Listen to the LRA Google Hangout on Gaming

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Common Core and More: A Conversation with Dr. P. David Pearson.

June 6 | 3:30 – 4:45 PM | BB&T Room 109

Dr. P. David Pearson is a faculty member in the programs in Language and Literacy and Human Development at the University of California, Berkeley, where he served as Dean from 2001-2010. He received his Ph.D. in Reading Education at the University of Minnesota and completed his post-doctoral study at the University of Texas, Austin and Stanford University. Current research projects include Seeds of Science/Roots of Reading and the Strategic Education Research Partnership. He also works with teachers in middle and high schools in New York City to figure out how to promote deeper learning as teachers try to navigate the new Common Core State Standards in English Language Arts. Dr. Pearson has written and co-edited numerous books and articles, including the Handbook of Reading Research. He has received numerous awards and in 2012 the Literacy Research Association established the P. David Pearson Scholarly Influence Award.

Archive of the talk.


Broadcast live streaming video on Ustream

This event is sponsored by the New Literacies Collaborative (NLC). Get more information about the NLC at newlit.org.

This event is free and open to the public.

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Common Core and More: A Conversation with Dr. Timothy Shanahan

March 19 | 2:00 – 3:00 PM | BB&T Room 109

 

Timothy Shanahan is Distinguished Professor Emeritus of urban education at the University of Illinois at Chicago where he was Founding Director of the Center for Literacy and chair of the Department of Curriculum and Instruction. He is principal investigator of the National Title I Study of Implementation and Outcomes: Early Childhood Language Development. Professor Shanahan was director of reading for the Chicago Public Schools. His research emphasizes reading-writing relationships, reading assessment, and improving reading achievement. He is immediate past president of the International Reading Association. In 2006, he received a presidential appointment to serve on the Advisory Board of the National Institute for Literacy. He was inducted to the Reading Hall of Fame in 2007.

This event is sponsored by the New Literacies Collaborative (NLC). The NLC is comprised of a multidisciplinary team of researchers and educators who promote research, professional development, and global connections around new literacies which emerge from the theoretical and practical intersection of literacy, evolving technologies, and media. Learn more about the NLC at newlit.org

This event is free and open to the public.

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Spring 2014 NLC Symposium will be conducted on Feb. 3, 2014 at the Friday Institute. 

 

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Fall 2013 NLC Symposium - Tuesday, November 19, 2013

Hear Dr. KaiLonnie Dunsmore discuss the shared responsibilities for literacy learning & the Literacy in Learning Exchange (http://literacyinlearningexchange.org)

 

An archived version of the symposium is below


Video streaming by Ustream

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Connecting with Teachers in China: New Literacies, New Opportunities

Dr. Hiller Spires made a presentation at the Friday Institute Seminar Series on October 2, 2013. 

 

 

Blog Posts

Lincoln Telegrams on Twitter

Check out our newest digital history project on Twitter. We are tweeting telegram messages Lincoln sent 150 years later at https://twitter.com/LincolnTelegram - join @LincolnTelegrams

Posted by John Lee on March 15, 2014 at 9:30am

New Literacies Spring Symposium 2013

Lets continue our discussion after the New Literacies Spring Symposium which was held on April 17, 2013 at the Friday Institute.

The symposium focused on implications of NC Read to Achieve for educators and children.

Tell us what you think!!

What did you learn today about NC Read to Achieve?

What questions do you still have?

In order to post a comment: please join the…

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Posted by Hiller Spires on April 15, 2013 at 12:54pm — 4 Comments

James Damico and Critical Web Reader

James Damico visited the Friday Institute and the New Literacies Collaborative today and presented his work with the Critical Web Reader -http://cwr.indiana.edu/ (CRW). The CRW tool has been designed to support inquiry using Internet-based resources given unique challenges that emerge from the various contexts of such activities. These challenges relate to issues such as credibility, careful or close reading, limitations on instructional time, and the strong need to engage students with technology. The CRW responds by focusing on reading that meets teachers where they are while being sensitive to time. Tasks supported by CRW focus reading online and include, traveling to a website, examining a website, and journeying beyond the site. The CRW focuses on the middle process of examining the site. The CRW recognizes approaches that have…

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Posted by John Lee on April 27, 2012 at 12:30pm

Collaborative Video Data Analysis - A Great Research Tool for 21st Century Theorizing

For this blog posting, I want to share some information about how collaborative video data analysis can be a tool for expanding research possibilities. As technology advances, our way of documenting, analyzing, and conceptualizing learning is expanding in so many ways.   There are many new computer programs, technology tools, and web applications that have the potential to increase the way that educators engage in classroom research.

 

Video-based data analysis, which is currently undergoing a period of rapid development, has the potential to offer new ways of researching classrooms because it encourages collaboration between researchers and classroom teachers.  Computer assisted video data analysis software can further the use of video as a research tool; it has the potential to encourage attention to and analysis of both verbal and non-verbal behaviors of research participants (Coiro, 2009) and encourage collaborative participation between teachers and researchers…

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Posted by Angela Wiseman on January 18, 2012 at 1:00pm

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Digging Deeper Web Identity and Digital Footprint Follow Up 2 Replies

As mentioned in the "Action Steps" part of our session and as described on our session's "Action Steps" session wiki page, we…Continue

Tags: nli11, diggingdeeper

Started by Carl Young in General Forum Discussions. Last reply by Karen Baker Burden Jul 29, 2011.

Inquiry Learning Project Video Presentations 30 Replies

Share your biggest take away from tonight's ECI 546 Design Studio Showcase. As you viewed the documentaries your colleagues created, reflect on what your take away was about teaching and learning.Continue

Started by Hiller Spires in General Forum Discussions. Last reply by Michael Cook Dec 6, 2010.

Visualization 22 Replies

In recent years, technological innovations have enabled new forms for representing information in visual ways. While several fields have benefited from these new visual forms, social studies has been…Continue

Started by John Lee in General Forum Discussions. Last reply by John Fennimore Dec 13, 2010.

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Post your reaction to Sir Ken Robinson's talk on schools and creativity.Continue

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December 10th New Literacies Collaborative Meeting!


November 3-7, 2010, a team from the New Literacies Collaborative traveled to Beijing, China for a New Literacies Institute at the Beijing Royal School (BRS). The five day workshop was the product of a collaboration between the College of Education at North Carolina State University and BRS. For more see the workshop website at http://nli2010beijing.wikispaces.com/


The New Literacies Collaborative met at theFriday Institutein Raleigh, NC on December 10, 2010, and members of the NLC team that traveled to China discussed their work. This talk is available below.


 

 

                           
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NLC Salon


You can follow us on Twitter at newlit. Post your tweet to @newlit.
Media Musings: Record and upload your musings about new literacies on our You Tube Channel NLC on You Tube Ning Networking: Share your ideas about new literacies on our Ning NLC Blogs NLC Forum

New Literacies Institute


New Literacies Teacher Leader Institute 2010 in Cambridge, MA. See work from the Institute wiki at http://newlitinstitute2010.wikispaces.com/

Also see our archived NLI from 2009 at The New Literacies Teacher Leader Institute 2009 Check out the NLI on Facebook, Twitter, and You Tube

NLC on Facebook

The New Literacies Collaborative is now on Facebook

ABOUT NLC

The New Literacies Collaborative (NLC) is a multidisciplinary team of scholars and educators who promote teaching, learning, research, professional development, and global connections around new literacies. New literacies emerge from the theoretical and practical intersection of literacy, evolving technologies, and media.


Learn Digital History Blog

Teaching about Historical Reconstructions using the Vail Telegraph Key


The reconstruction of historical inventions can provide a powerful context for students to explore how inventions affect society. In fact, the social impact of the invention of the telegraph ripples through to today. It set the stage for the invention of other communications technologies such as radio, television, and the Internet. The ability to send messages across wires in a fraction of the time humans were accustomed had a profound impact on society. Rossiter Johnson captured the spirit of that change in an 1882 poem written in tribute Morse and the telegraph. The poem describes limits of humans imposed by nature, but imagines that with the invention of the telegraph those limitations begin to fade away.

But one morning he made him a slender wire,
  As an artist’s vision took life and form,
While he drew from heaven the strange fierce fire
  That reddens the edge of the midnight storm;
And he carried it over the Mountain’s crest,
And dropped it into the Ocean’s breast;
And Science proclaimed, from shore to shore,
That Time and Space ruled man no more.

Students often have myopic views about how technologies impact their own lives. While it is true that students today seem to live in a constant state of ‘revolution’ regarding new technologies, an understanding of history can temper our enthusiasms. By studying records and relics from the past, such as Johnson’s poem, students can build up a long view of technological innovation and understand how the telegraph fits in that history.

Students can also use these experiences to explore important historical skills related to cause and effect. A reconstruction of the Vail telegraph key provides students with an opportunity to examine the development of scientific knowledge and challenge the narrowly constructed textbook history of the telegraph.

The history of the telegraph is typically transmitted to students as a neat and tidy story about Samuel Morse and the 1844 transmission from Baltimore to Washington DC of the message “What hath God wrought?” But, history is never so simple. Behind the story of Morse is the complex history of the invention of the telegraph, and that story is impossible to tell with Alfred Vail.

A social studies activity exploring this complicated history might begin with the simple question – Who was on the other end of the message sent by Samuel Morse on May 24, 1844? Of course, it was Alfred Vail. From there, students might explore Vail’s 1845 book length survey of the history of the telegraph, The American Electro Magnetic Telegraph: With the Reports of Congress, and a Description of all Telegraphs Known, Employing Electricity or Galvanism.  The book, which has three parts, includes a detailed description of the telegraph system developed by Vail and Morse; letters, reports, and other correspondences about the development of the telegraph system; and a contemporary history of the telegraph. Students can analyze this source to develop questions for inquiry about the development of the telegraph in the 1830s and 1840s.


From Hathi trust and Harvard Library at http://hdl.handle.net/2027/hvd.hw1wl0


The Lincoln Telegram project provides another avenue for exploring the newly invented telegraph and, specifically, how it affected the course of the Civil War and its participants.

The Lincoln Telegrams Project


The Lincoln Telegrams project (http://lincolntelegrams.com) includes digital versions and transcriptions of 354 telegram memos written by Lincoln from March 10, 1864 to his death in April of 1865.  The telegram memos function as source material for helping students and teachers understand how to analyze historical sources using the Hicks, Doolittle, and Ewing’s SCIM-C method (http://historicalinquiry.com). Direct access to the telegrams, either via the web or through an iPad app with the same content, allows students to explore the historical context and follow the ways in which the telegraph affected communications during that era.

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