Literacy, Technology and Instruction Syllabus

APPALACHIAN STATE UNIVERSITY
CI 3850
LITERACY, TECHNOLOGY AND INSTRUCTION
Western Piedmont Community College

Car 240

May 25, June1, June 6, June 8, June 13, June 15, June 20, & June 22.

On-line syllabus url: http://www.fd.appstate.edu/3850_lp_ss05

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. For ASU Summer Session I, 2005, each class session covers two weeks of course instruction.
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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 * Link to on-line class discussion board via DISCUS

Unit	Date	Topics	Assignments Due
Introduction	Wednesday May 25th	Welcome, introductions, gathering information Setting purpose for course, attitude, small group activity (using course description) Logistics (syllabus on-line, projects, grades, expectations, course overview, format for this summer session, 2005, self-registering for on-line class discussion board - step by step instructions)	Library Reserves Literature Circle Portfolio Assignment
Unit 1: Literacy	Wednesday May 25th	What is Literacy? In-class personal reponse using vocabulary word web sheet & brief on-line search Whole class sharing Vocabulary pre-reading activity for What is Literacy What Is Literacy by Jim Gee (Powerpoint presentation): preparation for article In class reading - handout: What is Literacy by Jim Gee Whole class sharing: What Is Literacy by Jim Gee (small group/large group sharing - What does this mean for me as a teacher, or in instruction?) Assign & describe Inquiry Research Topics (Jigsaw) activity (online description) Break Introduce Literature Circle Project with Other People's Words: The Cycle of Low Literacy by Victoria Purcell-Gates Review Literature Circle Handouts Literature Circles (model and practice using on-line article) Organize for Literature Circle #1 - Purcell-Gates Select one article below to read at home before next Wednesday. Bring poster board, large sheets of paper, markers, magazines, glue to class next Wednesday for activity.	Read Jim Gee Article - Handout - in-class activity Literature Circles (Teaching "Whole Language and Music Literacy article) For June 1st: Read Purcell-Gates Introduction and Chapter One, & Prepare Inquiry Research Topic assignment For June 1st: Read and prepare for Literature Circle #1 For June 1st: Read on-line link to Literacy Article Presentation activity & read through on-line articles, select one to read at home before class on June 1st
	Wednesday June 1st	Purcell-Gates Introduction and Jigsaw Activity with Inquiry Research Topics (turn in word-processed assignment) Literature Circle #1 (chs.2-3) Literature Circle #1 Debriefing/whole class sharing Prepare for Literature Circle #2 (Chs.4-5): out of class reading and preparation Using and registering for RCOE Community Conversations via DISCUS (on-line class discussion board) Literature Circle #2 (Ch. 4-5) using on-line class discussion board - step by step instructions Break	Purcell-Gates Introduction Inquiry Research (Jigsaw) on Selcted Topic (one word-processed page) Read Purcell-Gates Introduction and Chapter One for Intro to Purcell-Gates Read Purcell-Gates Chapters 2-3 for Literature Circle #1 prep and session #1 Read Purcell-Gates Chapters 4-5: out of class activity Prepare for Literature Circle #2 (chs. 4-5): out of class activity Complete Literature Circle #2 - using on-line class discussion board
	Wednesday June 1st	Literacy articles activity: With pre-selected article that you read at home, get in same article small groups In-class in small groups: discuss and prepare presentation per assignment guidelines (see link to Literacy article presentation)- use materials brought to class Present to class 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	Literacy article presentation During this week complete on-line Literature Circle #2 (chs. 4-5) For June 6th: Prepare for Literature Circle #3 (chs. 6-7) and Literature Circle #4 (chs. 8-9) For June 6th: Read ahead on media literacy articles and complete assignment For June 6th: Read Jean Anyon article (e-library reserves) and complete class discussion via on-line class discussion board
	Monday June 6th	Literature Circle #2 - class debriefing Literature Cirlce #3 (Chs. 6-7) Break - What ideas are being reinforced/What ideas are new learning - on chart paper Literature Circle #4 (Chs. 8-9) Literature Circle Debriefing/Implications/Conclusions Literature Circles Portfolio Assignment: Due Wednesday, June 15th Work on Literature Circle Portfolio/organize in groups Literacy Article Presentations Unit I Reflection assigned: Due Monday June 13th	Media Literacy Activity due - paper on two articles
Unit 2: Media Literacies	Monday June 6th	Media Literacy Introduction Activity (hot linked description): What is Media Literacy? Small group/large group sharing - what does this mean for me as a teacher, or in instruction? Review ppt tutorials for next class on Wednesday if necessary Read both articles: Mason & Hlynka and Ian Parker - class handout PowerPoint Project Assigned: organize groups, planning	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 For June 8th: Read both PowerPoint articles linked below
	Wednesday June 8th	Media Literacy Introduction Activity (hot linked description): What is Media Literacy? Small group/large group sharing - any vocabulary to clarify? Implications for teaching and learning, K-6. Collect Medial Literacy Introduction assignment. Media Literacy: Screening The Disney Monopoly Video using Review, Reflect and React activity. Discussion Mason & Hlynka and Ian Parker articles: PowerPoint- class handouts Powerpoint Articles Discussion PowerPoint Project Assigned: organize groups, planning (PowerPoint Project Assigned) Learning Powerpoint and working on PowerPoint Project Review ppt tutorials for next class on Monday if necessary	[http://www.truthorfiction.com/ ] Work on Literature Circle Portfolio
	Wednesday June 8th	Literature Circle Portfolio work time	Powerpoint in the Classroom by Mason & Hlynka Absolute Powerpoint by Ian Parker PowerPoint Tutorials #1 PowerPoint Tutorial #2 PowerPoint Tutorial-PDF
	Monday June 13th	Review media literacy: Read aloud U.S. Kids lack media literacy Review and discuss purpose for powerpoint presentations - RRR WorkDay - Lab for Powerpoint project Bring disk and notes for Powerpoint project Presentation	Literature Circle Portfolio Due
	Monday June 13th	PowerPoint DUE Present Powerpoint Presentations Class Discussion on the use of Powerpoint Literature Circle Portfolio Due	PowerPoint DUE For Wednesday, June 15th: Read Creating a Webquest: It's Easier than You Think online (http://www.education-world.com/a_tech/tech011.shtml)
Unit 3: Technology and Literacy	Wednesday June 15th	Unit I Reflection Due Dr. Zimmerman here to introduce and explain teaching portfolio, NCDPI elementary education standards, and technology standards 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) using viewing guide (handout) Class Discussion Distribute article for Monday's class	Unit I Reflection DUE Read Creating a Webquest: It's Easier than You Think online (http://www.education-world.com/a_tech/tech011.shtml) Read for Monday, June 20th: selected article on technology and learning In class: Copy Webquest Template to small group or individual disks - keep one updated back up copy!! 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
	Wednesday June 15th	Introduction of Unit 3 Project: Webquests 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? Review Steps/Parts of a Webquest: Topic, Introduction, Task, Process, Resources, Evaluation (creating an appropriate rubric), & Conclusion Using the grading rubric for completed webquests, review and critique the webquest you created earlier in the program: what would you now do differently? Create webquest groups/decide instructional activity consulting NCSCS/plan out activity first!!! Distribute Netscape Composer help sheets Copy webquest template to your small group disks - choose template from http://www.webquest.sdsu.edu or use template in ASU shared folder Webquest/lesson design in small groups using storyboard method	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.
	Monday June 20st	Discussion of selected articles on technology and learning (class handout) Lab Time: webquest design and creation	Read selected article on technology and learning - in class handout Work on webquests *NOTE:* Only the Student Webquest is required More Webquest examples . Resources for web images: Google Image Search AltaVista Image Search Yahoo! Picture Gallery
	Monday June 20st	Lab Time for webquest work
Last Day of Class	Wednesday June 22nd	Webquest 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 ? What do you conclude about technology literacy and education? Course evaluations - put in large manilla envelope	Webquests due

Course Assignments and Grading

Assignment	Due Date	Point Value
Literature Circles Portfolio	June 15th	20
Unit I Reflection	June 13th	25
Powerpoint Presentation	June 13 th	25
Purcell-Gates Inquiry Research Project (Jigsaw Activity)	June1st	5
Unit I Literacy Article Activity	June 6th	5
Unit II Media Literacy and Youth Culture/Education Article	June 8th	5
Webquest	June 22nd	30
Community of Practice Participation (includes on-line class discussion board entries)	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.
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Textbook and Readings

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