#WalkMyWorld
As of March 2015, I have chosen to participate in the #walkmyworld project. I will use my blog to link my Tweets to my responses to each learning event. I am late to the game so my events may be out of order. So to help with chronology, I will use the learning event number in the title for each post as well as a link to the #walkmyworld website. Feel free to follow me on Twitter as well at jhcalamari
As of March 2015, I have chosen to participate in the #walkmyworld project. I will use my blog to link my Tweets to my responses to each learning event. I am late to the game so my events may be out of order. So to help with chronology, I will use the learning event number in the title for each post as well as a link to the #walkmyworld website. Feel free to follow me on Twitter as well at jhcalamari
I. What is the #WalkMyWorld Project?
"The #WalkMyWorld Project is a social media project in which we share and connect online at Twitter using one hashtag" (website home). To participate one had to have a Twitter account and complete ten learning events. Each event was tied to digital identity, digital media, or digital presence. The learning events were introduced a week at a time beginning in January. The participant would click on a link to the event, read the introduction, which often included hyperlinks to resources, and then read the ways in which he/she could respond. Often the responses where fairly open ended and allowed the participant some room for creativity and expression. Next, the participant would craft his/her response and Tweet it. The Tweet should include not only the response but the #walkmyworld hashtag. This makes following other participants easy. The #WalkMyWorld Project allows participants to create either learning opportunities for classrooms in terms of New Literacies or personal communities that help one network among other likeminded professionals.
"The #WalkMyWorld Project is a social media project in which we share and connect online at Twitter using one hashtag" (website home). To participate one had to have a Twitter account and complete ten learning events. Each event was tied to digital identity, digital media, or digital presence. The learning events were introduced a week at a time beginning in January. The participant would click on a link to the event, read the introduction, which often included hyperlinks to resources, and then read the ways in which he/she could respond. Often the responses where fairly open ended and allowed the participant some room for creativity and expression. Next, the participant would craft his/her response and Tweet it. The Tweet should include not only the response but the #walkmyworld hashtag. This makes following other participants easy. The #WalkMyWorld Project allows participants to create either learning opportunities for classrooms in terms of New Literacies or personal communities that help one network among other likeminded professionals.
II. My participation in the #WalkMyWorld Project -
I was introduced to the project through an online graduate school course at The University of Georgia. My teacher, Donna Alvermann, suggested it as a final project for our New Literacies class. I had a Twitter account but rarely used it, and thought this would be a great opportunity to gain experience in digital technologies. My hope was the find ways in which digital practices could be used in a middle school classroom, so that my students were involved in literacies that had relevance and were applicable to their every day lives.
When I became involved in the project, a couple of learning events had already been released. So I just jumped in! I would work on the newest event and then go back to an older one. At first, I was nervous that I would miss something by not completing them in order, but I quickly found that there wasn't a strict linear process and my goals for the project could be met by working at a pace and in the order that suited my life. This was a wonderful, added benefit!
III. Viewing My Responses to the Learning Events -
Getting Started -
Twitter Account – jhcalamari
Twitter Account – jhcalamari
Introduction Tweet - #walkmyworld My name is Josie and I teach dyslexic 6th graders.
I believe digital media builds lasting literacy.
Learning Event One -
Tweet - #walkmyworld – event one – Opening Doors - https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=3256275502315366090;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=7;src=postname
Learning Event Two -
Learning Event Three -
Blog Post - #walkmyworld - Learning Event Three - Reflect on your Identity
Learning Event Four -
Blog Post - #walkmyworld –Learing Event Four – Dawn
Learning Event Five -
Learning Event Six -
Learning Event Seven -
Learning Event Eight -
Learning Event Nine -
Tweet - #walkmyworld- The Story of Us http://bitstrips.com/r/392NZ via @bitstrips - http://acapitalletterandpunctuation.blogspot.com/2015/04/walkmyworld-learning-event-nine-story.html
Blog Post - #walkmyworld - Learning Event Nine - The Story of Us
Learning Event Ten -
Tweet - #walkmyworld - Learning event 10 - curating it all https://storify.com/jhcalamari/curating-walkmyworld http://acapitalletterandpunctuation.blogspot.com/2015/04/walkmyworld-learning-event-ten.html
Blog Post - #walkmyworld - Learning Event Ten - Denounment
IV. So how did or will the #WalkMyWorld Project relate and translate to my classroom? -
"Learning involves an active engagement with the world, with words, and with other people" (Gee, 2012, p. 61). After completing the #WalkMyWorld Project, I couldn't agree more. A project of this nature allows students the opportunity to communicate in familiar Discourses and in a natural space to them. We know that social networks require different variations of language and often students find themselves switching between different identities to fit in. Gee (2012) describes this as solidarity. Our students don't want to be left out or isolated, so they find ways to adapt their Discourses. "With sidelong glances at other identities they adopt in other contexts, " speakers create personas appropriate for circumstances (Gee, 2012, p. 115). It would be impossible to teach to all Discourses or social networks, so in some ways students do need solidarity through a common language in school. But, this doesn't equate to schools continuing to use traditional literacies as that foundation. The common language does not have to be that of those in power, but can resemble a Borderland Discourse which represents the space between the Discourses of school and community (Gee, 2012, p.185). This idea is even more attainable today with technologies, social media, texting, access to video and easy-to-produce digital media (Gee, 2012, p. 190).
Therefore, I plan to initiate my own version of #WalkMyWorld with my class next year. I will be out on maternity leave for most of the fall semester. This has been hard on me because I will miss those valuable months of getting to know each student. So, each of the twelve weeks I am out, I will have a learning event, similar to the #WalkMyWorld events but tailored for 6th grade, in which the students in my class will create, share or communicate pieces of their identity with me and the grade. I am going to call it the #WhoAmI Project. We currently use the online education network Edmodo for homework assignments and calendar events, but I will also be able to use it to post my #WhoAmI events. Students can post their responses here and comment or like each others. Because facilitating this will fall on my long-term substitutes shoulders, I want to make it as seamless as possible. Therefore, the events will be similar in technological demand to a Facebook or Instagram post. When I return, I will have them curate all of the posts (again similar to Learning Event Nine) in a multimodal way. My hope is that the events, my responses, and the responses of the students will help create a repertoire between us even from a far. By using New Literacies to accomplish this, I also believe it will bridge the dyslexic remediation they have come to The Schenck School for with the Discourse of social media. Students will have an opportunity to develop an identity that doesn't mirror what they can't do, but what they are capable of. "What matters is not 'literacy' as some deconceptualized 'ability' to write and read, but social practices into which people are apprenticed as part of a social group" (Gee, 2012, p. 76).
Gee, J. P. (2012). Social linguistics and literacies; Ideology in discourses. London: Routledge.
over 700 hours. https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=2342217974240797094;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=6;src=postname
not every journey is evenly circular. Gold Star and High Five!
For his photo and Tweet that his hero’s journey is more of a zigzag than a circle.
Tweet - #walkmyworld –Event 3-Fight the urge to be the same and allow your identity to be free.https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=5488559056916260508;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=5;src=postname
Learning Event Four -
Tweet- #walkmyworld – Event 4 – Dawn not dusk is my landscape. https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=5741119892890615011;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=4;src=postname
Learning Event Five -
Tweet – Learning event 5 – A guiding light may be a seen or unseen beacon #walkmyworld. https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=8343918341020989160;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=3;src=postname
Tweet – Event 6 – I Dream – I dream in a surrealist way; it is eccentric and imaginative. #walkmyworld. https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=1806702852221456210;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=2;src=postname
Tweet - Learning Event 7 - Mirrors bind us what is important - past, present, future.
#walkmyworld
Tweet – Learning Event 8 – I am my own hero on my own journey #walkmyworld http://www.thinglink.com/scene/633777326621982720 https://www.blogger.com/blogger.g?blogID=2096604892007871741#editor/target=post;postID=1801857691755270600;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=8;src=postname
Tweet - #walkmyworld- The Story of Us http://bitstrips.com/r/392NZ via @bitstrips - http://acapitalletterandpunctuation.blogspot.com/2015/04/walkmyworld-learning-event-nine-story.html
Blog Post - #walkmyworld - Learning Event Nine - The Story of Us
Learning Event Ten -
Tweet - #walkmyworld - Learning event 10 - curating it all https://storify.com/jhcalamari/curating-walkmyworld http://acapitalletterandpunctuation.blogspot.com/2015/04/walkmyworld-learning-event-ten.html
Blog Post - #walkmyworld - Learning Event Ten - Denounment
IV. So how did or will the #WalkMyWorld Project relate and translate to my classroom? -
"Learning involves an active engagement with the world, with words, and with other people" (Gee, 2012, p. 61). After completing the #WalkMyWorld Project, I couldn't agree more. A project of this nature allows students the opportunity to communicate in familiar Discourses and in a natural space to them. We know that social networks require different variations of language and often students find themselves switching between different identities to fit in. Gee (2012) describes this as solidarity. Our students don't want to be left out or isolated, so they find ways to adapt their Discourses. "With sidelong glances at other identities they adopt in other contexts, " speakers create personas appropriate for circumstances (Gee, 2012, p. 115). It would be impossible to teach to all Discourses or social networks, so in some ways students do need solidarity through a common language in school. But, this doesn't equate to schools continuing to use traditional literacies as that foundation. The common language does not have to be that of those in power, but can resemble a Borderland Discourse which represents the space between the Discourses of school and community (Gee, 2012, p.185). This idea is even more attainable today with technologies, social media, texting, access to video and easy-to-produce digital media (Gee, 2012, p. 190).
Therefore, I plan to initiate my own version of #WalkMyWorld with my class next year. I will be out on maternity leave for most of the fall semester. This has been hard on me because I will miss those valuable months of getting to know each student. So, each of the twelve weeks I am out, I will have a learning event, similar to the #WalkMyWorld events but tailored for 6th grade, in which the students in my class will create, share or communicate pieces of their identity with me and the grade. I am going to call it the #WhoAmI Project. We currently use the online education network Edmodo for homework assignments and calendar events, but I will also be able to use it to post my #WhoAmI events. Students can post their responses here and comment or like each others. Because facilitating this will fall on my long-term substitutes shoulders, I want to make it as seamless as possible. Therefore, the events will be similar in technological demand to a Facebook or Instagram post. When I return, I will have them curate all of the posts (again similar to Learning Event Nine) in a multimodal way. My hope is that the events, my responses, and the responses of the students will help create a repertoire between us even from a far. By using New Literacies to accomplish this, I also believe it will bridge the dyslexic remediation they have come to The Schenck School for with the Discourse of social media. Students will have an opportunity to develop an identity that doesn't mirror what they can't do, but what they are capable of. "What matters is not 'literacy' as some deconceptualized 'ability' to write and read, but social practices into which people are apprenticed as part of a social group" (Gee, 2012, p. 76).
Gee, J. P. (2012). Social linguistics and literacies; Ideology in discourses. London: Routledge.
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