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  • Over the past couple of years I have been increasingly using online technologies to allow my students to learn, create, and communicate in hybrid learning spaces. In working with pre-service and veteran teachers in graduate level classes, or in professional development workshops, I try to provide an online learning resource that individuals can use after the day is over and they are back home.

    I build these online learning resources and communities to be as device agnostic and location agnostic as possible. This means that you can learn, create, and communicate at work on a PC, on your couch on an iPad, or in line at the coffee shop on your mobile device. In my humble opinion, the best of these online technologies over the past year or two is Google+.
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    A Digital Toolbox: Demystifying Google+

    by W. Ian O'Byrne
     | Oct 17, 2013

    A Digital Toolbox: Using Google+ Over the past couple of years I have been increasingly using online technologies to allow my students to learn, create, and communicate in hybrid learning spaces. In working with pre-service and veteran teachers in graduate level classes, or in professional development workshops, I try to provide an online learning resource that individuals can use after the day is over and they are back home. 

    I build these online learning resources and communities to be as device agnostic and location agnostic as possible. This means that you can learn, create, and communicate at work on a PC, on your couch on an iPad, or in line at the coffee shop on your mobile device. In my humble opinion, the best of these online technologies over the past year or two is Google+.

    What is Google+ and how do I get started?

    Google+ is a social network developed and run by Google. If you already use gMail, or Google Apps (Docs, Presenter, Spreadsheets), then you already have an account with Google+. There are many reasons to use Google+ in addition to Facebook or Twitter. One of the most important reasons is that it is run by Google, and if someone searches for information about you using the online search engine, Google will bump your Google+ content to the top. This is important as you create and curate your online brand. There are also many other features that make this a powerful, and worthwhile use of your time.

    To create a profile in Google+ you need to navigate to https://plus.google.com/. If you already have a Google Account (e.g. gMail or Google Apps) then add this information and confirm some of the details that Google already has about you. Google likes this information to be as close to your offline identity as possible. Please consider the identity you most want to promote with this tool and include those details. If you do not have a Google Account, please click here and create one. When you first log in to Google+, it will ask you to “circle” a bunch of people. This is the equivalent of friending, or following people on Facebook or Twitter. Google+ will also ask you to join a bunch of Communities. My advice is to not circle anyone, or join any Communities just yet. Google+ will give you a warning that you’ll be “lonely and bored” if you don’t follow anyone. Ignore these warnings and follow my advice.

    The next step of getting started up involves personalizing your profile on Google+ and creating connections to your other online identities. This is terribly important given my earlier indication that Google will bump up their own information about you when someone “Googles” you. Let’s face it, many of us Google ourselves. You can be sure that colleagues, potential employers, or parents and students will and do Google you. What information is online about you and how can you shape what is being said about you? Having a rich, thorough description on Google+, with tons of shared content and discussion is a great first step. So please take the time to create and review your Google+ Profile, and connect your account to other work you do online. Connect your YouTube channel, your cooking blog, and your Pinterest feed. This allows your online identity to be as exciting and robust as your offline identity. For more in-depth discussion about how to thoughtfully and effectively create and personalize your Google+ Profile, please click here.

    Now that you’ve signed in to Google+, there are a ton of different things that you can do with this tool. I use Google+ to research, learn, and discuss new ideas with others.

    Use Google+ to develop your Personal Learning Network

    Once you’ve created an account for Google+, I would start looking around online for people to “circle.” A circle is the Google+ version of following or friending someone. You can also quickly add other people by adding a curated circle developed by some other people on Google+. I recommend add people from this circle by Martin Shervington and this circle by Rich Kiker if you’re interested in some great dialogue about teaching, learning, and technology.

    Another quick way to use Google+ as your personal learning network is to find Communities to follow. A Google+ Community is the equivalent of a group in which the members all have a common interest. I’m an active member of a number of Communities, some of my favorites include the Connected Learning Community, Chromebook EDU Community, Rapsberry Pi Community, and the Using Google as a Free LMS Community.

    By joining these Communities, the links and news shared in the group are automatically pushed to your home feed. I find these Communities to be invaluable resources to keep on top of new events in a field, or direct questions to a global panel of experts.

    Use Google+ as a communication tool for personal and academic work

    Because Google+ is facilitated by Google, you have access to the wealth of tools offered free in the Google Apps toolkit. This means that you can use Docs, Presenter, Forms, and Spreadsheets seamlessly within Google+. One of the most invaluable tools that is part of the Google+ ecosystem is Hangouts. Hangouts is a mix between an instant messenger and video conferencing communication tool, and it’s a powerful way to text chat, or video chat with colleagues and students globally. The tool is free and allows you to video conference with up to ten people.

    The most powerful feature of Hangouts is that it is device and platform agnostic. That means that you can video conference with people using your computer, iPhone, iPad, Android phone, or Android tablet. You can now keep in touch with individuals almost instantly, no matter where they are. I use Hangouts to provide my students with an online office hour. They are given an hour two nights a week that they can use to drop in and Hangout with me to ask questions or get homework help.

    Google also provides a function called Hangouts on Air. This connects to your YouTube account and allows you to live “broadcast” your video conference to your YouTube channel. After the show is complete, your broadcast is saved on your YouTube channel for peers or students that may have missed the original meeting. This is a great tool for lecture capture, help groups, and planning sessions. 

    Use Google+ to build your own learning management system

    In developing classes for my pre-service teachers I prefer not to use Blackboard. The rationale for this is that I don’t see the reason to teach them how to get around the learning management system (LMS) if they’ll never be able to use or create one on their own for their students. As a result I only use free online tools in my classes.

    One of the best LMS environments that I create involves a mix of Google Sites and Google+. Google Sites allows you to create high quality websites for free. By integrating Google+, I can keep some of the interactivity that is lost by not using Blackboard. An example of this can be seen at a MOOC that I just built and will be launching soon.

    I developed the Online Research and Media Skills (ORMS) model along with Greg McVerry as a way to effectively and authentically embed the new Mozilla Web Literacy Standards into the Common Core State Standards. We developed a MOOC to teach educators what is included in the ORMS model, and share their work with others. The MOOC is open, online, and free. We’ve already had students enroll from around the globe.

    Through the use of Google Sites and Google+, I was able to develop a slick looking, professional LMS...for free. I also built up the MOOC to provide an exemplar for my students to show what could be achieved through the use of free online tools and a little time. To learn more about the ORMS model and the MOOC, check out this blog post on a Hangout on Air I recently conducted.

    What can you do with Google+?

    Some of the wonder, and also some of the challenge, with this environment is that you really can do everything. So, with that I urge you to check out Google+. See what it can do for you. Please come “circle” me on Google+ and share your ideas...or just say hi.

    W. Ian O'Byrne on the Engage blogW. Ian O'Byrne is an Assistant Professor of Educational Technologies at UNH. His research examines the literacy practices of individuals as they read/write in online spaces. You can read more of his work at his blog, Digitally Literate (http://wiobyrne.com/). You can also follow him online at Google+, or Twitter...or email at wiobyrne@gmail.com.

    © 2013 W. Ian O'Byrne. Please do not reproduce in any form, electronic or otherwise.
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  • Justin StyglesJustin Stygles from ACT uses his highlighted and underlined books as starting points to teach close reading to his students.
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    Scaffolding Close Reading of Text

    by Justin Stygles
     | Oct 17, 2013

    Close reading is a challenge for many of us. The concept may not be, but inviting students to enjoy and be active in close reading is...well...interesting.

    Douglas Fisher and Nancy Frey's Teaching Edge presentation at the 2013 IRA Convention affirmed the power of annotating. However, the act of annotating—the act of close reading—is often personal to the reader. How we model or portray our close reading for developing readers can be perceived as communicating the “right way to read,” which may stunt a reader's confidence. Showing students and giving them ideas on how to think, rather than what to think, requires a layer of scaffolding and confidence-building before students can accept the practice of close reading for their own, beyond a mini-lesson.

    I’ve always thought that one of the most attractive books is a “gently loved” book, one covered with highlights, annotations, circles, and underlines. Consequently, I mark texts into oblivion. One for the Murphy's, Counting by 7's, My Life As A Book, and Elijah of Buxton are among my most pillaged—excuse me, gently loved books. Marking up the text allowed me to reflect, analyze writing, and thinking through strategic reading (i.e. reciprocal teaching strategies). My theory is: if students can see what how I am reading, they will be more encouraged to mimic my close reading. For many struggling readers and curious readers, the greatest blessing benefitting their reading is found in books I have read...and annotated.

    I leave these texts in the classroom library for readers. My fifth and sixth grade readers love the “thinking” found within the margins of gently loved books. They are attracted to these books because they feel comprehension is more accessible. One reader, while reading One for the Murphy's wrote down two phrases from the text and told everyone how and why they were important lines, something new to this 11-year-old reader. Upon conferring with the student, I realized that she borrowed the phrases I had already underlined, as her own. When asking her why the two lines were important, she identified the implicit humor in one line and “everlasting” idea in the second line. The scaffold worked. She now looks for phrases in her own reading.

    The already underlined phrases (and other annotations) presented a scaffold in two ways: 1) They are training the reader to look for subtle nuances and author's style within the text that influence meaning, theme, and overall comprehension (a.k.a. close reading); and 2) while modeling close reading in a mini-lesson exposes the concept, for some learners, seeing the thinking, the physical action of close reading within the text, is believing! Having the chance to look at someone's physical writing in margins, gives the maturing readers and chance to ponder how and why another reader arrived at a prediction, question, or clarification, invites intrigue in act of reading and reading comprehension. Some students just need that gentle scaffold, of borrowing someone else's work, to give them a jolt of confidence that inspires them to take “thinking” risks during their independent reading.

    Stygles book

    Stygles book

    Stygles book

    Stygles book

    Portraying our reading lives helps students develop their reading lives. Annotating text and leaving maturing readers the blue prints is one more way to help maturing readers, not only enjoy reading, but find the treasures author's leave for discovery.

    Justin StyglesJustin Stygles (@JustinStygles) is a Grade 5/6 ELA/Humanities teacher at Guy E. Rowe School in Norway, Maine, justin.vocabularyteacher@yahoo.com.

    Teaching in ACTion is a series from the Advisory Committee of Teachers (ACT), an International Reading Association committee comprised of exemplary reading and literacy teachers from around the world. Educators who best exemplify the mission of IRA are chosen from a pool of applicants to serve a three-year term. Among other responsibilities, the main charge of ACT is to be the conduit between IRA’s members and the board of directors.

    ACT invites member to engage in the conversation by sending responses to us. ACT’s goal is to get a feel for how members feel about current hot topics, so that we may better serve members by sharing their concerns with the board of directors.

     

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  • A love/hate reading relationship has formed between digital reading on tablets and moi. I dearly wish one side would just finally pummel the crud out of the other so that I could at long last jump on one side of the fence as to how I feel about these things and simply move on with my reading life.

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    To Link or Not to Link, That is the Question

    by Alan Sitomer
     | Oct 16, 2013

    A love/hate reading relationship has formed between digital reading on tablets and moi. I dearly wish one side would just finally pummel the crud out of the other so that I could at long last jump on one side of the fence as to how I feel about these things and simply move on with my reading life.

    Like William Tell, I cannot tell a lie: tablets are AWESOME! Then again, reading on them comes with a set of issues that are not only not going away, but are, in fact, amplifying with each new generation of device.

    p: andyi via photopin cc

    Reading on a tablet nowadays is akin to trying to count your profits after a long day at the lemonade stand while your annoying 8 year old little brother goes, “6, 11, 43, 12, 52” as you try to add up all the change. It’s inevitable that you are going to get distracted—that’s his entire goal—and have to double back and pick up the pieces from where your train of thought went off the rails.

    Consider hyperlinks. For example, when reading an online article, do you click on the hyperlink that makes reference to something you know you want to read right at the very moment you come across the connection or do you wait until after you’re done with the entire piece to double back and go see where it was that the author was pointing you? Or do you skip it entirely? To do the former breaks the entire narrative flow of the piece you started, and even if the new link turns you on to a great piece of content, it’s also sabotaged your ability to coherently digest the mental meal author #1 wanted you to consume. On the other hand, if you wait until later to click, the narrative flow is still broken because you have to stop and give yourself a mental reminder, “Hey, remember to go back and click that – it looked interesting.”

    Either way, as a reader you experience the mental phenomenon of, “Uhm, where was I?”

    And if you skip it, you still paused to weigh whether or not you should bother with the hyperlink which—yep, you guessed it —also broke the flow of your reading. Our brains can’t multi-task in this manner. We can breathe and read but we can’t read and make navigatorial decisions about our reading and read.

    Yes, I hyperlinked the word “navigatorial” just now. Why? Cause it’s a word I made up but it kinda seems like it should be a word—and there’s a word for words that might one day be words if someone starts to popularize them.

    That word is neologism. I mention it because it prevents me (as the author) from having to hyperlink the above and yet still allows you, the reader, to stay within the text without having been transported to Goodness-Knows-Where on the Internet.

    Quick question: Which do you prefer?

    Of course, over the course of reading one or two pieces, perhaps this is not so bad. But if you do ALL of your reading on a tablet, this becomes something that actually nourishes non-stop stop-n-start, stop-n-start thinking. Sure, it’s challenging for me to maneuver this minefield of link after link after link with some of them of value and some of them just merely me horsing around, but consider for a moment that I am a digital immigrant. That means I’ve already had my brain developed in a physical, printed word world. Yet as we now see all the rage of outfitting students with tablets over printed books, is it just me or do others see that we might actually be nurturing partial attention deficit disorder?

    In fact, its cultivation is perhaps even being assigned as homework!

    Now add in the idea of emails, instant messaging, tweets, notifications, pins, racy YouTube videos, and so on when it comes to tablet reading and the question must be asked, “What kind of kiddie brain cocktail are we creating?”

    And really, who’s immune? Question, did you click on the link where I mentioned “racy YouTube videos”? If not, did you make a mental note to click on it after? Even if the answer was “No and no” did you mentally find yourself saying, “I wonder where that link will take me”?

    It took you to a cat video. Why? Because millions of hours of people’s lives have been devoted in the past decade to making and watching YouTube videos on funny things cats do.

    Whodda thunk it?

    I need to power down now. I want to love my tablet, but I can’t say I am all that fond of loving the potential consequences reading on tablets still has yet to bring.

    Alan Lawrence Sitomer was California's Teacher of the Year in 2007. He is also the author of multiple works for young readers, including Nerd Girls, the Hoopster trilogy, THE SECRET STORY OF SONIA RODRIGUEZ, CINDER-SMELLA, and THE ALAN SITOMER BOOKJAM. He lives in Los Angeles with his wife and daughter. In addition to being an inner-city high school English teacher and former professor in the Graduate School of Education at Loyola Marymount University, Alan is a nationally renowned speaker specializing in engaging reluctant readers who received the 2004 award for Classroom Excellence from the Southern California Teachers of English, the 2003 Teacher of the Year honor from California Literacy, the 2007 Educator of the Year award by Loyola Marymount University and the 2008 Innovative Educator of the Year from The Insight Education Group. A Fun Look at Our Serious Work appears quarterly on the Engage blog.

    © 2013 Alan Sitomer. Please do not reproduce in any form, electronic or otherwise.
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  • TechnologyThe CL/R SIG reviews newly published fiction and nonfiction K-12 books about technology, from social media to robots to cyberbullying and more.
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    Technology Tidbits Book Reviews

    by the CL/R SIG
     | Oct 16, 2013

    Technology TidbitsWe are surrounded by technology. From the invention of the wheel to keeping up with today’s tweets and Instagrams, technology drives this fast-paced and ever-evolving world of instant communication. This week the Children’s Literature and Reading SIG takes a look at newly published books that help explain these new technologies to children and young adults. Fiction authors have placed these technologies as integral parts and devices in weaving their stories. In addition to a few new books, we have added some blogs and apps that we have found helpful in keeping up with current trends in the reading worlds of students.

    TechnologyReading Today Online offers a plethora of articles featuring the use of technology in today’s classrooms.

    ReadWriteThink.org offers over a hundred lesson ideas that deal with various aspects of technology including tech and copyright, teen Literature and technology, using technology to analyze and illustrate symbolism, fresh perspectives and new Literacies, technology integration, using media technology to enhance writing, writing technology autobiographies, and many more.

     

    GRADES K-2

     

    Gall, Chris. (2013). Awesome Dawson. New York, NY: Little, Brown Books for Young Readers.

    Awesome DawsonA born inventor, Dawson spends his free time thinking of uses for discards. For most of his short life, he's been creating new products from simple tools and the stuff other folks throw away. This eco-friendly boy is convinced that he can find a way to recycle most everything that others are getting rid of. He particularly likes to restore toys and give them second chances. But his construction of a cat food-powered robot to complete his chores is all too successful, with the Vacu-Maniac sucking up everything in sight. That’s not a problem until it bursts out of Dawson’s house and heads out into the neighborhood. It will take some inventive thinking and fast action to save the town from being annihilated. The book's colorful illustrations, created by engraving on a clay board coated with ink and Adobe software, will have eye-appeal for young readers who are likely to be fascinated by all their details. The endpapers add to the book's delights, featuring a garbage dump with vehicles, sinks, and billboards and a sign for MacGyver Street, and encouraging close examination. Although the pages may be too packed with objects for adult eyes, this picture book is bound to excite many youngsters and maybe inspire some interesting creations fashioned from junk.

    - Barbara A. Ward, Washington State University Pullman

     

    Heshka, Ryan. (2013). Welcome to robot town. New York: Henry Holt and Co.

    Welcome to Robot TownFrom a child robot’s point of view, this book takes young readers into the everyday life of a young robot in Robot Town from waking up in the morning as the “wheels start turning” to walking to school where the Traffic Bot directs young robot (carrying his Iron Guy lunch box) across the street. On the way to school he passes Mechanic Crank Shaft who repairs robot cars. Principal Nutzundbolts, a famous inventor, greets the little robots when they arrive at school. After school, the young robots burn off energy doing things for fun like watching the movie set of Director Steelburg on Aluminum Avenue. Many career spinoffs are featured on double page spreads like Dr. Socket, Clean-up Crew, Recyclotron, Telly Scope at the observatory and more. At the end of this busy day, Little Robot is ready to rest and recharge for tomorrow. Acrylic and collage illustrations add to the fun and mechanics of this introduction to all that robots can do. Enjoy a fun little mechanized voice book trailer at YouTube or read more of the backstory at the MacKids blog.  Pair with Robots of the Future (Brasch) reviewed below.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 3-5

     

    Allen, Kathy. (2013). Cell phone safety. Mankato, MN: Capstone Press.

    Cell Phone SafetyAlthough cell phones are ubiquitous, many users often fail to practice safety when using the devices, giving out personal information, current location, and forgetting that the same safety rules that apply to face to face encounters with strangers apply to encounters through cell phones. This informative title sounds a cautionary note about how to use the devices wisely. In several “Talk about It” sections, readers encounter cell phone-related problems to solve such as whether to respond to a text from an unknown number, what to do if you follow a friend's texted link to an inappropriate website, or even precautionary measures to prevent identity theft. The book also contains vignettes about cyber bullying as a reminder of how technology can be used in the wrong way. Although the information provided here is basic, it is also important and provides guidelines designed to protect the user.                                                                                        

    - Barbara A. Ward, Washington State University Pullman

     

    Brasch, Nicolas. (2013). Robots of the future. PowerKids Press.

    Robots of the FutureColor photographs and easy-to-understand text make this book an accessible approach to understanding robots and all the things they are capable of doing in today’s society. The variety of things that robots can do and the consistency and precision in which they perform are explained to young readers. Included in the book are question boxes entitled, “You Decide,” that ask probing questions that may have a controversial edge to the use of robotic technology. For example, “Will robotic research and technology do more good for humans than bad?” The end of the book includes a glossary and websites for further investigation.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Demuth, Patricia. (2013). Who is Bill Gates? Illus. by Ted Hammond. New York: Grosset and Dunlap.

    Who Is Bill GatesBiographies continue to be a much studied and enjoyed genre and the CCSS continue this support. From the publisher’s Who Was… series, this book introduces young readers to the life of Bill Gates, business magnate, investor, philanthropist, and author.” Bill Gates was born in Seattle, Washington, in 1955. Even as a child, he had an interest in gadgets and budding technology. As he continued his career and developed ways to improve on the personal computer it lead to his creation of the Microsoft Company. Bill amassed a fortune through this very successful computer company, and then decisions faced him about how best to use his fortune. Together with his wife, they formed the Bill and Melinda Gates Foundation and have sponsored many initiatives in education, world health, and community giving. This early biography not only introduces young readers to the life of Bill Gates but also to the idea of philanthropy.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Enz, Tammy. (2014). Max Axiom STEM adventures: The terrific tale of television technology. Mankato, MN: Capstone Press.

    Max AxiomAs he often does, savvy scientist Max Axiom takes advantage of a televised football game to which his friends are glued to explain the inner workings of television and how those images and sounds that have everyone so mesmerized are transmitted into homes. After describing the camera recordings that capture the game, the articulate and well-informed Axiom explains how radio waves allow TV technology to exist. One of the last pieces of technology he discusses is a remote control device, something with which most readers will be familiar although they are not likely to know that it relies on the electromagnetic spectrum to function. Additionally, he explains how satellite and cable TV work. But none of the radio waves or digital signals would matter without how the human brain reads them. The colorful cartoon panels that tell Max's story and allow him to share his knowledge with readers are appealing, and show the practical side to technology.                                                                                                                                

    - Barbara A. Ward, Washington State University Pullman

     

    Forest, Christopher. (2013). Robot competitions. Mankato, MN: Capstone Press.

    Robot CompetitionsRobots are no longer simply features of movies or in science fiction books. Today they are often used in contests of strength and agility. For many teens and adults, the robots they build engage in competitions to determine supremacy between human-robot teams. This book describes some of those contests such as BattleBots and For Inspiration and Recognition of Science and Technology (FIRST), events intended to spark an interest in science, engineering, and technology. There are even robotic contests that are held underwater, and some held in exotic locales such as in the Australian Outback. Filled with photographs of some of the intense competitions in which youngsters and their robots engage, this book is a great reminder that many innovations began as experimental designs in competitions for robots.                                

    - Barbara A. Ward, Washington State University Pullman

     

    Hunter, Nick. (2013). How electric and hybrid cars work. New York: Gareth Stevens Publisher.

    How Electric and Hybrid Cars WorkFrom the EcoWorks series promoting ideas of consumer awareness comes this look at automobiles as means of transportation that are earth friendly. Though consumers are rushing toward the best fuel efficiency there are other considerations when selecting one of these cars for purchase. Full color photos make this book appealing to young readers. Looking at the pros and cons of electric and hyrid cars will help shape the decision of the future of these modes of transportation. The author looks at hybrid engines, batteries, creation and use of fuel, the greenhouse effect and carbon emissions and other eco-friendly aspects of hybrid cars in addition to perhaps the less favorable aspects like speed and cost of these new vehicles. Introduce this book with the video from “How Stuff Works” website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Richards, Jon and Ed Simpkins. (2013). The human world; the world in infographics. Berkeley, CA: Owlkids.

    The Human WorldWhat is an infographic? On the opening page of The Human World, not only will young readers immediately see what an infographic is, the opening statement explains, “Welcome to the world of infographics. Using icons, graphics and pictograms, infographics visualize date and information in a whole new way!” Bursting with colorful charts, diagrams, facts, figures, text boxes, inserts, text types and more, this visual splash of information and facts covers global topics including people, cities, population, heights of buildings, wealth and poverty, going global, water resources, waste, dwindling resources, transportation, communication, work, rest and play and more. The use of statistics applied to colorful charts and diagrams are so much more easily understood and compared by using the infographics presented here. Teacher resource guides are available for some of the books in this series at the OwlKids website. (Other books in the World of Infographics series are The Human Body, The Natural World, and Planet Earth.)

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Schwartz, Heather E. (2013). Cyberbullying. Mankato, MN: Capstone Press.

    CyberbullyingBeginning with a chapter entitled, “What is Cyberbullying?” this colorful book presents ideas for young people on how to deal with people who are online and trying to bully, stalk, steal identity, or simply ruin some of the fun parts of online activity. Using bold text, glossary boxes, ideas to “Talk about it”, illustrations, and color photography, Cyberbulling creates a guide for dealing with these situations that can become annoying as well as dangerous. Interestingly, the author also poses the question, “Are You the Cyberbully?” (p.8) Using guiding questions that begin, “Have you ever …” the author continues with questions that ask, for example, “… forward a funny, but not very nice, e-mail about someone?” Other chapters describe: how cyberbullying works; the effects of cyberbullying; bullies getting in trouble; a safe space; take a break (have some fun in real time with no technology, ride a bike, take a walk); taking control; bold bystanders; sorry cyber-bullies; preventive measures. The book concludes with a glossary, a bibliography for further reading, and available websites. The Engage blog also has many posts and articles with insights on how to stop bullying.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 6-8

     

    Bender, Lionel. (2013). Invention. Special photography by Dave King. Revised edition. New York: DK Publisher.

    InventionKnown for their exquisite photography, publisher Dorling Kindersley and author Lionel Bender bring this revised edition of Invention to the Eyewitness series. Throughout history, inventions have changed the world and how we live. From early inventions and technology like the wheel, or the gear, the abacus, and early timekeeping devices to the discovery of rockets, telecommunication, silicon chips, and more Bender provides a visual timeline of amazing inventions and the stories behind them.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Frederick, Shane. (2013). The technology of football. Mankato, MN: Capstone Press.

    The Technology of FootballSports Illustrated Kids has prepared this “High-Tech Sports” series. The author has written the book so that sports aficionados as well tech-interested kids will enjoy learning about the application of technology into various aspects of the sports industry. The football volume opens with a bit of the history of the game beginning with a chart of helmets through the years and how for safety and protection the helmets have better insulated the players’ heads from brain injuries after hard tackles. He goes on to discuss shoulder pads and how they are designed to absorb the shock of hard hits and tackles. Jerseys that were made to keep players cooler and drier have been developed. On to stadiums and a look at Astroturf and the early artificial turf that actually caused injury to today’s Field Turf that is much improved and safer using silica and cryogenic rubber. Other aspects of stadium design from domes that now cover many outdoor stadiums to the fan experience of watching plays on big-screen TVs in the stadium. Color photography, fact boxes, short paragraphs, a detailed index at the end with a glossary and bibliography add to the text features of the book. (Other books in this series are The Technology of Basketball, The Technology of Baseball, and The Technology of Hockey.)

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Gray, Leon. (2013). Global positioning system: who’s tracking you? New York: Gareth Stevens Publisher.

    Global Positioning SystemThe term GPS is starting to become a household term and most people consider it a helpful tool in locating places they need to go. Golfers and hikers, fishfinders and other athletes or sporting enthusiasts are using GPS to help find the target of their sport. The military use of GPS ranges from vehicles to weaponry. Conservationists are tracking animals with tagged GPS units to help observe and maintain certain animal populations. But the debates are starting as to the invasiveness of GPS into our personal and private lives. The author has provided ideas dealing with both sides of the GPS privacy issues. The use of sidebars, fact boxes, color photography, and “The Debate” text boxes are inviting text features that will draw young readers into the topic. “You’re the Expert” poses questions for reader to think about and weigh all sides of the issue as you think about all the uses of this new technology and the ethics of GPS use.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Heppermann, Christine. (2013). Twitter; the company and its founders. Minneapolis: ABDO Publishers.

    TwitterThe lives of Twitter founders and developers Jack Dorsey, Evan Williams, and Christopher “Biz” Stone are presented in this book for young readers. Their early lives, growing up, and where they went to school are described and how they conceived and developed the social network of Twitter. The rapid growth and popularity of their concept and company are explained in addition to information and thoughts on the future of this pioneering piece of technology.(Also in this series: Microsoft, Facebook, Netflix, Amazon, Apple, Sony, TiVo.)

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    MacKay, Jenny. (2013). Online schools. San Diego, CA: Lucent Books.

    Online SchoolsOnline Schools takes a look at alternative education and what opportunities are available through the virtual environment in education. This book discusses how online schooling has evolved and how it got started. With color photographs and text boxes, it offers current examples of students and schools using online classes and the potential online schooling offers and the reasons it can become the education alternative needed in certain family or location circumstances. It concludes with the potential for continued and further possibilities in online education for many levels of education from elementary school to advanced professional degrees.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Rooney, Anne. (2014). Computer science and IT: Investigating a cyber attack. Chicago, IL: Heinemann Library.

    Computer Science and IT: Investigating a Cyber AttackMiddle grade and YA readers will find this step-by-step realization of a possible hacked email account or computer and its subsequent resolution to be fascinating. What makes the book especially pertinent are how easily things go wrong and how careless the main character is with his password, something of which most of us are guilty. When Ben notices something odd about a page displayed on his computer, he worries at first that one of his friends has stolen his password. But things turn out to be much worse than Ben had imagined. After investigation by his company's IT expert to confirm the attack and determine the parts of the system that have been compromised, the police get involved, and forensic experts look for clues as to when the files were accessed. Readers are drawn into the investigation through a series of clues that may enable them to crack the case while sounding cautionary notes for their own computer use. The author stresses the need to protect personal data from others, and suggests simple actions that can prevent hacked accounts such as changing passwords frequently, using firewalls, and never storing passwords on public computers. Who knew that cyber sleuthing was so complicated and yet so similar to other types of detective work?

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 9-12

     

    Dashner, James. (2013). The eye of minds. New York: Delacorte Press.

    The Eye of MindsTurning to the world of fiction and from the author of The Maze Runner trilogy, comes the first volume in James Dashner’s new series, The Mortality Doctrine. Young Michael is entrenched in the world of virtual reality and is a skilled Internet gamer in Virtnet. He is engaged in Lifeblood Deep with virtual friends Bryson and Sarah. Michael is fearful when Virtual Network Security track him down but finds they want his hacking skills to locate a gamer named Kaine who is wreaking havoc on Virtnet to the point of pushing one game to suicide. Michael and his virtual friends plummet headlong into cyber adventure and danger as they pursue Kaine. Fast paced and high energy bring this tech novel to fans of sci fi who enjoyed Dashner’s earlier work. With the recent popularity and release of the movie, Ender’s Game (1985, Orson Scott Card), readers might enjoy thinking about comparisons between the two novels.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Looking for apps for reading? See these websites:

     

    Blogs about children's literature:

    Last year we created a list of great blogs for children’s and YA literature. We have added a few more blogs to the list:

     

    These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

     

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  • For my latest children’s book, I gave myself the challenge of telling a complete story using only one word. I almost succeeded. On the final page, I needed to introduce a second word (and sharp-eyed students are quick to point out that there are four additional words used in the illustrations).

    • Blog Posts
    • Teaching Tips

    Moo. Moo? Moo! Writing a Single Word Story

    by David LaRochelle
     | Oct 15, 2013

    Moo. Moo? Moo! Writing a Single Word Story on the Engage blogWhat can you do with a single word?

    Plenty.

    For my latest children’s book, I gave myself the challenge of telling a complete story using only one word. I almost succeeded. On the final page, I needed to introduce a second word (and sharp-eyed students are quick to point out that there are four additional words used in the illustrations).

    While working on the story I had great fun imagining all the ways that a single word, (in this case “moo”) could be depicted (Moo. Moo? Moo!), and how these variations could be strung together to form a story. Long before the book was published I began showing a dummy of the book with accompanying sketches to students during my author visits. When I did so, three things invariably happened:

      1. Everyone (including the teachers) laughed.
      2. The students spontaneously mooed along with me as I read the text.
      3. At least one student would say, “You should write a sequel called Baaaa!

    My response was always the same. “No, YOU should write the sequel.”

    Moo. Moo? Moo! Writing a Single Word Story on the Engage blogAnd frequently, they did. At the end of the day students of all ages would present me with one-word books they had written during recess or free time. These miniature books, made from notebook paper folded in half, were filled with illustrations of animals having wild adventures, and each was composed of a single word. Some of the students had developed an entire series of books based on a single animal sound, starting with baaa, then moving to quack and meow, and finally circling back to moo again.

    It made me happy that my silly book idea was motivating so many young people to write their own books. As a former elementary school teacher myself, I was also secretly glad at all these young authors were learning in the process.

    What can students learn from writing a one-word book?

    Plenty.

    A one-word book is the perfect way to show how punctuation drastically affects the meaning of text. Beginning writers can practice using question marks and exclamation points to indicate inquiry and excitement:

    Meow? Meow!

    Older writers can experiment with more sophisticated techniques, using ellipses to suggest suspense:

    Meow, meow, meow…

    Or dashes to indicate an abrupt stop mid-word:

    Meow, meow, meo-

    And underlines to indicate emphasis:

    Meow, meow, meow.

    Moo. Moo? Moo! Writing a Single Word Story on the EngageblogA one-word book also highlights the importance of visual clues in understanding a story. In the book MOO!, the illustrator Mike Wohnoutka creates a sense of danger and urgency on one of the spreads by focusing in on a close-up of the cow’s face, painting the background red, writing the word moo so large that it extends off the page, and slanting the entire composition at an angle.

    Ask your students how they might use visual clues to make an animal look sleepy. Stir their visual creativity with questions like: What colors would best depict this mood? How would the animal’s face and body look? What type of line would be most appropriate for the illustrations: thick, thin, jagged, rounded? What size and style of lettering would they choose? How would all of these choices be different if they were trying to show an animal looking mad?

    Understanding how an author/illustrator uses clues like these to convey meaning, and then practicing them in their own one-word books, strengthens students’ visual literacy, a skill needed when reading everything from graphs and charts to food labels and comic books.

    Because a one-word book requires minimal spelling and vocabulary skills, even the youngest author can have success writing an entire book that they, and their classmates, can read and enjoy.

    Finally, there’s one more benefit from having students write a single-word book. Along with being a way to reinforce skills and concepts mandated in curriculum guidelines, writing a one-word book is fun. Writing can and should be fun, and in my humble opinion, that’s justification enough for any writing project. In fact, writing a one-word book might be so much fun that your students will say, “Moo!”… or “Oink!” or “Roar!”

    For a guide to using MOO! in your classroom, please click here.

    David LaRochelle on the Engage blogDavid LaRochelle is a former fourth grade teacher who has been creating books for young people for the past twenty-five years. His other titles include IT’S A TIGER!, HOW MARTHA SAVED HER PARENTS FROM GREEN BEANS, THE BEST PET OF ALL, and 1+1=5 AND OTHER UNLIKELY ADDITIONS. The first picture book that he both wrote and illustrated, ARLO’S ARTRAGEOUS ADVENTURE!, was released in August. When he’s not writing, drawing, or visiting schools, David loves to carve creative jack-o’-lanterns, which can be viewed at his website http://http://www.davidlarochelle.com.

    © 2013 David LaRochelle. Please do not reproduce in any form, electronic or otherwise.
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