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Scholarship on Inclusivity, Assessment, and New Media

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Scholarship on Inclusivity, Assessment, and New Media

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Digital Writing Assessment and Evaluation

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Digital Writing Assessment and Evaluation

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Read the book:
https://ccdigitalpress.org/book/dwae
Description

Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects. Whether classroom-based or program-level; whether in first-year writing, technical communication, or writing-across-the-curriculum; whether formative or summative; and whether for purposes of placement, grading, self-study, or external reporting, digital writing complicates the processes and practices of assessment.

The chapters in Digital Writing Assessment & Evaluation place emphasis on assessment of digital writing-the methodological, technological, and ethical approaches for and issues involved with assessing multimodal, networked texts (and the student learning they represent). Authors address questions such as:

How do different approaches to assessing traditional writing (8 1/2 x 11 word-centric texts) port-or not-to the assessment of digital writing? What challenges and opportunities for assessment do multimodal, networked texts present to teachers, program administrators, state-wide organizations, etc.?

What material and technological resources are needed when assessing digital writing and/or how might existing resources need to be modified?

How are processes and products of selection, collection, and reflection different (or not) with the multimodal affordances of digital technologies?

How do guidelines and outcomes of groups such as CCCC, NCTE, WPA, AAC&U, impact approaches to assessment? How might these guidelines and outcomes need to be revised to better address digital writing assessment?

How might the multimodal, networked affordances of digital writing affect issues of equity and access? How might groups often disenfranchised by more traditional assessment be impacted by digital writing assessment?

How might eportfolios be designed for showcasing the collaborative composing processes of multimodal and/or networked writing?

By what criteria should program administrators and instructors assess and select course-management and/or eportfolio systems?

The fourteen chapters are organized into four sections, addressing equity and assessment, classroom evaluation and assessment, multimodal evaluation and assessment, and program revisioning and program assessment. Andrea Lunsford provides the foreword to the book; Edward White is the author of the afterword.

Promo Media

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Digital Writing Assessment & Evaluation / CCDP

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Read the book: https://ccdigitalpress.org/book/dwae Description Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects.

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Techniques for “Warm Calling” Using Collaborative Annotation from Danica Sumpter’s Difficult Dialogues Workshop | Thinking In Community

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American J of Comm Psychol - 2022 - Fern ndez - The society for community research and action on a path toward conocimiento

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A Collection of Annotated Bibliographies Concerning Writing Studies

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A Collection of Annotated Bibliographies Concerning Writing Studies

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American J of Comm Psychol - 2018 - Dutta - Decolonizing  Community  in Community Psychology

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List of assessment and rubric information

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Watch:
https://www.youtube.com/watch?v=LpS-Cs1ZiLY

Have the students write their own "My President."

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Here is another 5-minute activity you can do with your students. The preparation for this activity takes a bit longer, but the wordcloud actually only takes a few miinutes.

Word Cloud/Vocabulary Review

1. Generate a list of 3 keywords/vocabulary words that would be useful for the next assignment.

2. Have the students collectively add to the list on a google doc.

3. Have the students work together in groups or pairs to provide definitions for each vocabulary word.

4. Individually, have the students generate their own list of their favorite 10 vocab words.

5. Share this wordcloud generator: https://monkeylearn.com/word-cloud/

6. Have the students independently create their own wordclouds.

7. Optional: Have the students use the wordcloud in a presentation or multimedia assignment.

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Create simple and professional free AI word clouds. Paste or upload text and get your customized wordcloud in seconds.

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I wanted to share an activity I do with my students around Halloween time and Dia de los Muertos. The Day of the Dead is widely acknowledged practice in the United States today, and many of us have seen the movie Coco, but do you know what the idea of an ofrenda/altar is about? Have some fun with the students while learning more about them with the following multimedia activity.

Identify Discussion Exercise

1. With whichever writing class you're teaching, have students watch Lourdes Portillo’s film La Ofrenda. This film is available in most university libraries or can be obtained through an interlibrary loan.

2. Discuss why the cultural practice of building altars is part of the Dia de los Muertos celebration may have significance for Chicanos/as and other Latinos/as in the United States.

3. Construct your own social identity using objects such as photographs, cards, letters, books, art pieces, or anything that visually explains who you are ane what groups you belong to.

4. Meet in your group again to present your altar and explain the significance of each object.

5. Digital Variation: Using any slide app or Canva, have the student build/design a digital identify ofrenda.

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***Note: These exercises are borrowed from Five-Minute Activities: A Reference Book of Short Activities. By Penny Ur and Andrew Wright. Below, are remixes of 2 exercises into digital formats for those of us who want to integrate digital activities into the classroom. I welcome you to share your variations as well if you should you try any of these in your classrooms. I used the “Flashing” one yesterday, and it worked out great as a beginning class activity. It prompted some great discussion!

Flashing

Objective: Describing and vocabulary review.

Preparation: For this exercise, you can use this digital image, which disappears when you press the spacebar for flashing. Or, you can make a copy of the presentation, replace the image with your own, and proceed with the procedure portion.

Procedure: You can flash any of the following for a brief moment if you choose not to use the above digital slide/image: a picture mounted on a card or a book, a text on a strip of card, a book cover, a newspaper headline, or an object of your choice.

The students then identify and/or explain/describe what they saw. Encourage differences of opinion, and do not discourage any idea. Flash several times to prompt attempts at identification and discussion. In the end, show the text, picture, or object.

Diaries

Objective: Meta-Cognitive Writing (Informal)

Procedure: Ask the students to keep a diary and allow five minutes once or twice a week for this to be done. The diary can be about the student’s experience of the previous day's lesson and what they feel they have learned/achieved, or it can be about other matters of concern to them.

The diary does not need to follow the convention of a day-to-day record. It can be kept private or shared with another student and/or shared with you. Note that this is not an appropriate vehicle for correcting mistakes in language/format/spelling/mechanics.

Multimedia Variation: You may choose to keep this exercise in a hand-written format, or you can choose to have students build a blog on Padlet, Google Sites, and/or Google Docs.

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* Stephanie Garcia, Ph.D. * Learning Goes On * October 14, 2020 Edition
While Hispanic Heritage Month closes on October 15, the importance of culturally relevant pedagogy continues year-round. This month has been a special time to celebrate the cultures and histories of all diverse communities, including identities that intersect with Hispanic heritage.
Hispanic is an ethnicity, but many do not identify as Hispanic. Identity is intersectional, so we should also be inclusive of celebrating the cultures, histories and contributions of Mexican Americans, Chicanos/as, Puerto Ricans, Dominicans, Salvadorians, Hondurans, Latinos/as, Chileans and more.

Identity is not linear, singular or fixed. As we learn more about our heritage and history, we discover a new part of our identity. As Gloria Anzaldúa said, "There is no one Chicano language just as there is no one Chicano experience." The same is true for other identities.

Hispanic Heritage in STEM
Since women of color are often overlooked in STEM subjects and grossly underrepresented in the field, IDRA's STEM and gender equity specialist, Dr. Stephanie Garcia, has been showcasing a STEMinista (Latina in STEM) every day of Hispanic Heritage Month. Below are a few STEMinistas and a brief summary of their contribution in STEM. They are a few of many that serve as an inspiration and trailblazer in STEM.
Born in Puerto Rico, Olga D. González-Sanabria was granted a U.S. patent for her innovation. Her long cycle-life nickel-hydrogen battery helped power the International Space Station. She became the highest-ranking Hispanic at the NASA Glenn Research Center.

Frances Córdova earned her Ph.D. in physics from Cal State. She studied white dwarfs and pulsars at Los Alamos National Laboratory, authored more than 150 published articles, became chief scientist for NASA, president of Purdue University, and a director at the National Science Foundation.

Gabriela Mistral, literary pseudonym of Lucila Godoy Alcayaga, was South America's first Nobel Laureate. Her poems had many themes, but one was nature. She wrote about nature in the Poem of Chile. This is a great example of STEAM (art integrated in STEM).

Ynes Mexia is a famous Mexican American botanist who received her degree at U.C. Berkeley. She discovered two new plant genera and 500 new plant species.

Rebeca Guber is a famous computer scientist from Argentina. She taught at the University of Buenos Aires and co-authored Elements of Differential and Integral Calculus. She also co-developed the first computer in Argentina!

In 1944, Enriqueta González Baz became the first woman to graduate with a math degree in Mexico from the National University of Mexico (UNAM) and she co-founded the Mexican Mathematical Society.

Dra. Helen Rodríguez Trías was the first Latina president of American Public Health Association. She brought national attention to the HIV and AIDS crisis and exposed inequities in healthcare. She was also an associate professor of medicine at the Albert Einstein College of Medicine.

Ellen Ochoa is the first and only Hispanic female astronaut. She recently retired from her NASA director position in Houston. She was a mission specialist and a flight engineer, and she conducted robotics development.

These incredible contributions all connect to computer science, biology, mechanical engineering, aerospace and aviation, medicine and literature in STEM. Educators should find creative ways to acknowledge and authentically connect these mujeres pioneras (women pioneers) and their contributions to the STEM curriculum. This work is important because we want our future STEMinistas to see themselves in the field.

Said beautifully by Gloria Anzaldúa: "Do work that matters. Vale la pena."

Resources

Antiracism in Science - Infographic

Borderlands/La Frontera: The New Mestiza, book by Gloria Anzaldúa

11 Women scientists who should be in the Texas K-12 science standards, just to get the ball rolling - Infographic

See more STEMinistas via Dr. Stephanie Garcia's Twitter account @STEMinistx.

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Hispanic Heritage Month - An Identity Preface - IDRA

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Stephanie Garcia, Ph.D. * Learning Goes On * October 14, 2020 Edition While Hispanic Heritage Month closes on October 15, the importance of culturally relevant pedagogy continues year-round. This month has been a special time to celebrate the cultures and histories of all diverse communities, including identities that intersect with Hispanic heritage.Hispanic is an ethnicity, but many do not identify as Hispanic.

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Madison Beer reveals her "first" everything! From the first time she was starstruck by Justin Bieber to the first thing she did after releasing her first single, Madison spills all her firsts. Why did her first dog hate her? Who did she get her first tattoo with? What magazine put her on the cover at age four? Director: Ashley Hall Director of Photography: Matt Krueger Producer: Funmi Sunmonu Line Producer: Jen Santos Associate Producer: Clarissa Davis Production Manager: Andressa Pelachi Production Coordinators: Peter Brunette, Carol Wachockier Casting Producer: Lauren Mendoza Camera Operator: Shay Eberle-Gunst Audio: Kara Johnson Production Assistant: Ariel Labasan Post Production Supervisor: Christian Olguin Post Production Coordinator: Scout Atler Supervising Editor: Erica Dillman Assistant Editor: Andy Morell

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These 34 Books Make Up the Most Epic Feminist Reading List Ever

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Madison Beer reveals her "first" everything! From the first time she was starstruck by Justin Bieber to the first thing she did after releasing her first single, Madison spills all her firsts. Why did her first dog hate her? Who did she get her first tattoo with?

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Marlene Mayra Ferreras, M.A., M.S. Ph.D Student Claremont School of Theology Email: marlene.ferreras@cst.edu

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WRI 10: Fall 2022 Group Counter-Story Activity: Gloria Aznaldua, bell hooks, Audre Lorde, and Cherrie Moraga

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Student Example: Group Counter-Story Activity

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Student Example: Group Counter-Story Activity

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Copy of Group Counter-Story Activity- 10/25/22

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How to Write an Effective Essay: The Introduction

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The objective of this exercise is to have students begin thinking about how to relate both similar and seemingly unrelated subjects to one another for the purpose of providing grounds/data for a research essay. For my example, I have used a response to the question: "What is Rhetoric?" (Please see the attached image of my example.)

PROCESS:

Once in Canva,  search "Venn Diagram," and many free versions of templates will pop up. I chose to have students select their own template and work with a rough definition of "Rhetoric."

Then, I had them choose three class readings that contribute to their definition in some way.

Students can add images to the diagram if you/they like.

This exercise is appropriate for all writing classes, and it's fairly simple.

It took about 20 minutes for the class to create, and we then presented them to each other in class.

Talking about the relationship of the readings out loud is a great way to see if they chose readings that work together.

There is one caveat, students chose their three text sources in the class meeting prior to doing this exercise, so that is something that makes this process run more smoothly.

This exercise also touches upon at least 3 of the CLOs of WRI 1 and 10.