# data[].attributes.body
1. The first thing I learned about integrating print and digital literacies in the k-12 classroom is that it significantly helps all students think critically as they engage in reading and writing. In Chapter 15 of Adolescent Literacies, authors share “struggling readers developed a richer sense of literate competence and engagement as a result of reading and writing a variety of digital and multimodal texts” (p. 262). For our students who are have reading and writing difficulties, we are often searching for ways to help make that light bulb go off and increase their confidence. It was encouraging to learn that one way we can do this as teachers is to provide students with a variety of digital and multimodal texts. By giving them a wide variety of texts, we are also better preparing students for the world around them.

2. Another interesting thing from the readings regarding integrating print and digital literacies in 6-12 classrooms is the flexibility of digital resources. As discussed in Adolescent Literacies, “The portability of digital devices means that teachers or students have more opportunities to create content flexibly, in different contexts, within and outside of school” (p. 295). This is especially important for the times we are current living in where teachers all over the country are teaching in a hybrid model due to COVID. I am one of these teachers and using digital tools in my classroom allows me to work with my students who are in class and those who are at home at the same time. Through Seesaw, our main learning management system, my students are able to show their work in many different ways, including text bubbles, images, and videos. The use digital devices is extremely helpful in collaboration as well. As shared in Adolescent Literacies, “Digital tools open up new possibilities for response” (p. 295).

3. The final takeaway I had involving the integration of print and digital literacies in 6-12 classrooms is the role of feedback and self-reflections. In 180 Days, Gallagher and Kittle (2018) frequently discuss the notion of “less grading and more assessing” (p. 19). Prior to reading Adolescent Literacies, I did not think about how multimodal digital productions are more difficult to provide feedback for due to “layered complexity” (p. 304). One way that we can provide feedback for students is through “video annotation tools such as YouTube Annotations or VideoAnt to target comments to a specific image within a video, as well as screencasting tools for recording comments on students’ work” (p. 304). I look forward to learning more about the tools included in this chapter.

# data[].attributes.body
My top 3 list connects to what we have been learning because each of these points help increase engagement and motivation for students. As we have learned throughout our various course readings this semester, choice drives engagement. Students like Abby from Chapter 15 of Adolescent Literacies crave literacy experiences outside of paper and pencil: "No More Paperwork!". When adolescent students are able to use their creativity to create a literacy project, they will become more invested as they are able to explore their own lives. As Gallagher and Kittle shared about their multi genre projects: “The final multi genre projects were as individual as our students” (p. 220). They recognized the need for culturally responsive, student-centered instruction and made that happen in their classrooms. Because these projects were so different, there was a need for student self-assessment and reflection to assist with grading. In Adolescent Literacies, authors share students prefer “video feedback, suggesting it was more individualized, supportive, and detailed, and that it prompted more self-reflection than text-based feedback” (p. 305). Adolescent students need guidance and modeling as well, so it essential to model self-reflections as well to demonstrate the self-assessment process. The information learned in this module continue to align with prior learning regarding reading, writing, culturally responsive instruction, and the development of adolescent students.

# data[].attributes.body
Gallagher and Kittle (2018) share “In every classroom and every school there is the possibility for rich, sustained reading and writing that engages, empowers, and opens up the potential to be both academic and creative. To make this happen, we need to inspire our students’ imaginations” (p. 221). When we inspire our students’ imaginations and provide them with rich experiences and the opportunity to create, it will result in deep and meaningful engagement with texts in the classroom. As seen in Adolescent Literacies, Chapter 15 is focused around a students request of “No More Paperwork!” Can we truly be rigorous and foster creativity through paperwork only? After reading the required readings for this module, I feel that there are so many ways to teach with print and digital literacies in the classroom.

One strategy I enjoyed in particular was the use of podcasts in the classroom. This idea was discussed by Gallagher and Kittle in 180 Days. One thing I love about the potential creation of podcasts in the classroom is that it allows students to share their thoughts in a creative way and still allows them to practice their writing skills. As Gallagher and Kittle (2018) state “Composing experiences is complex regardless of medium, and students who create podcasts will think about organization and pace and word choice just as all writers do” (p. 219).

Another strategy that I believe would support deep and meaningful engagement with texts is that self-reflection piece. In Chapter 17 of Adolescent Literacies, authors discussed the power of students using of digital tools for self reflection. For example, “Students can also use screencasting apps such as ShowMe or Explain Everything to record think-aloud reflections about their work, for example, their reflections on their processes of responding to a text or playing a video” (p. 304). They also share how recordings can be used to track student growth and progress: “The use of these recordings over time can then be used to identify changes in students’ thinking processes, for example, how students’ responses to text changed across the school year” (p. 304). As I mentioned before, we use Seesaw at my school this year for in person and digital learning activities. When reading this chapter of Adolescent Literacies, I did not think about how I could be providing opportunities for self reflection for my students and use these recordings to see growth throughout the year.

One strategy that I would likely not use comes from Gallagher and Kittle when discussing multi genre research projects. They share that obituaries can be used as mentor texts for the multigenre research projects (2016, p. 217-218). Obituaries are not something that I have ever thought about bringing into the classroom due to the personal and serious nature of them. However, I do see how they can be useful as mentor texts. As I continue to think about teaching and learning, specifically for adolescents, I realize that print and digital literacies are important. After reading for this module, I feel that there are many more digital resources I would like to explore and use in my second-grade classroom as well to help bridge that gap between print and digital literacies.

# data[].attributes.body
Gallagher, K., & Kittle, P. (2018). 180 Days: Two teachers and the quest to engage and empower adolescents. Portsmouth, NH: Heinemann.

Hinchman, K. A., Appleman, D., & Alvermann, D. (2016). Adolescent Literacies: a handbook of practice-based research. New York: Guilford Press.