, a week later, Elyse Eidman-Aadahl, the Executive Director of the National Writing Project will be speaking as the fourth speaker in this year’s series (same time, same place).
If you missed last month’s presentation as part of the series, please watch Ben Kirshner’s engaging talk here:

Hands in Scott McCloud’s The Sculptor: Repetition, Rhythm, Remembrance

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I spent the weekend reading through Scott McCloud’s new graphic novel The Sculptor. This was an immensely rewarding read and one I plan to revisit soon (and possibly teach); the ambition of this work reminded me, at times, of Asterios Polyp.

In many ways, The Sculptor lends itself well to be read as an anchor text for McCloud’s canonical work on comic books: Understanding Comics. The lessons McCloud etches across his academic text are made manifest in the pacing, the narrative imagery, the layout of panel upon panel.

As one example, I was particularly drawn to the deliberate repetition of the sculptor’s hands throughout the work. Specifically, McCloud draws significant narrative significance from the gestured look at one’s hands across the story. Here, a few examples lacking context:

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By the end of the 400+ page book, the gesture of looking at his hands has come to signal for the sculptor adoration, disgust, regret, love, remembrance, and much more. The panel is like the sculptor seeing his life flash before your eyes (perhaps it is). We garner this insight across the work. We are reminded of the layered meaning and significance of hands for an artist looking for acceptance and recognition each time McCloud repeats the gesture. The tone of the hands shifts from beat to beat in the book, but each tone is not forgotten. Like palimpsests of thought, the paneled image of the sculptor’s hands builds and layers; a new formation held within the calloused digits.

[Note: These are a fraction of the hand images in the book and I am trying to deliberately remove context here. In terms of both an argument for fair use of the images and to not squelch a powerful narrative, I offer a pittance of samples.]

Ben Kirshner coming to CSU & Archived Literacies of Contemporary Civic Life

If you are in the area, please consider coming to next week’s presentation as part of the Literacies of Contemporary Civic Life series. Joining us will be Dr. Ben Kirshner, director for CU Engage and Associate Professor at University of Colorado, Boulder (and co-editor of the recent #youthaction: Becoming Political in the Digital Age). His talk will be great! Check out the flyer below:

csuwp literacy series ben kirshner

Dr. Kirshner will be presenting his work and engaging in dialogue from 5:30-6:30, followed by a brief reception. Like all of the series, this event is free and open to the public. And join the dialogue on Twitter at #csulit15.  All of the speakers will be presenting at the CSU campus in Clark A 205. I hope you’ll join us (if you are not nearby, you can stream the talk here). In addition, here are the remaining speakers and dates for the series:

  • February 17: Dr. Ben Kirshner, Faculty Director, CU Engage: Center for Community-Based Learning and Research
  • March 31: Bud Hunt, CSU Alumnus & Instructional Technologist, St. Vrain Valley School District
  • April 7: Dr. Elyse Eidman-Aadahl, Executive Director, National Writing Project
  • May 5: Civic Literacy Panel, selected Colorado teachers & students

If you missed last month’s presentation as part of the series, please watch Nicole Mirra and Danielle Filipiak’s presentation here:

(And feel free to check out my write up of the event here.)

New article in Teachers College Record and a few other updates

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I’m pleased to share that I have a new co-authored article with Robyn Seglem in Teachers College Record. Titled “‘So We Have to Teach Them or What?’: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation,” you can find the article here.

I also recorded a video several months ago discussing the research in the article:

(I’ve been answering viewer’s questions in the discussion area of the video above. Feel free to chime in!)

I’m excited about how this article has turned out and continue to enjoy collaborating with Robyn on new research (more on that down the road). I’m pasting the abstract below:

Background: Extant literature contends that it can be difficult for White preservice teachers to develop culturally relevant curriculum for the diverse students whom they will encounter in classrooms. Though there is a significant body of research about culturally responsive pedagogy, teacher education programs have struggled with how to best reconcile the needs of students of color with the experiences and misconceptions of White teachers.

Purpose/Focus of Study: Using a figured world framework, we explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. Research Design: This qualitative case study focuses on 3 preservice teachers from Illinois to illustrate the cumulative and different process of change that each went through during his or her interactions with 10th-grade students from Los Angeles. Beginning with a holistic coding of the corpus of data, we looked at chat room transcripts, preservice teacher reflections, and writing samples from approximately 3 months of interaction between the two groups for this study. Coding the data in multiple cycles, we explored how preservice teachers’ digital interactions with urban high school students contributed to preservice teachers’ figured worlds.

Findings: Providing preservice teachers with virtual access to urban youth’s figured worlds allowed these future teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning. The project also provided the preservice teachers with an opportunity to learn more about the discourse of these students, giving preservice teachers insights about how to navigate the language of their students’ cultures, to evaluate their students’ academic language needs, and to instruct their students about shifting their language use to communicate across settings and purposes. Finally, opportunities to interact with urban youth allow preservice teachers to begin to develop identities that are more culturally responsive in nature.

Conclusions: The results we explore in this article highlight the potential that virtual spaces offer for developing constructive dialogue between urban youth and preservice teachers, which can lead to reflective, culturally relevant teachers.

Two other unrelated publication items to share:

1. I am featured in the most recent issue of The Deloitte Review titled “Digital education 2.0: From content to connections.” Take a look here.

2. I recently found out that my introduction to Teaching in the Connected Learning Classroom is available for annotation on Genius (you remember Genius, right?). If you’re looking to do some annotatin’ have at it.

New article on the Council of Youth Research in Reading & Writing Quarterly

I have a new co-authored article detailing the Council of Youth Research in the current issue of Reading & Writing Quarterly. Titled “The Council of Youth Research: Critical Literacy and Civic Agency in the Digital Age,” you can access the article here.

I’m excited about extending and sharing further work around the Council of Youth Research in a future publication as well (stay tuned!). As always, I am indebted to my amazing co-authors: Nicole Mirra, Ernest Morrell, Antonio Martinez, and D’Artagnan Scorza. Thank you. I am sharing the abstract to the article below.

This article explores the relationship between critical literacy practice, digital media production, and civic agency in the Council of Youth Research, a youth participatory action research program in which Los Angeles high school students conduct research and create dynamic, multimedia presentations as leaders of a growing youth movement for educational justice. We examine theories of critical literacy to articulate a vision of literacy that is tied to societal power structures for the purpose of personal and social transformation. In order to bring critical literacy theory into practice, we explore the ways in which critical pedagogy and participatory digital literacies structure the work of the Council. We use ethnography of communication and visual sociology to analyze literacy events from 1 year of the Council’s work to highlight ways in which student digital literacy production manifested powerful civic agency. We conclude by discussing the implications of this work for classrooms and further grounded research in pedagogies of participatory media.

Announcing the return of the speaker series: Literacies of Contemporary Civic Life, 2015

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I’m pleased to announce that the Colorado State University Writing Project is sponsoring the return of last year’s speaker series: “The Literacies of Contemporary Civic Life.” Throughout the spring semester we’ll be hosting nationally recognized literacies-based researchers and educators to discuss how literacy and youth civic participation intersect from varying, interdisciplinary perspectives. This is going to be an amazing series, once again, and I hope you’ll join us.

The speakers will be presenting their work and engaging in dialogue from 5:30-6:30, followed by a brief reception. These events are free and open to the public. All of the speakers will be presenting at the CSU campus in Clark A 205.
The speakers and dates for this series are as follows:

  • January 27: Danielle Filipiak, Doctoral Fellow, Teachers College and Nicole Mirra, Post-Doctoral Scholar, UCLA
  • February 17: Dr. Ben Kirshner, Faculty Director, CU Engage: Center for Community-Based Learning and Research
  • March 31: Bud Hunt, CSU Alumnus & Instructional Technologist, St. Vrain Valley School District
  • April 7: Dr. Elyse Eidman-Aadahl, Executive Director, National Writing Project
  • May 5: Civic Literacy Panel, selected Colorado teachers & students

Danielle and Nicole’s talk next Tuesday is titled “Creating Spaces where Choices Can be Made: Critical Literacy in 21st Century Classrooms” (see the flyer below). It’s going to be awesome!

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Digital Literacies Assembly Planning – Join us!

Things are ruff in DC.

At the NCTE annual conference last week, Robyn Seglem and I facilitated a conversation around planning for a new assembly focus on Media/Digital Literacies/Participatory culture (the name is up in the air). If you are interested in being a founding member of such a group, please add your name to this document (scroll down). We also need any ideas/comments on the constitution added by December 15th in order to allow us to finish this work and submit it to the NCTE Executive Committee.

Please get in touch if you have any questions.

Come help at the NCTE Media and Digital Literacy Assembly Planning

Are you going to NCTE next week?

Are you interested in media literacies, connected learning, or participatory culture? If not, do you want to at least hangout with people who are?

YOU (yes, you!) should come to the NCTE Media and Digital Literacy (MADLit) Assembly planning session. Briefly, the MADLit group is currently a “collaborative” within NCTE (that my friend Robyn Seglem and I are co-chairing). This meeting will be to gauge interest and shape the group into a more official “Assembly.” This would allow us to create more conference opportunities, possibly create workshops or journals, and have more flexibility with our programming. Ultimately, we want  to better connect with the media enthusiasts who attend NCTE and this is our opportunity to get planning time at the conference. We want need your help! Seriously!

We will be meeting on Saturday from 5:45 to 7:15 p.m. in National Harbor 6 of the conference center.

Again, everyone is welcome to this planning meeting – we are hopeful that participants will help shape the future of this group. Leadership opportunities and future activities will be discussed!

I hope to see you there.

Note: If you are interested in participating but will not be at NCTE, drop me a note on twitter or in the comments. WiFi dependent, I can open up a Google Hangout for non-DC-bound folks to participate.