OLC Handout Digital Tools to Support Literacy Teacher Learning and Collaboration
1. School of Education
THE WORLD WITHIN REACH
Dr. Stephanie Affinito
Online Learning Consortium International
Conference
October 14, 2015
2.
3. New, Digital and Multiliteracies
Literacy Teacher Education,
Leadership and Coaching
Changes our habits as readers (Morrell, 2012;
Bass & Sibberson, 2015)) and how readers
share, discuss and analyze text (Serafini &
Youngs, 2013; Serafini, 2015)
Participate in new mindsets, identities and
practices (Vasquez, 2003) and new social
practices, skills, strategies and dispositions
(IRA, 2009)
Multi-text, multi-modal and multifaceted
(IRA, 2009)
Use text, technology and media critically and
strategically for reading, composing and
learning (NGA Canter & CCSSO, 2010)
Sustained, ongoing and intensive
professional development (IRA, 2004) is
essential.
Modeling and collective problem-solving
around specific problems of practice
(Darling-Hammond & McLaughlin,
1996) ensure relevant and meaningful
practices.
Collaboration to achieve specific
professional development goals (IRA,
2004) connected to teaching and
learning.
Evolving over time (Affinito, 2015;
Lynch & Ferguson, 2010; Walpole &
Blamey, 2008) and contexts (Affinito,
2015).
4. UNIVERSITY AT ALBANY
State University of New York
As our definition of literacy expands to include new
and digital literacies, so too must the education,
leadership and coaching we provide to teachers.
Teachers must first see the power and possibilities
for digital and connected learning in their own
professional learning communities.
As educators, leaders and coaches, we must
transform the professional learning we provide for
teachers to lead the literacy of their 21st century
students.
5. Our practices as teacher educators, leaders and coaches must expand
and change in response to new literacies and digital tools.
Build
Connected
Professional
Learning
Communities
Facilitate
Meaningful
Literacy
Learning
Experiences
Collaborate
as Co-
Learners
Reflect on
Research and
Teaching
Practice
6. •Use social media in daily professional interactions
•Create, follow and comment on professional blogs
Connect with teachers
and build professional
relationships
•Digitally share personal and professional books we are reading
•Create digital, shared libraries of resources to foster sharing
and collaboration
•Create online interactive collections of resources
Share our literate and
teaching lives to build
community and
identity as teachers
•Utilize asynchronous communication tools
•Create virtual meeting spaces
Create opportunities
for teachers to engage
in sustained
conversations
Leading Literacy: Build. Facilitate. Collaborate. Reflect.
7. UNIVERSITY AT ALBANY
State University of New York
Create digital, shared libraries
of resources to foster sharing
and collaboration
10. •Participate in online professional development and webinars
•Participate in online webcamps
•Participate in online and digital literacy events
Participate in shared
learning experiences
together
•Use digital presentation tools
•Narrate and record presentations using screen casting and
audio tools
Design engaging and
authentic professional
development
•Explain literacy content through guided lessons and tutorials
•Share research using Infographics
•Document learning and resources through interactive
documents
Create instructional
resources for teachers
Leading Literacy: Build. Facilitate. Collaborate. Reflect.
11. UNIVERSITY AT ALBANY
State University of New York
Explain literacy content through
guided lessons and tutorials
14. •Document student learning and assessment
•Discuss and analyze student work
Examine student work
and interpret
assessment data
•Brainstorm and organize ideas
•Collaborate on and discuss curriculum
Co-plan literacy
lessons and create
curriculum
•Create online brainstorming sessions
•Reach out to other teachers and researchers
using social media and archive sessions
Brainstorm and
problem-solve
instructional
challenges
Leading Literacy: Build. Facilitate. Collaborate. Reflect.
18. •Participate in online book clubs and book studies
•Create digital discussion groups around chosen topics
•Analyze research, professional articles and artifacts of literacy
teaching
Analyze current
research and
professional literature
•Observe literacy teaching asynchronously
•Lead virtual, synchronous coaching sessions
•Video videos of teaching and reflect
Lead literacy
conferencing and
coaching sessions
•Create digital teaching portfolios
•Create representations of our philosophies and experiences:
•Document teacher learning through a micro-badging system
Create showcases of
our work and
development as
teachers
Leading Literacy: Build. Facilitate. Collaborate. Reflect.
22. We do not want to ‘technologize’ our current practices, but
want to imagine what the technology affords the work we
do (Lankshear & Knobel, 2003)
As you start thinking of the possibilities, remember that
your instructional goal and purpose should drive your
thinking, not the technology tool. Keep your goal and
purpose central. The tool will follow.
Choose digital tools carefully and strategically based on
your work and instructional needs. The important thing is to
think about what you want to accomplish and then let
technology help you do that…not take it over.
UNIVERSITY AT ALBANY
State University of New York
23. All resources have been curated and shared using multiple
platforms:
Email: saffinito@albany.edu
UNIVERSITY AT ALBANY
State University of New York
