I have had some wonderful global adventures lately.  I recently took an invigorating trip with a Kean University delegation to China.  ….So much to see, taste, smell, experience.

I also recently attended another fantastic THATCamp (this time at “the source” – at the Roy Rosenzweig Center for History and New Media).  I left with a sense of renewed possibility and an understanding of many new digital tools.

This recent infusion of ideas, perspectives, and innovation has shaped an annual ritual I have each June.  As the summer suddenly arrives on the doorstep, I take a moment to pen a personal document known as the “Summer Manifesto”.  It is a wish list.  I jot down all the various things I want to be able to do over the summer.  This list usually includes some pretty ambitious work-related goals (i.e. write that book chapter, grant proposal, etc).  But it also includes things much more immediate, personal -(i.e. sit and watch my boys play on the beach as the sun sets, eat a lot of lobster, swim more, etc.)  The Summer Manifesto tradition always seems to spurn a vitality in me which leads to new found creativity.  And this summer, I plan to MAKE things.

I am inspired to embark on a “Summer of Making”, and I invite everyone to join me on such a journey.  Please consider joining me in the Making Learning Connected MOOC (a Massive Open On-line Course).  The Making Learning Connected MOOC (#clmooc) is a collaborative, knowledge-building and sharing experience open to anyone who’s interested in making, creativity and learning. The MOOC just began on June 15th. Feel free to jump in….just sign-up and start making!

Over the next six weeks we will play with new tools and processes for making projects, share our results and our learning, and explore the educational model known as Connected Learning.  This MOOC is really about you, and your interests.  You decide the pace of your activities, the depth of your participation, the scope of your making and learning. As such, there are no defined time limits to any of the Make Cycles. If you a looking for a great way to expand your horizons, reignite your own creativity, and build professional connections, then this might be just the way to make this summer more special.

By now you probably know that it is National Poetry Month.  Inaugurated by the Academy of American Poets in 1996, National Poetry Month is now held every April, when schools, publishers, libraries, booksellers, and poets throughout the United States band together to celebrate poetry and its vital place in American culture. Thousands of organizations participate through readings, festivals, book displays, workshops, and other events.

The goals of National Poetry Month are to:

• Highlight the extraordinary legacy and ongoing achievement of American poets
• Introduce more Americans to the pleasures of reading poetry
• Bring poets and poetry to the public in immediate and innovative ways
• Make poetry a more important part of the school curriculum
• Increase the attention paid to poetry by national and local media
• Encourage increased publication, distribution, and sales of poetry books
• Increase public and private philanthropic support for poets and poetry

Why celebrate poetry? Because poetry is a kind of magic.  Poetry is a spell, words conjuring with time and space, taking us to places we have known, or haven’t known.  Poetry calls forth our deep being. It dares us to break free from the safe strategies of the cautious mind.  A poem can call us like the wild geese from an open sky.

I recommend an on-line visit to the robust website of the Poetry Foundation - an independent literary organization committed to a vigorous presence for poetry in our culture. The Poetry Foundation exists to discover and celebrate the best poetry and to place it before the largest possible audience.  Another wonderful on-line resource is Poets.org, which has compiled an inspired list of 30 ways you can celebrate poetry.

Why not celebrate by recording a poem and sharing it with the world?  The Record-a-Poem group invites everyone to post audio recordings of their favorite poems. People can upload recordings they have on their computers, or use SoundCloud to upload audio files directly to the group using the Upload button here.

I would also like to invite you to discover new poetic forms such as electronic poetry, also know as e-poetry, digital poetry, new-media poetry, hypertext poetry, or computer poetry.  Electronic poetry seeks to exploit the unique capabilities of computers and networks to provide a text whose elements and behaviors would not “translate” to the printed page.  ”I ♥ E-Poetry” is a wonderful website in which to experience digital poetry.  The site is dedicated to the exploration, distribution, and critical consideration of this emergent genre.  Here are a few beautiful examples of e-poetry:  ”Faith” by Robert Kendall; “Like Stars in A Clear Night Sky” by Shariff Ezzat; “In the White Darkness” by Reiner Strasser and M.D. Coverley.

It is my honor to “emcee” this annual event, and each year I bear witness to the transformation that occurs for so many inspired students, educators, and citizens when they attend this dynamic event.  Approximately 1500+ people gather for the conference which educates and motivates so many to make a difference in this world we share.

Our theme this coming Friday is #ENOUGH! – Affecting Change from the Frontlines to Your Newsfeed.  Our discussion for the day will focus on social media and social change. 

We all look forward to hosting three very compelling activists: Our keynote speaker – John Prendergast, co-founder of the Enough Project, an initiative to end genocide and crimes against humanity affiliated with the Center for American Progress.  John has worked for the Clinton White House, the State Department, two members of Congress, the National Intelligence Council, UNICEF, Human Rights Watch, the International Crisis Group, and the U.S. Institute of Peace.  We will also be hosting -Iain Guest, the founder and executive director of The Advocacy Project, a Washington-based nonprofit organization that supports community-based organizations worldwide; and -Hugh Evans, Co-founder and CEO of the Global Poverty Project.

For more on the Human Rights Conference and some important Human Rights initiatives, keep posted here at WorldLiterate!

Building upon a growing movement to leverage digital tools to support Connected Learning , teachers, schools, principals, community leaders, parents, and students are called to participate in the second national Digital Learning Day on Wednesday, February 6, 2013.  An effort of the Alliance for Excellent Education , Digital Learning Day links together a wide range of states, organizations, and corporate partners to call attention to the powerful work going on in districts, classrooms, and out-of-school programs where educators and their students are making thoughtful use of digital tools.

Digital Learning Day will celebrate innovative teaching practices that make learning more personalized and engaging, and encourage exploration of how digital learning can provide more students with more opportunities to get the skills they need to succeed in college, career, and life.

Start a Conversation

• Share your thoughts about a meaningful digital lesson: Tweet with the hashtag #DLDay and interact with like-minded educators.
• Find links to interesting articles from 40 years of New York Times reporting on the impact of the digital revolution on education at the New York Times Learning Network.

Try One New Thing

• Adapt some of the resources and toolkits available at the Digital Learning Day website.
• Explore the archive of digital teaching strategies at the New York Times Learning Network.
• Browse Edutopia’s collection of resources for teachers to support them as they “try one new thing.”

Showcase Success

• Have your students sign up at Figment and add their writing using the tag dlday, where it will become part of a collection of digital compositions. Young writers there will be tweeting out their pieces using the hashtags #DLDay and #whatImake.
• Listen to NWP Radio’s webcast , Digital Writing Matters, and hear from network teachers, along with a young writer from Figment, who will talk about the importance of writing and publishing online, amongst a community of peers and fellow authors.
• Blog about your digital teaching experiences for the Digital Learning Day Blog Carnival on NWP Digital Is

Excerpts from Digital Learning Day Blog Carnival at NWP Digital Is

Digital Learning Day: A Bridge to the Digital World

Over the next few weeks, as we arrive at the Digital Learning Day, my plan is to chronicle some of my tech classroom practices, and I’m excited to hear about everyone else’s triumphs and tribulations in both their analog and digital learning worlds.” — Jack Zangerle, teacher-consultant, Hudson Valley Writing Project (New York)  More ›

Digital Learning Day: Creating a Community of Readers and Writers

Although I will also be exploring the best way to get my students to write/read digitally for that day, it dawned on me that we, as educators, need to continue to learn in the digital milieu. In response, I have decided to take a step back and blog about what literacy instruction means to me in hopes that these posts serve as resources for other classroom practitioners.” — Janelle Bence, co-director, North Star of Texas Writing Project  More ›

Digital Learning Day: The Courage to Try

It is clear to me that Sherri got her class online because she is a teacher [who] does whatever she can for her students. She is a teacher who is willing to work through obstacles and challenges because she recognizes that our students need to learn to write constructively online. I am so proud of her.” — Lou Buran, teacher-consultant, Northern California Writing Project  More ›

Digital Learning Day: Webcomic Analysis: State of Student Technology

Students are pretty tech-savvy and fearless for the most part around technology. Screens and interactions are part of their lives. But they still need adults—parents and teachers—to help them along the way. Issues of privacy and composing with media, audience, and responsibility are central to what they need to know in this age of technology.” — Kevin Hodgson, teacher-consultant, Western Massachusetts Writing Project  More ›

Digital Learning Day: Texting in Class: The Pros and Cons of Celly

Last year as I began to slowly introduce cell phones into my classroom, I was missing a very valuable component, which was assessment. This past summer I found a website called Celly. Celly is a collaborative space where the teacher creates a “cell” and students sign up via their cell phone number and the teacher invites them to a cell . . . . It has the assessment piece that was missing for me and my students last year.”— Jeremy Hyler, teacher-consultant, Chippewa River Writing Project (Michigan)  More ›

What Happens When Digital Learning Day Is Every Day?

Student-led learning is nothing new. What makes this so much more real is the digital medium. The building blocks are not blocks at all, they’re malleable. They can build what they want, tinker with the pieces. Unlike some more “traditional” high school journalism programs, they’re not creating in the shadow of the old-school newspaper template. They’re . . . creating a venue versatile enough to support what they haven’t even thought of yet.” — Larissa Pahomov, English teacher, Science Leadership Academy (Philadelphia)  More ›

Digital Learning Day: Do Our Students Have Access?

The term ‘digital divide’ is as unacceptable as its definition. As I type a blog post on my laptop, simultaneously catching up on the news on my desktop and responding to text messages on my smart phone, the harsh word ‘chasm’ seems more fitting. Today, without the thoughtful, effective integration of empowering technological tools, no gap will be closed. Instead, without technology in classrooms, the divide too quickly becomes a gorge.” — Katie McKay, teacher-consultant, Heart of Texas Writing Project  More ›

Reflecting While Preparing for Digital Learning Day

In a variety of ways, digital learning can bridge the gap between bored students who run the risk of dropping out and engaged students who set personal learning goals for themselves. It is not a surprise that most of our students possess the digital skills to text, tap the app, and retrieve or post audio/video content. Unfortunately, as their digital devices are left behind, their learning runs the risk of becoming fragmented and disconnected from the real world.” — Rita Sorrentino, teacher-consultant, Philadelphia Writing Project  More ›

Digital Learning Day

I have seen for myself just how important and influential technology tools can be in the classroom, from helping English learners build language fluency to fostering collaborative learning as teams of students create public service videos. Teachers are preparing students for a different world, a world that includes ever-changing technologies.” — Sharon J. Washington, Executive Director, National Writing Project  More ›

Digital Learning Day: How Google Docs Has Eliminated the “Rough Draft”

When students log into their [Google Docs] accounts and start writing, they must “share” their story with me. Once I have been granted access, I have the ability (as does anyone with access) to read what the student is writing WHILE they are writing. We simultaneously have access to the same document. This is helpful because while a student is immersed in their work, I can catch any errors, ask questions, give suggestions, etc., as the student continues to work.” — Evan Williams, teacher-consultant, Hoosier Writing Project (Indiana)  More ›

Digital Learning Day

The Digital ID project integrates our commitment to social justice, drawing on engaging curriculum that is infused with 21st century tools, topics, and challenges. Our project is developed around . . . central themes of citizenship and addresses the questions: What does it mean to be a (digital) citizen? What are my rights as a citizen? What are my responsibilities as a citizen?” — Fred Mindlin, associate director, Central California Writing Project  More ›

• Digital Learning Day & Open Access
• More DLD 2013 Resources

As twitter colleague Jabiz Raisdana (@intrepidteacher) in Jakarta wrote “If you’ve ever lived in NYC, this film will fill your heart with such nostalgia, it may collapse.”

A letter from Mark Twain to Virginia City Territorial Enterprise, January 1863.

The world begins at a kitchen table. No matter what, we must eat to live.

The gifts of earth are brought and prepared, set on the table. So it has been since creation, and it will go on.

We chase chickens or dogs away from it. Babies teethe at the corners. They scrape their knees under it.

It is here that children are given instructions on what it means to be human. We make men at it, we make women.

At this table we gossip, recall enemies and the ghosts of lovers.

Our dreams drink coffee with us as they put their arms around our children. They laugh with us at our poor falling-down selves and as we put ourselves back together once again at the table.

This table has been a house in the rain, an umbrella in the sun.

Wars have begun and ended at this table. It is a place to hide in the shadow of terror. A place to celebrate the terrible victory.

We have given birth on this table, and have prepared our parents for burial here.

At this table we sing with joy, with sorrow. We pray of suffering and remorse. We give thanks.

Perhaps the world will end at the kitchen table, while we are laughing and crying, eating of the last sweet bite.

Each year, right before Thanksgiving time, a special group of educators gather together to celebrate the importance of writing.  Writing in its many forms is the signature means of communication in the 21st century, and the National Writing Project envisions a future where every person is an accomplished writer, engaged learner, and active participant in a digital, interconnected world.  The NWP is a network of sites anchored at colleges and universities and serving teachers across disciplines and at all levels, early childhood through university. We provide professional development, develop resources, generate research, and act on knowledge to improve the teaching of writing and learning in schools and communities.  Our annual meeting makes visible the expertise of our dynamic network, as we continue to learn with and from one another.  As the Director of the Kean University Writing Project,  I am energized and inspired by our gathering.  And in the spirit of “writing-to-learn”, I have decided to keep a running log of my conference experience this year.  The following are my notes/reflections from our 2012 NWP Annual Meeting:

8:30am – Informal Conversation with Directors About the Work of Directing a Site

Introductions – Directors from Writing Project sites throughout the country introduce themselves.

Freewriting exercise- two questions to respond to:

What is it that we have learned about the work of directing a NWP Site that we would like to share with the group?

- Build a model of in-service that functions a bit like a small business (with modest revenue built into each engagement with the community);

-Be responsive to the school district’s needs (customize your programming based on the specifics of a school situation);

-remember to foster community from the moment the ISI begins, so that teacher-leaders can be identified and the TC roster can be grown;

-think of innovative angles to draw the community back together (i.e. our KUWP “unconference” plan);

-the University political terrain:  tying the work of the site to the Department’s mission (recruitment for Unviersity); Youth Programs as a basis for University recruitment; argue that the site supports overall interdisciplinary writing support; the site improves Graduate enrollment; the Site as a feeder for the University’s MA programs (academic offerings that support pre-service teachers); developing graduate course certificates (-i.e. ”graduate certificate in the teaching of writing”; writing projects can develop courses- i.e.”teaching argumentative writing” – this can be presented explicitly as common core support for pre-service teachers;

-Ask questions of other Directors (the best resource for Site Directors is other Site Directors – call colleagues in the network)

What are the challenges/questions about this work that might be asked of this group?

-How to work with the Foundation effectively?

-More ideas for effective continuity activities?

-Rethinking the ISI model? -What is the most important part of this ISI?  - the Writing!  This is was is distinct about the experience.  The writing is what changes the teaching.  How many pieces of writing can you have teachers do in the allotted time?  A 4 week model? – 4 different kinds of writing, in 4 weeks.    Community building – looking at educational practices, this takes at least 4 weeks.

-too much reliance on the grants model?

-Online course version of ISI?  7 days of in-sight work, full semester of on-line work (University of Maine model); mentoring in-built in model; percentage of tuition goes to site – a solid revenue stream.

The big issues that have been identified here:

-The integrity of “the model” (thinking about the ISI – what is it that we hope to accomplish?  what form can it take?)

-the money/revenue challenge

-Teacher-leadership (identify, support, sustain)

-NWP Connect (Site leaders forum)

-Teleconferencing for Site Directors?

Coffee/tea break.

Next up – the Plenary Session:

11:00am  We are 1,000 writers writing at this time, and we are taking a moment to thank the people within our network who have helped us, inspired us – a collective thanks to our colleagues who have given us strength and guidance for the work of the Project.

Delicious Lunch!  Including some announcements about the Urban Sites Network Conference “Writers of Social Justice:  How One Pen Can Change the World” – April 26-27, 2013.  Also “The Best Teen Writing of 2012″.

1:15pm “Leadership Transitions”

Our starting “freewrite exercise” = Reflecting on the past year as the Director of Kean University Writing Project:

- In-service model is bearing modest revenue; our ISI has been small but very successful, in-keeping with the original NWP philosophy; we continue to receive University support; we will probably be able to apply for 2 SEED grants this cycle, we will roll out a new “continuity” event – the KUWP “unconference”; we need to develop a University Foundation project & identify a liaison work with ORSP; fostering a SITE identity as an expert in “digital writing” – best practices & research;

Group list of issues:

Morale & funding

Prioritizing/Strategic Planning/?s  about downsizing or growing certain aspects of the WP

Recruitment

Continuity – working with TCs & supporting them

PR visibility (*briefing state of KUWP to the Eng Dept)

Cross curriculum support ( WAC & interdisciplinary writing support)

Identifying Leadership capacity

3:15 “Exploring Strategies for Supporting Your Site’s Infrastructure Costs”

Issues discussed:

Tuition for ISI

Professional Development (TC stipends)

Support for multiple locations to extend access

Director’s support

Office Management

Travel costs

Management of Time as Director (Admin support)

Sustainability

Re-organization of old management model

Developing a Teacher-Leadership “team”

More roundtable discussion:

Infrastructure Costs worksheet

Sample Budget worksheets

We are realizing that all solutions are local….

Youth Camp models

Senior Writing Camp (retirees – memoir camp) – Savannah, Georgia has a model

Veteran Writers Workshop

NWP Resources:

-NWP Connect

-”The Model at Work” – Site Report “Best Practices”

]]> http://worldliterate.com/2012/11/15/national-writing-project-las-vegas-2012/feed/ 0 miazamoraphd NWPmeetinglogo coffeebreakpic lunchpic http://worldliterate.com/2012/11/03/after-the-storm/ http://worldliterate.com/2012/11/03/after-the-storm/#comments Sat, 03 Nov 2012 18:12:25 +0000 Mia Zamora, Ph.D. http://worldliterate.com/?p=258 Continue reading »

What I notice first within

          this rough scene fixed

in memory is the rare

          quality of its lightning, as if

those bolts were clipped

          from a comic book, pasted

on low cloud, or fashioned

          with cardboard, daubed

with gilt then hung overhead

          on wire and fine hooks.

What I hear most clearly

          within that thunder now

is its grief—a moan, a long

          lament echoing, an ache.

And the rain? Raucous enough,

          pounding, but oddly

musical, and, well,

          eager to entertain, solicitous.

No storm since has been framed

          with such matter-of-fact

artifice, nor to such comic

          effect. No, the thousand-plus

storms since then have turned

          increasingly artless,

arbitrary, bearing—every

          one of them—a numbing burst.

And today, from the west a gust

          and a filling pressure

pulsing in the throat—offering

          little or nothing to make light of.

-”First Storm and Thereafter”, by SCOTT CAIRNS

-painting by Beth Robinson

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-”The Storm” by Theodore Roethke