by Eloise Lynch AP Language and Composition, and American Literature George Rogers Clark High School, Winchester, Kentucky BLSE Summers 2013, 2014, funded by the C. E. and S. Foundation The tension between what we must teach (what is core and necessarily tested and sometimes what our districts demand, pink slip in hand) and what we must teach (what
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Back to “Digital Literacy: What We Must Teach“ Works Cited boyd, danah. It’s Complicated. Connecticut: Yale University Press, 2014. “BLSE Writing, Technology and Digital Cultures Group”. Facebook. Posts, comments, and files. Web. 2 Aug. 2014. Group authors cited: Nathan Archambault, Kate Burdett, Chelsea Carr, Marybeth Duckett, Jess Gard and Conan Griffin, Eloise Lynch, Brad Robinson.
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Back to article JOIN IN: This public Facebook group tracks the insights, collaborations, discussions, resource sharing, and collective intelligence of our BLSE Writing, Technologies and Digital Cultures class. Feel free to explore and interact, to skim through our files, to reach out to individual members or address the collective with queries and problems, to share
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Back to article JOIN IN: This lesson plan developed by Nathan Archambault invites students to share their voices and work collaboratively via Google Docs and to use the popular social networking tool Instagram to approach poetry instruction and creation. Students work together to improve each member’s work, leading ultimately to classwork that excells far beyond
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Back to article JOIN IN: These lesson plans developed by Marybeth Duckett and Kate Burdett invite students to use popular sites like YouTube and familiar modes like popular songs and viral videos to analyze tone and meaning in poetry and forge connections between student lives and literature. Use the comments section below to share your
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Back to article Engagement JOIN IN: This lesson plan I developed engages students by framing our class study of rhetorical purpose in the larger context of human communication. The plan provides real-life audiences and a real-life digital publication site, and as varying rhetorical purpose designates various speakers, students also have the opportunity to role-play. This
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Back to article JOIN IN: This lesson plan developed by Brad Robinson asks students to consider the rhetorical situations of their own social media sites. The process prompts students to reflect on their level of fluency in online networks, the identities they create online, and the audiences that receive their postings. Students also hone textual
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