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Padlet Walls, Weeblies, and Twitter: Incorporating Multimodal and Digital Literacies in the San Antonio Writing Project and in a Seventh-Grade English Language Arts Classroom

Padlet Walls, Weeblies, and Twitter: Incorporating Multimodal and Digital Literacies in the San Antonio Writing Project and in a Seventh-Grade English Language Arts Classroom

Shannon Blady, Roxanne Henkin
Copyright: © 2016 |Pages: 19
ISBN13: 9781466686328|ISBN10: 1466686324|EISBN13: 9781466686335
DOI: 10.4018/978-1-4666-8632-8.ch052
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MLA

Blady, Shannon, and Roxanne Henkin. "Padlet Walls, Weeblies, and Twitter: Incorporating Multimodal and Digital Literacies in the San Antonio Writing Project and in a Seventh-Grade English Language Arts Classroom." Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 921-939. https://doi.org/10.4018/978-1-4666-8632-8.ch052

APA

Blady, S. & Henkin, R. (2016). Padlet Walls, Weeblies, and Twitter: Incorporating Multimodal and Digital Literacies in the San Antonio Writing Project and in a Seventh-Grade English Language Arts Classroom. In I. Management Association (Ed.), Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 921-939). IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch052

Chicago

Blady, Shannon, and Roxanne Henkin. "Padlet Walls, Weeblies, and Twitter: Incorporating Multimodal and Digital Literacies in the San Antonio Writing Project and in a Seventh-Grade English Language Arts Classroom." In Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 921-939. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8632-8.ch052

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Abstract

This chapter takes a close look at how digital tools were integrated into a professional development experience for writing teachers and the ways in which digital tools were then integrated into the literacy practices of a seventh-grade English class. The authors, Roxanne and Shannon, are director and co-director respectively, of the San Antonio Writing Project (SAWP), a chapter of the National Writing Project (NWP). Following NWP's teachers-teaching-teachers model, the site provides opportunities for teachers to share their expertise and teaching practices with other teachers in the area. Over a handful of years, Roxanne and Shannon observed a major shift in technology use by teachers during the summer institute. Among other affordances, digital tools became more collaborative and user-friendly. Not only were teacher participants using these tools for their daily learning experiences, but they also modeled effective instructional practices that integrated technology. Shannon and Roxanne set out to see how Shannon's middle school students could use these tools in her English class and later reflected on other SAWP teachers' experiences as they explored various digital tools with their students.

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