This is an interesting study into the process of evaluating and developing teachers in Australia. The article backs up claims with research and clearly indicates our current review practices are not meeting the needs of teachers.
Here is my rule: Never sneer at another person's taste in reading. Never make another person
ashamed of a story that they love. You don't know what hunger that book is satisfying. And the
book you despise today may be part of their personal canon in ways that you are simply unable
to understand.
Create your family's Canon of Beloved Literature, and then distribute it. Post it on your blog.
Send it out with your Christmas letter. Give books from it to people you love and care about.
Make sure all the books on the list are on your Kindle or Nook or iPad, and sample the ones you
haven't read.
To claim that there is now such a thing as “Web 2.0 storytelling” invites risks. For one, some media reports suggest that this type of storytelling could be either hype or a danger. In addition, trying to pin down such a moving target can result in creating terminology that becomes obsolete in short order. Moreover, claiming that storytelling is happening online and is developing in interesting ways contradicts some current assertions about a decline in reading.Accepting these risks, we suggest there is most certainly a new form of expression that is compelling to educators. Starting from our definitions, we should expect Web 2.0 storytelling to consist of Web 2.0 practices.
Lonelygirl15 (http://www.lonelygirl15.com/), which started as a series of short videos on YouTube, grew to include a large number of comments, blog posts, wiki pages, parody videos, response videos, and a body of criticism. In each of these cases, the relative ease of creating web content enabled social connections around and to story materials.
Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions. Consider the possibilities facing a reader (or a viewer or a listener) who approaches Postmodern Sass. One timeline follows blog posts in chronological order. Another follows comments to a single post. A third follows links between posts, such as when the author refers to an earlier situation or references an old joke. Web 2.0 creators have many options about the paths to set before their users. Web 2.0 storytelling can be fully hypertextual in its multilinearity.
laying for Keeps (http://www.playingforkeepsnovel.com/) includes blog posts (with comments), podcasts (each blogged, with those posts commentable), PDF downloads, a MySpace page, and additional blog posts from various content contributors, with these posts housed at their own locations.
his sort of content repurposing, redesign, and republication can open up problems of version or content control, yet in return, it offers the possible harvesting of the storytelling energies of the creative world.
The Twitter content form (140-character microstories) permits stories to be told in serialized portions spread over time.
Even more varied forms include movie trailer recuts, in which the story creator edits clips from a well-known Hollywood movie to make a preview that tells a different story.
Web 2.0 storytelling is a rapidly evolving genre, developing as new platforms emerge and moving in pace with the creativity of the human mind. We anticipate that new storytelling forms will emerge from today’s tools for microblogging, social networking, web-based presentations, and microblog-like videos
For rich-media content creation, Web 2.0 tools have lowered the barriers by moving the process of (expensive) desktop video-editing software to (free) web-based applications17 and at the same time ostensibly moving the focus from using the tool to telling the story with the tool.
o be included, the tools had to be free, completely web-based, and able to produce a final product that could be viewed via a link and/or could be embedded into another site. Currently, The Fifty Tools website (http://cogdogroo.wikispaces.com/StoryTools) features examples of stories created in fifty-seven tools, and the number is likely, as new tools continue to emerge, to top seventy soon.
Should Web 2.0 storytelling be considered for educational purposes as well? After all, not every art form needs to be used in academia. We believe that the answer is “yes” and that Web 2.0 storytelling offers two main applications for colleges and universities: as composition platform and as curricular object.
Some projects can be Web 2.0 stories, while others integrate Web 2.0 storytelling practices.
A single course blog, for instance, tells the class “story.”
At a different—perhaps meta—level, the boundaries of Web 2.0 stories are not necessarily clear. A story's boundaries are clear when it is self-contained, say in a DVD or XBox360 game. But can we know for sure that all the followers of a story's Twitter feed, for example, are people who are not involved directly in the project? Turning this question around, how do we know that we've taken the right measure of just how far a story goes, when we could be missing one character's blog or a setting description carefully maintained by the author on Wikipedia?
For now, perhaps the best approach for educators is simply to give Web 2.0 storytelling a try and see what happens. We invite you to jump down the rabbit hole
"How should one react to a book that ostensibly seeks to inform while it so blatantly distorts? If it is meant as a way of understanding what actually happened -- and indeed for many students it will be the definitive and perhaps only Holocaust account to which they will be exposed -- how will its inaccuracies affect the way in which readers will remain oblivious to the most important moral message we are to discover in the holocaust's aftermath?"
Middle School & High School GamesEngaging teens in anything that smacks of grammar is usually a difficult task. To teach grammar and hopefully have some fun, try these games. Games are a fun way to engage students in tasks where they do not even know they are learning. Plus, they encourage teamwork and allow for kinesthetic learning. Students can play Stick it the Quickest and word sorts, which require Post-Its and chart paper. Some games require cards and larger teams. One grammar game requires baskets and balls to show correct grammar use. Whatever game you select for your students, they will enjoy this type of grammar practice over a worksheet any day. Choose the game for the grammar topic: Eight Parts of Speech Game Eight Parts of Speech Sentence Sort Grammar Lesson: Action Verbs and Verbs of Being Lesson Identify Noun Case Activity Identifying Parts of Speech Review Game Variety is Important in English Grammar Lessons
If your students struggle with passive voice, contractions, run-ons, comma splices, or pronouns in their writing, try one of the following lessons.