#CLMOOC #DigiWrimo: Sifting Through Words From the Margins
For the CLMOOC Pop-Up Make Cycle for #DigiWriMo, we invited people to help annotate an interview of Troy Hicks about digital literacies. The Edutopia article by Todd Finley is a few years old, but holds up remarkably well, I think. We have been using the Hypothesis annotation tool, which allows you to collaboratively add comments and media in the margins of a web-based article. It's a great way to "think out loud with others" in the margins of the Web. It's also invisible, to some degree. You have to have the Hypothesis tool activated or you have to have the direct Hypothesis link to see comments.
Someone, perhaps it was Terry Elliott or Daniel Bassill, remarked in the margins of the Edutopia piece that writing in the margins like this is just the first step. It's like raw note-taking. We're readers reacting to ideas, and to each other, in a sort of rough take on what we are reading. (And in fact, I find myself completely wandering away from the main text at a certain point and only find myself reading and responding to the comments -- I am removed from the anchor text completely.)
In the interest of some of the ideas there to somewhere else (like here), I began to try to find connecting points in the annotation texts. Here are a few, along with some of my thoughts and reflections. Maybe others will do the same.
Part of the discussion unfolded around the concepts of technology as another tool in the box, and the focus on the teaching and learning, not the digital means to get there. I agree. Let's focus on the writing, not the Digital Writing, even though this question of what Digital Writing is continues to vex me (in a good, reflective way).
Daniel does a lot of great work on the topic of mentors in urban cities (like his own Chicago) and the benefits of after-school programs, and his reminder to us that we teachers need to be finding ways to draw ours students into meaningful learning experiences rings true for me. I am not always successful with this. But the reminder that every students has their own set of needs and inspirational points is something to keep in the back of our minds at all times.
Karen is talking about the nature of the digital reading experience here, and where the digital reading might enhance or inhibit our engagement with a text. This connects to Digital Writing (there's that term again) in that a writer has to keep some sense of audience in mind (perhaps some may push back and say, the only true audience is Self), and so knowing that we are still in a transition time of digital texts is something worth considering when writing with technology.
I really appreciated this comment from Charlene, about seeing the potential of our students (and helping them see the potential of themselves) even within the world of constraints. She mentions time here, but I would add others: reliability of technology; workarounds for pushing technology to do what it is not designed to do; and so forth.
And finally, a regular reminder from Troy .... just because you write in a digital space doesn't mean that you are harnessing the agencies of technology for your own writing. Understanding the potential of technology, used in the service of your writing and compositional goals, means pushing past those limits and making something potentially new. An essay written in blog form is just an essay on a screen.
Want to join us? The conversation is still unfolding and you are invited. Come read and write in the margins of the article. Pull out what seems important to you. Extend the conversation. You are invited.
Peace (dragged into view),