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This is the PowerPoint presentation from the workshop "Podcasting for Literacy."
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Presented at the Annual Meeting of the National Writing Project,
Philadelphia, 2009
Robert Rivera-Amezola, Philadelphia Writing ProjectCyndi Dwyer, Nebraska Writing ProjectSusan Martens-Baker, Nebraska Writing Project
1. Introductions2. Top Ten Reasons to Use Podcasting for
Literacy, with examples from our classrooms3. Processing time : What questions does this
raise for you? 4. Garage band tutorial5. Writing and recording: describe your Writing
Project site6. Imagining uses for podcasting in your
classroom: brainstorm and write on chart paper7. Sharing of classroom ideas and podcast8. Questions and closing
Multi-modal writing and discovering that “sexy radio voice” in the Tribal Paradise Project
“Where I’m From”
Anthony
Examples from Robert’s classroom
“Nutrition” -- collaborative podcast.
Examples from Robert’s classroom
Examples from Robert’s classroom“What We Know About H2O” -- collaborative project
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Radio WillowWeb
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“They need these things because they will join us as part of an increasingly challenging and difficult world—one plagued by destructive wars and great ill will , marked by poverty and disease, scarred by racism and ecological degradation. In this world, we face some wickedly complex communicative tasks. To make our collective way with any hope for success, to create a different set of global and local relations than currently exists, we will need all available means [emphasis hers] of persuasion, all available dimensions, all available approaches, not simply those limited to the two dimensional space of a printed page” (Selfe 645).
What questions do these ideas and examples raise for you?Improving writingImproving oral communication
Understanding different composing modalities
Building on aural affinity
Honoring voice
Reaching different learning styles
Enhancing audience and performance opportunities
Benefiting ELLTranscending printFilling the rhetorical quiver
Write a one-sentence description of your Writing Project site, starting with the phrase, “I am from.” We will record these into sample podcasts, combine them with music and sound effects, and play them at the end of the session.
Ex. “I am from the Nebraska Writing Project, where our corny goodness reaches across the whole state and our podcasts, Nings and forums connect teachers and students from the Panhandle all the way to the Missouri River.”
While people are recording their “I am from” statements, please use the time at your tables to brainstorm possible podcasting projects and applications for your classroom. Record these on chart paper so that your group can share them with the other groups.
Works Cited Beach, Richard et. al. Teaching Writing Using Blogs, Wikis, and other Digital Tools. Norwood, MA: Christopher-Gordon Publishers, 2009.McQuillan, Jeff. "Language on the Go: Tuning in to Podcasting." The International Journal of Language Teaching. Vol. 2, Issue 1 (2006). 16-18. Selfe, Cynthia L. “The Movement of Air, the Breath of Meaning: Aurality an Multimodal Composing.” College Composition and Communication. 60.4. (2009). 616-663. Schmidt, Dan. Kidcast: Podcasting in the Classroom. Intelligenic.com: FTC Publishing, 2007. Takayoshi, Pamela, and Cynthia L. Selfe. “Thinking about Multimodality.” Multimodal Composition: Resources for Teachers. Ed. Cynthia L. Selfe. Creskill, NJ. Hampton P, 2007. 1-12.
Robert Rivera-Amezola, Philadelphia Writing Project
[email protected] Dwyer, Nebraska Writing Project
[email protected]>Susan Martens-Baker, Nebraska Writing Project
