Digital Reader Response Notebook by Olivia Leslie https://padlet.com/ol00940/a045c7ywnk4e44hg How to utilize a digital RRN (or any type of content-specific journal) using Google Slides and SeeSaw. en-us 2022-04-26 13:37:59 UTC 2022-05-04 13:50:18 UTC hello@padlet.com https://padlet.net/icons/png/1f4da.png Start Here! ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158546608 Have you struggled to implement and keep up with students' reading journals since the Pandemic? Or maybe you struggled before like me! In this Padlet, I've laid out resources,  how-tos, and ideas as well as theoretical connections and research to show you why a digital reading journal (specifically a Reader Response Notebook) can work for you! Utilizing Google Slides and SeeSaw, you can have students work in a journal digitally in your classroom or virtually- as long as there are devices to be used, students can seamlessly work in any environment. While my audience is elementary teachers, middle and high school teachers may find Google Slides and Google Classroom to be a suitable fit for them.]]> 2022-04-26 13:44:32 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158546608 Unfamiliar with a RRN? ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158549938 If you're looking for a way to give students agency and choice, look no further than Ted Kessler's book "The Reader Response Notebook". While this Padlet can be adapted to any content and type of journal, I talk specifically about Kessler's RRN. ]]> 2022-04-26 13:46:24 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158549938 Check out SeeSaw ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158556624 2022-04-26 13:50:02 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158556624 Check out Google Slides ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158557664 2022-04-26 13:50:33 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158557664 Need help with SeeSaw? ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158568691 Check out SeeSaw's YouTube channel for more ways to utilize the app. They show you how to create, assign, grade, and make the most of this digital platform!]]> 2022-04-26 13:56:34 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158568691 Using Google Slides Blog Post ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158570644 2022-04-26 13:57:43 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158570644 Ted Kessler's Facebook Page ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158613667 To view a collection of Kessler's blog posts, see his page.]]> 2022-04-26 14:20:17 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158613667 Integrating Google Drive with SeeSaw ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158630152 2022-04-26 14:28:57 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158630152 Adaptations for Virtual and Hybrid School ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158685700 Traditionally, many of us used a physically bound notebook for content area journals. The Pandemic forced us to consider other ways- and maybe even for the better! While making the jump to a fully-digital journal might seem daunting, it follows similar protocols. 
  • As the teacher, you still need to determine the contents of the journal and a way of organizing it. Digitally, this requires more links. Gather up your templates and links and create a page for students to reference.
  • Since you are not walking the isles of your classroom, create a video with instructions on how to create their journals. Make sure there are multiple modes of explaining (video, written simple instructions that students can listen to, pictures of you doing each step). Based on the grade level, the notebook creation might need to happen over multiple days to ensure all students have done each part. 
  • You can share a lesson page with a pre-recorded video of you teaching how to use a certain response/ strategy with a book. This would normally be done as a whole class mini-lesson.
  • If you are teaching in a hybrid situation, or in person but want to move towards a digital notebook, students will easily be able to use their journals at home or at school without any disruption. Even if they do not have a device at home, they can create on paper and update their digital journal once they are back in school by uploading photos of their work.
  • No more losing journals! You have access to students' journals whenever you need to. While teaching virtually, you can confer about a book a student read while both looking at their journal.
]]> 2022-04-26 14:56:42 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158685700 Ability to Meet the Needs of Diverse Learners ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158685908 SeeSaw is very student-friendly! Within the app, students can create a response using written text, images, and voice recordings, or they can upload their own media. If creating a response in the SeeSaw app is too cumbersome, they can take a photo of their physical paper response and upload it to SeeSaw to save in their digital journal. This allows all students to respond in ways that are suitable for them. A Reader Response Notebook in its essence allows students to respond in a way that reflects their abilities. Students do not necessarily have to use written text to respond, or they can respond in the language(s) of their choice. Teachers can scaffold learning and responses by providing pre-made templates for students to fill out if they chose that type of response. Students love to use SeeSaw and see it as a treat! The app combined with Kessler’s RRN will promote students' autonomy and agency.]]> 2022-04-26 14:56:48 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158685908 How to Successfully Implement a RRN ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158686124
  • Plan out the structure and set up of the journal beforehand. 
  • Create templates for students to use in Google Slides (which can then be uploaded to SeeSaw and edited). While drawing out conversation boxes may be simple by hand, it can be cumbersome and time-consuming for some students digitally. Have templates ready and linked on one of the front pages of the journal for students to upload and use if they would like.
  • Practice, practice, practice! Make sure you walk students through how to use a digital (or physical) journal many times. The more you model and practice with them, the less you will be needed later on. 
  • Allow students to explore and play with the app first. While responding digitally on SeeSaw, expect students to play around with the features and over-use the “fun” parts. Create time for them to play with the platform and get used to its features. This would be a great time to have them decorate and personalize the front of their journal.
  • Show students examples of when you would rather respond by hand on paper versus digitally. 
  • Tell families how they can view their student’s journals and work on SeeSaw. The app has many great ways to involve parents!

    • ]]>     2022-04-26 14:56:55 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158686124     Theoretical Connnections ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158686323 Kessler’s Reader Response Notebook draws upon Rosenblatt’s (1969) transactional theory. She asserted that the reader was just as important as the text being read; the interaction, or transaction, between text and reader are what create meaning (Mambrol, 2018).  He also looks to Kress (2000), who’s multimodality theory asserts that people use more than just written and spoken language to communicate. We use body language, signs, image, sound, and a variety of other modes to communicate with each other (Multimodality (Kress), 2020). Thirdly, a RRN is built around Suhor’s (1984) theory on transmediation, or the “process of transforming the meaning in one sign system, such as language, into another sign system, such as drawing” (Kessler, 2018, pg. 6). These three theories lay the foundation for Kessler’s Reader Response Notebook, which moves away from a teacher-directed reading notebook and towards one that is student-centered. The reader makes meaning from a text, uses a range of modes to interpret and respond to that text, and translates learning between those modes. ]]> 2022-04-26 14:57:02 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158686323 Supporting Research ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158686488 Implementing a digital RRN in your classroom may help students to 
    • progress in their writing
    • take greater ownership of their reading and writing
    • increase their rate of learning
    • aid in their understanding of abstract concepts (Froese, 2018, p. 5)

    New research has “identified the Transmodal Student Work Model as a new, research-based structure for learning with digital tools” (Froese, 2018, pg. 5). You can read more about Froese’s work researching transmediation and digital tools in classrooms here.

    Another study suggests that “well-planned use of laptops and digital media can help diverse learners improve their literacy processes and outcomes”. The use of laptops, whether full-time or part-time, improved language arts test scores for at-risk students, such as ELLs and low SES students, in two school districts in the noted study (Zheng et al., 2013).
    ]]>     2022-04-26 14:57:08 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2158686488     Benefits of Digital Notebooks ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160541727 An article from Edutopia on interactive notebooks specifically, but has many great connections to a non-interactive notebook that is just student-centered. ]]> 2022-04-27 14:57:35 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160541727 Podcast on Getting Started with Digital Notebooks ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160552594 In the Ed Newsstand Podcast, Troy Reynolds lists out a plethora of resources to check out when getting started with digital notebooks. His newsletter includes links and is very middle to upper grades focused!]]> 2022-04-27 15:03:25 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160552594 Ed Newsstand Newsletter with Links ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160555862 The Newsletter that Podcaster Troy Reynolds makes for his podcast The Ed Newsstand]]> 2022-04-27 15:05:20 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160555862 How SeeSaw Became the Hero of At-Home Learning ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160591486 2022-04-27 15:23:53 UTC https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2160591486 ol00940 https://padlet.com/ol00940/a045c7ywnk4e44hg/wish/2167597860 Clifford, S. (2020, October 25). Schools clamored for seesaw's app. that was good news, and bad news. The New York Times. Retrieved May 2, 2022, from https://www.nytimes.com/2020/10/25/technology/seesaw-school-app.html 

    Froese, J. D. (2018). A grounded theory exploration of multimodal transmediation of student work in Digital Learning Environments (dissertation). ProQuest, Ann Arbor, MI.

    Kesler, T. (2018). The reader response notebook: Teaching toward agency, autonomy, and Accountability. National Council of Teachers of English. 

    Kress, G. (2000). Design and transformation: New theories of meaning. In B. Cope & M. Malantzis (Eds.), Multiliteracies: Literacy learning and the design of social future. London: Routledge.

    Mambrol, N. (2018, December 15). Transactional reader response theory. Literary Theory and Criticism. Retrieved May 2, 2022, from https://literariness.org/2016/10/28/transactional-reader-response-theory/  

    Multimodality (Kress)    . (2020, June 2). Learning Theories. Retrieved May 2, 2022, from https://learning-theories.com/multimodality-kress.html 

    Rosenblatt, L. M. (1969). Towards a Transactional Theory of Reading. Journal of Reading Behavior, 1(1), 31–49. https://doi.org/10.1080/10862969609546838

    Suhor, C. (1984). Towards a semiotics-based curriculum. Journal of Curriculum Studies, 16(3). 

    Zheng, B., Warschauer, M., & Farkas, G. (2013). Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes. Journal of Educational Computing Research, 48(3), 267–299. https://doi.org/10.2190/ec.48.3.a 
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