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Informationen zum Autor Dawn Reed is an English teacher at Okemos High School in Okemos, Michigan and Co-Director of Red Cedar Writing Project at Michigan State University. She earned her MA in Rhetoric and Writing in Critical Studies in Literacy and Pedagogy from Michigan State University, and she continues to engage in teacher inquiry and research. Her research interests include the teaching of writing, digital literacy, and authentic writing opportunities, including writing for civic engagement . Through her work as a consultant with Red Cedar Writing Project, she is involved with supporting teacher professional development through work with schools and the National Writing Project. She has published in various journals and books, including English Journal and Teaching the New Writing: Technology, Change, and Assessment (Teachers College Press, 2009), and The Next Digital Scholar (2014) and on Digital Is ( digitalis.nwp.org ). Follow her @dawnreed. Dr. Troy Hicks is an associate professor of English at Central Michigan University and focuses his work on the teaching of writing, literacy and technology, and teacher education and professional development. A former middle school teacher, he collaborates with K–12 colleagues and explores how they implement newer literacies in their classrooms. Hicks directs CMU’s Chippewa River Writing Project , a site of the National Writing Project , and he frequently conducts professional development workshops related to writing and technology. In March 2011, Hicks was honored with CMU's Provost's Award for junior faculty who demonstrate outstanding achievement in research and creative activity and, in 2014, he was honored with the Conference on English Education’s Richard A. Meade Award for scholarship in English Education. Follow him on Twitter @ hickstro . Klappentext Research shows that only half of teachers say digital tools make writing instruction easier...Research Writing Rewired shows us how to channel students' passion for digital communication into meeting our goals, and provides a vision for teaching English in today's classroom. The authors provide you with a clear model for tech-rich research that will inform your own units. Guiding components include: An inquiry-based, technology-rich unit 28 model lessons and a framework including extensions, tech tips, and activities Best practices on formative assessment, close reading, and think alouds Activities built around students' favorite technology QR codes to video clips on a companion website Zusammenfassung This book shows you how to use digital tools within a multi-week inquiry unit to increase students’ engagement as they write-to-learn and share knowledge. Inhaltsverzeichnis At-a-Glance Lesson Summaries Foreword by Peter Smagorinsky Acknowledgments Preface: Reading, Writing, and Inquiry With Adolescents Why "Rewire" Research Writing? The Contents of This Book Our Guiding Principles Introduction: Framing Student Inquiry Considering Our Goals The Big Picture: Broad Curricular Considerations Additional Curricular Components Final Considerations Chapter 1. Introducing Research, Inquiry, and Connected Learning Preview Lesson: Thinking Through a Cultural Lens Lessons for Week 1 Lesson 1. Exploring Digital Identities Lesson 2. Cultural Conversations Online: Joining Youth Voices and Reading Collaboratively Lesson 3. Beginning the Cultural Conversation Lesson 4. Exploring Visual Culture Through Food Wrappers and Analyzing Visual Culture Lesson 5. Introducing Ethnography and the Culture Collage Assignment Reflections on Embracing Inquiry in the Connected Cl...
