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What are we learning about how people develop as digital writers and connected learners?

What possibilities emerge for Writing Project sites when you take the traditional Invitational Summer Institute (ISI) and infuse that model with the principles of Connected Learning?  What role might the Make Learning Connected MOOC (#clmooc) play in the unfolding Summer Institute? This collection offers a glimpse of the possibilities that might emerge when the work of the the ISI and the #clmooc converge.

CLMOOC is a collaborative, knowledge-building and sharing experience that is open to anyone who is interested in making, creativity, and learning. In it, we designed and engaged in "makes"—creative projects—that tap into our personal (and professional) interests.

After last year's inaugural Connected Educator Month, participating teachers argued “every month should be connected educator month.” And here at NWP Digital Is, where we explore digital literacies and connected learning, we couldn't agree more. In this collection, explore ways to connect during Connected Educator Month and to stay connected throughout the year!

What does...

This collection pulls together the research by Josyln Young. Young "wanted to figure out more about what teaching, learning, and pedagogy look like beyond the classroom" and studied young producers at the Philadelphia Student Union and Chester Voices for Change and how they learn and master skills in media production.

Assessment of multimedia composing is a very young discipline. Resources here capture how we might re-refashion our learning expectations and criteria for composing- in both traditional and multimedia settings.

These resources assume that curricula and teaching approaches for English language learners, as with all learners, should honor students’ own languages, cultures, and interests; engage them in meaningful projects for real audiences; and provide them with a range of tools, including digital tools, for inquiry and composing.

Political blogs, special interest websites, TV talk shows, and talk radio—too many fuel a rhetoric of name-calling, half-truths, and us vs. them divisiveness. The teachers in this collection of curriculum units teach an alternative rhetoric of civic deliberation for thoughtful social action.

Popular culture has changed. No longer just television and movie franchises created by large Hollywood conglomerates, popular culture can be formed by the students in our classrooms. Our students are now both consumers and producers. Sure, they watch the latest blockbuster, but they also spend time making Youtube videos and mashups. This shift is an important one for educators to recognize when incorporating popular culture into their pedagogical practice. Adolescents and young adults are...

For educators and parents, blogs can be tools for providing their students with relevant, purposeful, and connective writing and learning experiences. For students, blogging can offer new ways of participating in the affinity groups they are active in, or they can provide opportunities to discover and experience entirely new ones.

Right click. Copy. Paste. Save image as.Is it free for the taking? Or am I breaking the law? Teach and learn about fair use with the resources in this collection.

How do teachers get started? What can we learn from the digital journey of other educators? The resources here function both as stories of teachers who struggled and figured something out and as examples you might start with in your own classroom.

Many teachers are wondering whether digital writing can align with the ELA strand of the Common Core State Standards, now adopted by 45 states and DC. Many Digital Is resources demonstrate that it can.

One significant change to ‘Learning in the 21st Century’ comes in the form of “transmedia storytelling,” a process of writing and reading stories that invites participants into stories in ways that they have been unable to do before digital technologies and the internet allowed us to connect in so many ways, so quickly.

What happens when we become more deliberate in our thinking about placing text in motion and the direction suggested by the text itself? How does motion affect meaning and our interpretative process?

With so many programs and tools, the possibilities for using technology in the classroom seem endless. How do you choose which to use? How do you know where to start?