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What ideas provoke us to think differently about literacy and connected learning in the digital age?

This collection features the work of three Teacher Consultants from the UNC Charlotte Writing Project who explored and reflected upon how a "maker" approach to teaching English Language Arts worked to empower students in the classroom and connect them with the community. 

Making Learning Connected is an event we offered during The Summer to Make, Play & Connect by Educator Innovator and was...

This collection brings together content from the NWP Digital Is website which demonstrate some of the key principles of connected learning while also opening up a discussion about the implications of this work for learning both inside and outside of school.

We have assembled this collection so that teachers may know the territory of machine scoring writing and, when and if their school system considers adopting one of these machine-reading services, they may act appropriately. We believe ourselves that machine-scoring fundamentally alters the social and rhetorical nature of writing—that writing to a machine is not writing at all.

Although the Internet seems to be free, it actually consumes huge amounts of electricity. This collection is an exploration of the environmental costs of the internet and ways to reduce the energy we call upon daily in our searches, uploads, and downloads.

The Make Movement is a shift towards helping us see the value in the act of creating instead of merely consuming. As more young people spend their time online, it is important for us, as educators, to consider how we can help them develop the agency to move from being passive consumers to active creators.

How do youth explore and express identity online? How can educators support students as they work through this stage of development in online spaces?

Many of us maintain profiles across an ever-increasing number of websites, effectively distributing our identities into discrete, albeit linked, chunks. How do our different online incarnations serve our goals for connecting with others? 

What does it mean to be “visually” literate? How can we encourage students to be more deliberate and careful in how they look at the images that circulate in today’s digital culture?

The Internet is our writing space par excellence, whether we access it via our smartphones, through a Web browser, or using an email application. Here, we delve into a complex narrative of how this space was imagined, designed, and crafted, surfacing important developments worth thinking about.

Even the unstoppable momentum of 21st century literacy has not managed to completely debunk the myth of solitary genius, and the tension between solitary authorship and collaboration remains. In this collection, new voices dialogue in asking how individual perspective should be treated when it exists due to its role in a much larger, ongoing, public conversation.

The magnitude of the change in our core communications and media culture prompts speculation about the impact of that change on us as human beings. This collection gathers some of this speculation as various voices ask: Is it the end of the world as we know it? (By the way, I feel fine.)