4. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|
I think we’re in the midst of a literacy
revolution the likes of which we
haven’t seen since Greek civilization…
…young people today write far more
than any generation before them.
Andrea Lundsford : Stanford Study of Writing, 2008
38. literacy |ˈlɪt(ə)rəsi|
Definition of Literacy
Literacy is the set of skills which allows
an individual to engage fully in society
and in learning, through the different
forms of language, and the range of
texts which society values and finds
useful.
Literacy and English cover paper 2008
39. literacy |ˈlɪt(ə)rəsi|
Definition of Literacy
Literacy is the set of skills which allows
an individual to engage fully in society
and in learning, through the different
forms of language, and the range of
texts which society values and finds
useful.
Literacy and English cover paper 2008
43. why wiki?
audience
the wiki became a very positive factor because:
it was real
the wiki as a whole was more important than any one
page
it was fun
it encouraged independent as well as cooperative writing
did I mention it was fun?
53. wikis
…grant me the serenity to accept the pages I cannot
edit,
The courage to edit the pages I can,
And the wisdom to know the difference
http://www.educause.edu/pub/er/erm04/ermo452.asp
54. thanks to...
Neil Winton
PT English, Perth Academy
http://nwinton.wordpress.com
Thank you to LTS for asking me along to speak to you today... I am... [CLICK]\n
Neil Winton. I thought I’d start by taking 4 slides to tell you my story...[CLICK]\n
Neil Winton. I thought I’d start by taking 4 slides to tell you my story...[CLICK]\n
Neil Winton. I thought I’d start by taking 4 slides to tell you my story...[CLICK]\n
1963 - Learning to walk...[CLICK]\n
1964 - running... [CLICK]\n
1990 - I learned how to teach… [CLICK]\n
And as of 2007, I’d finally begun to learn how to learn.... So, what am I going to talk about today?[CLICK]\n
[CLICK] for NAME to appear! Isocrates — not to be confused with Socrates — complained about how poor the youth of his day were... somethings never change... [CLICK] \n
[CLICK] for NAME to appear! Isocrates — not to be confused with Socrates — complained about how poor the youth of his day were... somethings never change... [CLICK] \n
[CLICK] for NAME to appear! Isocrates — not to be confused with Socrates — complained about how poor the youth of his day were... somethings never change... [CLICK] \n
The yoof of today know nuffink!\n
The yoof of today know nuffink!\n
Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
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So... What has lead us to this stage? [CLICK]\n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
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We live in EXPONENTIAL times… the development of the internet and technology has proceeded at a much faster pace than we can possibly hope to keep up with... but our pupils do. [CLICK]\n
A quick illustration of the difference between Web1.0 and Web2.0... [CLICK]\n
In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
Web2.0 on the other hand... [CLICK]\n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
NB: We’re getting better with our consultation on Curriculum for Excellence... \n
So... AT LAST... I hear you cry! WIKIS! [CLICK]\n
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Wikipedia is as good and as accurate as YOU make it. Colleague on course: “It’s inaccurate!” — So FIX IT!\nIncidentally, in an independent study carried out by Wired, they found comparable inaccuracies in Encyclopedia Britannica... but of course, WE can’t edit Britannica...\n
Cube Rotation to the footnotes! [CLICK]\n
Cube Rotation to the footnotes! [CLICK]\n
Cube Rotation to the footnotes! [CLICK]\n
Wikipedia is as good and as accurate as YOU make it. Colleague on course: “It’s inaccurate!” — So FIX IT!\nIncidentally, in an independent study carried out by Wired, they found comparable inaccuracies in Encyclopedia Britannica... but of course, WE can’t edit Britannica...\n
Wikipedia is as good and as accurate as YOU make it. Colleague on course: “It’s inaccurate!” — So FIX IT!\nIncidentally, in an independent study carried out by Wired, they found comparable inaccuracies in Encyclopedia Britannica... but of course, WE can’t edit Britannica...\n
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When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
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So... Curriculum for Excellence & How we have been using Wikis at Perth Academy... [CLICK]\n
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CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
As a support site fro A Midsummer Night’s Dream... [ONLINE!]\n
So... Curriculum for Excellence & How we have been using Wikis at Perth Academy... [CLICK]\n
As a support site fro A Midsummer Night’s Dream... [ONLINE!]\n
As a support site fro A Midsummer Night’s Dream... [ONLINE!]\n
CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
As a support site for A Midsummer Night’s Dream... [ONLINE!]\n
As a support site for A Midsummer Night’s Dream... [ONLINE!]\n
A word of warning... there are many who would thwart your use of Web2.0 tools to enhance what and how you are teaching... and how your pupils are learning...\n
Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
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The Web2.0 / Social networking phenomenon is growing exponentially as well...\n
The Web2.0 / Social networking phenomenon is growing exponentially as well...\n
I won’t insult you by using the trite: “...because the ‘kids’ are using them...”\n