LITERACY, TECHNOLOGY AND INSTRUCTION

LITERACY, TECHNOLOGY AND INSTRUCTION

Spring, 2007

Instructor	Office	Phone	E-Mail	Office Hours
Linda McCalister	220C	262-6108	McCalisterlm@appstate.edu	M,T,TH,F: (9:00-4:00)

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. 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. We will meet both as a whole group and as
smaller break out groups throughout the semester.

Note: This is not a methods class, nor is it intended as a substitute for either FDN 3100 or CI 3750. Students should also be aware that different sections of 3850, while focusing on the same concepts and
overall objectives, have considerably different assignments and instructional styles.

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.

Schedule

Unit	Date	Topics	Assignments For Next Class
Introduction	August 22	Logistics (syllabus, projects, grades, library reserves) Sign up for discussion site APA Style Citation Machine The 4-2-2 approach	Read Introduction- Purcell-Gates Conceptual Framework
Literacy	August 29th	4 points you agree or disagree with 2 questions 2 related examples from your life. Small group/large group sharing - What does this mean for me as a teacher, or in instruction?)	What Is Literacy by Jim Gee Other Peoples Words (Chapter 1-2) 4-2-2-approach
	September 5	Discuss James Gee Chapters 1&2 Review Literature Circle Handouts Examples Assign Literacy Autobiography	Prepare for Literature Circles Chapter 3-4 Other People’s Words "Know it all: Can Wikipedia Conquer Expertise?" electronic reserve
	September 12	Literature Circles-Chapters 3-4 Know it All:Wikipedia Discussion	Prepare for Literature Circles 5-6 Complete Literacy Autobiography Part I
Language and Power	September 19	Literacy Autobiograpy Part 1 Due Literature Circles-Chapters 5-6 Reading Discussions	Prepare for Literature Circles 7-9 Literature Circle Reflections Estes et al: "Cultural Literacy" electronic reserve Hirsch: "Hirsch Responds" electronic reserve
Who Controls Information?	September 26	Discuss Chapters 7-9 Discuss Readings Literature Circle Reflections	Delpit: "The Silenced Dialogue" electronic reserve Textbook Analysis: the real story of Helen Keller Woody Guthrie's real "This Land is Your Land" Wikipedia and the Democratization of Knowledge
Media Literacies	October 3	Literature Circles Chapters 7-9 Discuss Readings Discuss Delpit	Literacy Autobiography Literature Circle Reflection
Media and Gender	October 10	Literacy Autobiography Due Part 2-Due Out Foxed” Video Literature Circle Reflection Due
Instructional Strategies	October 17th	Instructional Strategies Project United Streaming Question sheet about your Instructional Strategy
	October 24th	Instructional Strategies Discussion	·
Technology and Literacy	October 31st	continue working on instructional strategies	Work on Instructional Stregies
	November 7	Instructional Strategies due and discussion Webquests Review Webquest criteria Review Webquest website Design Process WebQuest Taskonomy: WebQuest Taskonomy in Pictures Examples Webquest website ASU NCWiseowl site Elementary Secondary Webquest Scoring Rubric Begin Storyboards	Read Creating a Webquest: It's Easier than You Think online Begin Working on Webquests 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.
	November 14th	Turn in Storyboard for Webquest Lab Time More Webquest examples Resources for web images: Google Image Search AltaVista Image Search Yahoo! Picture Gallery	Work on Webquest Assignment
	November 21	Thanksgiving Break	Work on Webquests
	November 28th	Webquest Presentations
			Thanksgiving Break
		Gathering evidence for your Technology Portfolio

Course Assignments and Grading

Assignment	Due Date	Point Value
Literacy Autobiography	September 19	20
Literature Circle Reflection	October 17	15
Instructional Strategy	November 7	15
Webquest	November 28th	20
Literature Circle Assignments	Ongoing	20
Community of Practice Participation	On-going	10

TOTAL		100

Community of Practice (20)
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
Participation in large group discussions
Participation in small group discussion
Participation in peer workgroup sessions
Preparation for class (including all weekly readings and assignments)

All professors will use the following grading system:

A: 90-100 %
B: 80-90%
C: 70-80%
D: 60-70%
F: <60%
Pluses and minuses will be assigned at the professors’ discretion.

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.

Pluses and minuses will be assigned at your professor's discretion.

Textbook and Readings

There is one required text for the class, available at Espresso News/Mosaic Books (267 Howard Street).

Purcell-Gates, Victoria. (1995). Other People's Words. Harvard University Press: Cambridge, MA