Literacy, Technology and Instruction Syllabus

APPALACHIAN STATE UNIVERSITY
CI 3850
LITERACY, TECHNOLOGY AND INSTRUCTION
Appalachian to Transition to Teaching Program
Western Piedmont Community College
Fall, 2003

Course Description

Schedule

Grading

Textbooks

Instructor	Office	Phone	E-Mail	Office Hours
Dr. Linda Pacifici	208E	3231	pacificilc@appstate.edu	email at any time and by appointment

College of Education Conceptual Framework

Course Description
This is a required course in the College of Education's core curriculum. Its purpose is to provide students with a broad understanding of professional issues related to literacy, technology and instruction. The impact of media and various technologies on society will be examined with a specific focus on connections between literacy, the media, youth culture, and current educational contexts. There will be a special emphasis placed on developing understandings of what it means to be literate in a multimedia culture.Throughout the course, a variety of instructional methods will be used; students are encouraged to examine their own learning processes as part of this instruction. The course is based on the assumption that all knowledge is socially constructed, and that learning is achieved through active engagement of the learner. This theoretical view will be addressed directly and modeled as the predominant instructional approach. Students are expected to become active members of this learning community, in preparation for their role, in and out of the classroom, as professional educators.

Note: This is not a methods class, nor is it intended as a substitute for either FDN 3100 or CI 3750.
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Objectives
Students will:
1. Learn to engage in dialogue as a primary means of increasing professional knowledge.
2. Develop an historical perspective on literacy, technology and media.
3. Critically evaluate their own literacy and learning processes.
4. Develop computer, multimedia and telecommunications skills.
5. Understand the role of ethnicity and gender in literacy, technology and instruction.
6. Critically analyze and evaluate mass media formats.
7. Utilize media and technology as part of a design/production process to communicate effectively.
8. Recognize the impact of media/technology on school and society.
9. Understand the role of computers and telecommunications in the classroom.
10. Develop a conceptual understanding of the competencies addressed in the the Advanced Technology Portfolio.
11. Begin to build a web-based telefolio to satisfy the requirements of the Advanced Technology Portfolio.

Schedule

Unit	Date	Topics	Assignments Due
Introduction	Aug. 26th	Welcome, introductions, gathering information Logistics (syllabus online, projects, grades, expectations, course overview) Setting purpose for course, attitude, small group activity (course description) Library Reserve Reading Introduce Literature Circle Project Review Literature Circle Handouts What Is Literacy by Jim Gee (Powerpoint presentation)	Library Reserves Literature Circle Portfolio Assignment
Unit 1: Literacy	September 2nd	Questions about syllabus Assign Inquiry Research Topics (online description) What Is Literacy by Jim Gee (small group/large group sharing - What does this mean for me as a teacher, or in instruction?) Literature Circles (model and practice) using on-line article)	Read Jim Gee Article - Library Electronic Reserve Literature Circles (Teaching "Whole Language and Music Literacy article)
	September 9th	Assign, describe literacy article activity Purcell-Gates Introduction and Jigsaw Activity with Inquiry Research Topics Cooperative Learning Resources: Cooperative Learning Center at the Univ. of Minnesota International Association for the Study of Cooperation in Education Prepare for Literature Circle #1 Literature Circle #1 (chs.2-4) Literature Circle #1 Debriefing	Purcell-Gates Introduction Inquiry Research on Selcted Topic (one word-processed page) Read Purcell-Gates Introduction and Chapter One for Intro to Purcell-Gates Read Purcell-Gates Chapters 2-4 for Literature Circle prep and session #1
	September 16th	Literature Circles #2 (Ch.5-6) Large Group Discussion/Literature Circle Debriefing Literacy articles activity: Taking a Broad View of Literacy: Lessons From the Appalachian Thru-hiking Community Taking a Position on Integrating Literacy and Technology in the Curriculum Talking About Visual Texts With Students The Importance of Recognizing the Expanding Boundaries of Literacies Song Lyrics as Texts to Develop Critical Literacy	Read Purcell-Gates Chapters 5-6 Prepare for Literature Circle #2 (Chs. 5-6) Literacy article presentation
	September 23rd	Assign Unit I Reflection and Literature Circles Portfolio Assignments Literature Circle #3 (Ch. 7-8) Literature Circle Debriefing/Implications/Conclusions Work on Literature Circle Portfolio Assign, explain media literacy entrance ticket assignment	Read Purcell-Gates Chapters 7-9 Prepare for Literature Circle #3 Work on Literature Circle Portfolio
Unit 2: Media Literacies	September 30th	Anyon's article: Working Class Schools; Middle-Class School; Affluent Professional School; Executive Elite School. Entrance Ticket (hot linked description): What is Media Literacy? Small group/large group sharing - what does this mean for me as a teacher, or in instruction? Introduction to Media Video: The Killing Screens: Media and The Culture of Violence. TV as Storyteller Work session on Lit.Circle Portfolios	Get 'em Thinking! Using the "3 Rs" of Media Literacy Classroom Strategies for Exploring Realism and Authenticity in Media Messages http://www.mediaed.org http://www.medialit.org
	October 7th	Collect Unit I Reflection and Literature Circle Portfolios Review ppt tutorials, ppt articles for next week Truth or Fiction Internet exercise in computer lab Tough Guise Video, Review, Reflect and React activity. Discussion	Unit I Reflection Due Literature Circle Portfolios Due http://www.truthorfiction.com/
	October 14th	Learning Powerpoint in computer lab: practice presentations Powerpoint Articles Discussion PowerPoint Project Assigned: organize groups, planning	Powerpoint in the Classroom by Mason & Hlynka Absolute Powerpoint by Ian Parker on Library Reserve PowerPoint Tutorials #1 PowerPoint Tutorial #2 PowerPoint Tutorial-PDF
	October 21st	WorkDay - Lab for Powerpoint Bring Disk and notes for Powerpoint Presentation
	October 28th	Present Two Powerpoint Presentations Lab Time for other two groups	PowerPoint DUE
Unit 3: Technology and Literacy	November 4th	Two Powerpoint Presentations Class Discussion on the use of Powerpoint Introduction to Third Unit: What is technology? What is the connection between technology and teaching and learning? What is the connection between technology and the institution of schools. What is computer literacy? Watch Technology: The Dark Side (Digital Divide Video, Part I) Class Discussion Introduction of Unit 3 Project: Discussion of Webquest: It's Easier than You Think What is a webquest? Based on our reading so far, how is a webquest a useful tool? How does it promote literacy? Begin thinking about Webquest Group	Read Creating a Webquest: It's Easier than You Think online (http://www.education-world.com/a_tech/tech011.shtml) Copy Webquest Template on the shared folder (Webquest criteria) Review Webquest website The WebQuest Design Process WebQuest Taskonomy: A Taxonomy of Tasks WebQuest Taskonomy in Pictures Review specific examples of webquests From ASU From NCWiseowl site Elementary Secondary
	November 11th	Discuss Digital Divide video Introduce Webquest Project Review Steps/Parts of a Webquest: Tpoic, Introduction, Task, Process, Resources, Evaluation (creating an appropriate rubric), & Conclusion Create webquest groups Copy webquest template to your small group folder (see Webquest criteria) Webquest/lesson design in small groups using storyboard method 7:30pm - Article discussion	Reading: Internet Project: Preparing Students for New Literacies in a Global Village in Reading Online Review Webquest Scoring Rubric Review the "Building Blocks of a Webquest". This will give you a good idea of how to begin constructing your webquest. See http://www.coe.jmu.edu/purcelsl/newMLB
	November 18th	Article Discussion Lab Time: webquest design and creation	Reading: Reading on the Internet:The Link Between Literacy and Technology by Schmar-Dobler Work on webquests *NOTE:* Only the Student Webquest is required More Webquest examples ;review at least five webquest examples. Resources for web images: Google Image Search AltaVista Image Search Yahoo! Picture Gallery
	November 25th	Lab Time John Spagnolo - technology guru - webpage assistance
Last Day of Class	December 2nd	45 minutes - Webquest lab Three Presentations Class discussion: What have you learned from creating a webquest about technology and education? What have you learned about technology? How important is it for you as a teacher to teach your students to be successful Internet readers (Schmar-Dobler article)? What do you conclude about technology literacy and education? Pass out small manilla envelopes for mailing webquests back to you. Course evaluations - put in large manilla envelope Food in student lounge	Webquests due Copies of Scaffolding WebQuest Creation for Experienced Teachers by Menchaca & McVicker

Course Assignments and Grading

Assignment	Due Date	Point Value
Literature Circles	October 7th	20
Unit I Reflection	October 7th	25
Powerpoint Presentation	October 28st	25
Purcell-Gates Inquiry Research Project (Jigsaw Activity)	September 9th	5
Unit I Literacy Article Activity	September 16th	5
Unit II Media Literacy and Youth Culture/Education Article	September 30th	5
Webquest	December 2nd	30
Community of Practice Participation	On-going	35
TOTAL		150

Literature Circles (20)
We will be discussing Victoria Purcell-Gates book, Other People's Words, using a "literature circle" approach in which each member of a small discussion group has a given job (e.g. Discussion Director, Summarizer, Investigator, etc.). Each student will be assigned jobs for each week of discussion and will prepare materials related to those jobs.

Unit I Reflection (25)
The Literacy unit will conclude with a take-home exam that will give students a chance to synthesize the ideas developed in the unit and to reflect on the readings and class activities.

PowerPoint Presentation (25)
In this project, you will work in groups of two to three to analyze a stereotype or category through two different media. You will create a PowerPoint presentation of your analysis and present this to the class.

Webquest (30) In groups, you will create a Webquest project. This project should follow the basic Webquest design, and use a standard Webquest template (available in the class shared folder). NOTE: You will only need to complete the Student Webquest template.

Community of Practice (35)
This class is structured around a Community of Practice model of learning. You are required to attend all class meetings, and your active participation in discussions is expected. Unexcused absenteeism will result in a grading penalty. You should always be prepared for class; assigned tasks such as readings, study guides, and out of class activities must be completed. Preparation for class is demonstrated through your active participation in classroom discussions and other activities. Being “shy” is not an excuse for not participating; after all, you aspire to be an educator. The Community of Practice grade will include performance in all of the following areas:

Attendance - Expected. Five points will be deducted for each absence from your community of practice grade.
Participation in small and large group discussions - 10
Preparation for class (including all readings and assignments) - 10
Class Activities - 15

A: 95-100 A-: 90-94 B+: 87-89 B: 83-86 B-: 80-82 C+: 77-79 C: 72-76 C-: 70-71 D: 60-69 F: <60%
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Description of Grading Criteria:

A paper or project:

Demonstrates a level of excellence and depth of thought as it meets the expectations of the assignment.
Shows original thought and/or innovative design.
Is technically advanced.
Is well organized.
Has no problems with mechanics.

B paper or project:

Meets the basic expectations of the assignment.
Shows technical proficiency.
Is well organized.
Has few problems with mechanics.

C paper or project:

Meets the minimum expectations of the assignment.
Has more than a few problems with mechanics, organization, and/or technical issues.

D paper or project:

Does not meet the minimum expectations of the assignment, but deserves some credit.

F paper or project:

Is not turned in, or is so minimal that it deserves no credit.

All assignments must be completed in order to pass the class.

Textbook and Readings

Purcell-Gates, Victoria. (1995). Other People's Words. Harvard University Press: Cambridge, MA
Additional Readings will be available on-line.
Students will also need to purchase a zip disk.