Article: Is It Still Considered Reading? Using Digital Video Storytelling to Engage Adolescent Readers by GINGER MALIN

I read an intriguing article that seemed to fit perfectly with this class. In it, the author looks at one way to help engage struggling readers by using video storytelling. The problem is that I can't access the video on which her article is based to see exactly what was or wasn't done.

Despite this, I have some ideas about how a teacher might implement her ideas.

She begins with some interesting research that probably does not surprise anyone:

Benton (1983) argues that in order to engage with a text, a reader must create a “secondary world” in which he or she imagines, experiences, and elaborates on the story from within it. In this way, the engaged reader is a participant in the drama of the story rather than simply a spectator. Enciso adds that a reader is engaged when he or she enters into the world of the story and can vividly “imagine and interpret the characters, setting, events, and thematic possibilities of literary texts. [This state] includes a complex interplay of imaginative and intellectual processes that are typically private and elusive, yet critical to comprehension and pleasure in reading” (1992, 1). Without taking interest in the action of the story—that is, without being able to visualize particular settings or scenes or enact various character roles—a reader will not connect the story to his or her life and subsequently will not engage with the text or construct meaning from it. Therefore, students who are not engaged in the experience see reading as a passive transmission of information that does not evoke any sort of thoughtful ideas or feelings and thus serves little, if any, meaningful purpose in their lives (Enciso 1992; Hynds 1997; Wilhelm 1995).

She goes on to argue that read alouds help struggling students to visualize and take this important step toward engagement. From the description of the digital read aloud, I wonder if a teacher could use Screencastify to create a video with appropriate visuals to help students "enter the world of the story." S/he could upload that video to Edpuzzle so that the teacher could add annotations to aid comprehension further. This way students could pause or rewind the reading as necessary.

The article also said that part of the video watched for this study included discussion of the story that students could watch before taking part in a similar discussion of their own. Struggling readers cited this as very helpful for their comprehension and their confidence in talking about the reading themselves.

I'm not sure where one would find the time to create all of this, but perhaps it could be a project for advanced readers that could be used in other classes. So many ideas, so little time.

Malin, G. (2010). Is It Still Considered Reading? Using Digital Video Storytelling to Engage Adolescent Readers. Clearing House, 83(4), 121-125. doi:10.1080/00098651003774802

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A Little Behind

I wish that title reflected progress in my never-ending goal to get tone before summer, but (sigh) it isn't. I am behind in my Blogs, my students are WAY behind in meeting their deadlines for the yearbook, and my house is a mess. I started the morning helping to plan a church fundraiser only to find out it's on the same day as my niece's first communion, so that day will be fun.

Since then, I've been sitting in front of the computer trying to get my life organized. I have all my hours entered into My Learning Plan to satisfy our district's floating hour requirement. I finalized a few things for Educator Effectiveness, and I assessed where I need to be in each of the classes we are taking.

Despite being able to check a few things off the to-do list, my house is still a mess, there are may yearbook pages that need editing, and I still haven't showered today. On top of that, it's still bare and grey outside and my mood isn't much brighter.

Standards-based Grading

I read an interesting blog post about a parent's reaction to standards-based grading. She was upset that standards-based grading made her "A" child "just average" rather than "above average." This made me wonder what kind of push back we would get at my high school if we would make a complete change to a standards grading system. It would be important to inform parents and educate them on how to read the new grades well before making the switch. We would also need to have clear information about how colleges use this information for admission.

Unfortunately, I think a lot of parents look at grades as a way to rank and compare their child with others rather than using them to understand their child's strengths and weaknesses. I guess this is one of those instances where teachers must act as change agents if we believe that the change is in the best interest of kids and learning.

Visual Literacy

Gilbert, Chris. (2013). Changing the Lens: The Necessity of Visual Literacy in the ELA Classroom. English Journal, 102(4), 89-94.

After our discussion of visual literacy, I decided to read some articles about it. This particular article presents visual literacy as I am most familiar with it. It promotes the necessity of teaching students how to "read" images and uncover the narratives of economics and class that they present. It emphasizes the tendency for students to unconsciously and uncritically take in these stories without question.

I the past I did a unit on advertising I which we would go into great detail about color, positioning, copy, etc. we also started to notice patterns and tends in ads. The students would also watch the video Killing Us Softly, an insightful discussion of the repeated messages conveyed by ads. Teens are aware of messages about body image for girls, but they hadn't thought about how commonly women of other races have been portrayed as exotic and aligned with animals. As Gilbert's article points out, the students start to analyze the images the way an anthropologist would. 

After this reminder, I think that I will show students the illustrations from the original printing of The Adventures of Huckleberry Finn and ask them how they affect their impression and analysis of Jim. We will also discuss whether the images would enhance or contradict Twain's satirical purpose.

Don't Stop Believing

Yesterday our school had a brief assembly that was put together rather quickly. The students asked that staff take part in a lip sync contest. With all of our coaching, advising, IEP's, family, and other obligations, it was difficult to find a time that we could all meet and practice. But through email and lunch conversations, we planned and then practiced as a group for the first time about 3 hours before the assembly. I don't think we are ready to take our show on the road quite yet, but the kids enjoyed it.

In school and in my personal life, I often get so caught up in what I have to teach, whether I'm incorporating enough technology, who needs more help, how am I going to provide that, am I meeting the standards, what meeting do I have today, how can I better assist other teaches, etc, etc, etc, that I forget to have fun. It was refreshing to really laugh and to share the experience with colleagues and the student body. I think the most common comment was "we need to do this more often', and I couldn't agree more.

The Edge of Seventeen

My husband, 15-year-old son, and I watched this movie together last night. I had heard that it followed the tradition of John Hughes' movies of the 80's. Having grown up on The Breakfast Club, Pretty in Pink, Sixteen Candles, and Say Anything (I'm not sure if that last one is from Hughes or not),  I thought I'd see how this one compared.

As one reviewer noted, it is a bit more vulgar than most of Hughes work, though not beyond what a typical high schooler has likely already heard, and not too far beyond The Breakfast Club.

Since I was 14 the first time I saw Breakfast Club, it is tough for me to be objective in comparing the movies. I don't think my son is going to rewatch this movie as many times as I have rewatched Judd Nelson and Molly Ringwald, but that may also be a gender thing. I will say that the predictable ending sends positive messages to kids in a way that is palatable to them. They can relate to the adolescent angst without feeling preached at. All in all, it was a movie we all enjoyed, which is gotten increasingly more rare as Daniel has gotten older.

My love-hate relationship with running

 Yesterday I ran 5 miles in Stevens Point. I was worried about it because since January 1 when I registered, I had not run more than 3.5 miles, and that was one slow and painful run. I thought about just not doing it, but the organization hosting the event limits the number of participants, and they sold out in 1 hour 45 minutes. I didn't want to waste a spot that someone else could have had. So I decided that as long as I kept moving forward and finished, I'd be satisfied.

The first 2 miles felt really good, the third wasn't bad, even after making the turn and getting the wind in my face. I made it 4 miles before taking a brief walk break to catch my breath. I was happy to see the finish line when I turned the last corner, and though my legs were getting tired, I felt great for the rest of the day just as I knew I would.

I wish I were one of those people who could say that I love running and I can't wait to get out there each day. I'm not. I know how good I feel after it's all over, but I have to talk myself into it every time. My husband does not understand the phenomenon of paying to run (even after I show him the t-shirts I've collected), but I need the pressure of possible public humiliation to motivate me to train. I need to know that I will have wasted money if I don't try to meet or improve my past times. And I need to know there is a fun reward at the end.

Do you think that is the way many of our students feel about the work we assign them? Do they feel a personal investment? Are there enough fun rewards along the way to motivate them? What will it take for more students to talk themselves into getting out there?