The NWP Digital Is website is a collection of ideas, reflections, and stories about what it means to teach writing in our digital, interconnected world.

The NWP Digital Is website is a collection of ideas, reflections, and stories about what it means to teach writing in our digital, interconnected world.

Although the Internet seems to be free, it actually consumes huge amounts of electricity. According to one source, the carbon footprint of the internet now exceeds that of air travel. Server farms that support the internet need to be powered and cooled--a double whammy, from an energy-use standpoint.

Although the Internet seems to be free, it actually consumes huge amounts of electricity. According to one source, the carbon footprint of the internet now exceeds that of air travel. Server farms that support the internet need to be powered and cooled--a double whammy, from an energy-use standpoint.

“Writing today,” say the authors of Because Digital Writing Matters, “is pervasively and generally digital; composed with digital tools; created out of word, image, sound, and motion; circulated in digital environments; and consumed across a wide range of digital platforms.”  Many teachers are wondering, however, whether digital writing can align with the ELA strand of the Common Core State Standards, now adopted by 45 states and DC.

“Writing today,” say the authors of Because Digital Writing Matters, “is pervasively and generally digital; composed with digital tools; created out of word, image, sound, and motion; circulated in digital environments; and consumed across a wide range of digital platforms.” Many teachers are wondering, however, whether digital writing can align with the ELA strand of the Common Core State Standards, now adopted by 45 states and DC.

Status updates, tweets, text messages, 4Square checkins—our lives are awash in short form compositions. Are they "completely useless and meaningless," or do they derive their value from the social context within which they live?

Status updates, tweets, text messages, 4Square checkins—our lives are awash in short form compositions. Are they "completely useless and meaningless," or do they derive their value from the social context within which they live?

We have told stories to each other since the dawn of human history. We instinctively organize our thoughts as stories. Well-crafted stories engage us, inform us, inspire us and – long after first hearing them – resonate with us. Stories have always carried messages and meaning for us long before writing, radio, film, television, or the internet helped us tell them.

We have told stories to each other since the dawn of human history. We instinctively organize our thoughts as stories. Well-crafted stories engage us, inform us, inspire us and – long after first hearing them – resonate with us. Stories have always carried messages and meaning for us long before writing, radio, film, television, or the internet helped us tell them.

Watching text in motion is nothing new for readers of all levels. We watch words travel across screens of various shapes and sizes, and we set words in motions as we move throughout our daily lives reading text in various places and contexts.

Watching text in motion is nothing new for readers of all levels. We watch words travel across screens of various shapes and sizes, and we set words in motions as we move throughout our daily lives reading text in various places and contexts.

Twitter. Facebook. MySpace. LinkedIn. Wikispaces. Edublogs. Youtube. Flickr. Many of us in the NWP network maintain profiles across an ever-increasing number of websites, effectively distributing our identities into discrete, albeit linked, chunks.

Twitter. Facebook. MySpace. LinkedIn. Wikispaces. Edublogs. Youtube. Flickr. Many of us in the NWP network maintain profiles across an ever-increasing number of websites, effectively distributing our identities into discrete, albeit linked, chunks.

Assessment of multimedia composing is a very young discipline. Will our learning expectations and criteria for composing and evaluating paper essays suffice? Will we need to refashion those expectations and criteria for the new writing?

Assessment of multimedia composing is a very young discipline. Will our learning expectations and criteria for composing and evaluating paper essays suffice? Will we need to refashion those expectations and criteria for the new writing?

This collection highlights three of the many excellent resources tagged voice and audience on the Digital Is website. Important elements of the digital classroom—inquiry, emerging experts, and a pedagogy of collegiality—are clearly themes in the work of these classrooms.

This collection highlights three of the many excellent resources tagged voice and audience on the Digital Is website. Important elements of the digital classroom—inquiry, emerging experts, and a pedagogy of collegiality—are clearly themes in the work of these classrooms.

In Confronting the Challenge of Participatory Culture: Media Education for the 21st Century, Jenkins, et al. (2007) characterize today's society as one based on participation, using the term "participatory culture" to describe how we are no longer pure consumers of media, but producers, sharers, and collaborators. This collection looks at the works of digital writing in that light.

In Confronting the Challenge of Participatory Culture: Media Education for the 21st Century, Jenkins, et al. (2007) characterize today's society as one based on participation, using the term "participatory culture" to describe how we are no longer pure consumers of media, but producers, sharers, and collaborators. This collection looks at the works of digital writing in that light.

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