Earlier today I was looking for resources on extreme weather for one of my teacher teams and stumbled on this article. Below is a screenshot or you can click the link to read the entire thing.
It gave me pause for thought because it’s peppered with embedded Tweets like the one in the image below. Now this is nothing new to me as an adult reader and a Twitter user. But I wondered how many students would recognize this new type of nonfiction text feature and know how to approach it. What might we want students to consider when they encounter an embedded tweet in an article?
Perhaps that there has been a shift in author? Therefore a possible shift in validity.
How do we look at the source and decide if it’s reputable? Is this an expert in the field like a weather person? Is this someone who is giving us a “from the scene” perspective?
What image literacy skills might students need to interpret, connect, and synthesize the tweets with the body of the article?
We’d love for you to share your experiences if you’ve tried using any articles with embedded tweets with your students.
Blogging and providing my students an authentic audience of their peers and the world has been one of the most significant practices I’ve employed in the last few years. As we’ve nurtured young bloggers we’ve made a commitment to our students and their families to keep kids safe online as they share their thinking and learning with the world.
We do that in a number of ways, but one practice we employ is to never post a child’s name and image in the same context. This is a simple way to add a layer of security to work that students share online. We teach this to kids as young as kindergarten and model safe sharing practices from day one. As we engage in conversations about what is shared online, who has access to work and how long it “stays” online, we lay a foundation for digital citizenship that we build upon across the years.
A number of blogging platforms that are available to students have a place for kids to display a picture of themself as the author of the blog. For developing readers and writers this image helps students quickly sort and locate their classmates’ blog. For older learners this image is another piece that signals the blog belongs to them. Many classrooms design their own avatars using an avatar creation tool like Gravatar or Voki. I prefer to invite students to create their own avatars using a simple drawing tool.
First, have students take a selfie. Then import the photo into a drawing app like Doodle Buddy or Drawing Pad. Both apps have the option to use a photo from the camera roll as a background image or piece of paper. Once the child’s photo is set as the paper, teach students to use it as a coloring sheet and select crayons, markers or colored pencils to draw over their image. Sometimes referred to as image stamping, this practice invites students to represent a likeness of themselves while also protecting their true identity. More so, it invites our kids to create–and when students are creating learning is personalized and differentiated, and most importantly, fun!
Once we’ve taught kids how to create an avatar and use photos as coloring pages they can transfer this practice across the curriculum as they represent their work and the work of others in this protected fashion. Students can use famous pieces of art, favorite book characters and photos they’ve shot in class as background templates for their drawings.
In one simple lesson we engage students in creation, representation and digital citizenship. Best of all, its easy and fun so try it tomorrow and let us know what you think!