Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School (The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning)

A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools.
Schools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving “culture of participation,” could be used in the classroom.
Garcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a “wireless critical pedagogy” by incorporating mobile media and games in classroom work. He describes the design and implementation of “Ask Anansi,” an alternate reality game that allows students to conduct inquiry-based research around questions that interest them (including “Why is the food at South Central High School so bad?”). Garcia cautions that the transformative effect on education depends not on the glorification of devices but on teacher support and a trusting teacher-student relationship.

Science & Math

Garcia, Antero

Technology

The MIT Press

An introduction to annotation as a genre-a synthesis of reading, thinking, writing, and communication-and its significance in scholarship and everyday life. Annotation-the addition of a note to a text-is an everyday and social activity that provides information, shares commentary, sparks conversation, expresses power, and aids learning. It helps mediate the relationship between reading and writing. This volume in the MIT Press Essential Knowledge series offers an introduction to annotation and its literary, scholarly, civic, and everyday significance across historical and contemporary contexts. It approaches annotation as a genre-a synthesis of reading, thinking, writing, and communication-and offer examples of annotation that range from medieval rubrication and early book culture to data labeling and online reviews. Series Overview- ACCESSIBLE, CONCISE, BEAUTIFULLY PRODUCED BOOKS ON TOPICS OF CURRENT INTEREST. Written by leading thinkers, this series delivers expert overviews of subjects that range from the cultural and the historical to the scientific and the technical. Synthesizing specialized subject matter for nonspecialists and engaging critical topics through fundamentals, each of these compact volumes offers readers a point of access to complex ideas.

Annotation (The MIT Press Essential Knowledge series)

Literature & Fiction

Kalir, Remi

History & Criticism

A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools.\nSchools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving “culture of participation,” could be used in the classroom.\nGarcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a “wireless critical pedagogy” by incorporating mobile media and games in classroom work. He describes the design and implementation of “Ask Anansi,” an alternate reality game that allows students to conduct inquiry-based research around questions that interest them (including “Why is the food at South Central High School so bad?”). Garcia cautions that the transformative effect on education depends not on the glorification of devices but on teacher support and a trusting teacher-student relationship.

MIT Press]

The Left Hand of Data: Designing Education Data for Justice

Education & Teaching

Berland, Matthew

Schools & Teaching

Does your classroom ever feel stuck, or out-of-tune? Meaningful teaching is something educators strive for each day. Educators also know that there is no such thing as a perfect classroom. Despite our best intentions, our classrooms sometimes feel like they're stuck, or out of tune. In Tuned-in Teaching, Antero Garcia and Ernest Morrell offer a road map for creating a classroom that is transformative for your students and revitalizing for you. They explain why students play an integral role in turning classrooms into spaces for greater engagement and innovation. By tuning into youth culture and the lives of students, we become more connected to their needs and ways of learning. Build an active, just, and engaging classroom withstudents The authors examine critical research and discuss the connection to specific aspects of teaching. They also offer six important considerations for teachers who want to build more active, just, and tuned-in learning environments: <ul> <li>Students at the Center: How are you ensuring you are fully seeing who your students are?</li> <li>Authenticity as a Standard: How do students' interests and expertise get to shine?</li> <li>Get in Touch with Student's Digital Lives: How can technology be used meaningfully in your instruction?</li> <li>Keep It Playful: How is student curiosity cultivated in your classroom?</li> <li>Center Action: Who are the audiences your students communicate with?</li> <li>Put It All Together: How do you assess learning in your classroom?</li> </ul> This book is an invitation to learn and grow alongside the suggestions and research presented. It offers guidance for more meaningful teaching in the present, and critical pedagogy for transforming classrooms for the societies of the future.

Tuned-In Teaching: Centering Youth Culture for an Active and Just Classroom (NOT THIS, BUT THAT)

Cruz, M. Colleen

Morrell, Ernest

Duke, Nell K.

Heinemann

Once, teachers who knew their content area and knew how to teach it were respected as professionals. Now there is an additional type of competency required: in addition to content and pedagogical knowledge, educators need advocacy skills. In this groundbreaking collection, literacy educators describe how they are redefining what it means to be a teaching professional. Teachers share how they are trying to change the conversation surrounding literacy and literacy instruction by explaining to colleagues, administrators, parents, and community members why they teach in particular research-based ways, so often contradicted by mandated curricula and standardized assessments. Teacher educators also share how they are introducing an advocacy approach to preservice and practicing teachers, helping prepare teachers for this new professionalism. Both groups practice what the authors call ?everyday advocacy?: the day-to-day actions teachers are taking to change the public narrative surrounding schools, teachers, and learning. ?

Everyday Advocacy: Teachers Who Change the Literacy Narrative

Fleischer, Cathy

W.W.Norton&Company

Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (Language and Literacy Series)

This book proposes a pedagogical model called “Pose, Wobble, Flow” to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and society and frames teaching around a commitment to changing them. The authors provide six different culturally proactive teaching stances or “poses” that secondary ELA teachers can use to meet the needs of all students, whether they are historically marginalized or privileged. They describe how teachers can expect to “wobble” as they adapt instruction to the needs of their students, while also incorporating new insights about their own cultural positionality and preconceptions about teaching. Teachers are encouraged to recognize this flexibility as a positive process or “flow” that can be used to address challenges and adopt ambitious teaching strategies like those depicted in this book. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion. Pose, Wobble, Flow presents a framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral “best” practices. Book Features: <ul>
<li> A structure for career-long growth for ELA teachers, including ways to adapt pedagogy from one year to the next.</li> <li> A focus on culturally proactive positions within ELA classrooms to ensure criticality in how we teach and how we advocate for the teaching profession.</li> <li> Six different poses that are standards-aligned, critical, and expand the possibilities of what takes place in school.</li> <li> Guidelines for creating original poses beyond the scope of the book, discussion questions for courses, and resources for classroom teachers.</li>
</ul>

O'Donnell-Allen, Cindy

Teachers' College Press

Reference

Words, Language & Grammar

Compose Our World: Project-Based Learning in Secondary English Language Arts (Language and Literacy Series)

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students’ interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of “quick fix” lessons, Compose Our World explores how core dimensions of equitable teaching―such as social and emotional support, universal design for learning, and cultivating classroom community―function as the bedrock for student success in PBL contexts and beyond. 
Book Features: Based on the authors’ extensive experience developing and studying a PBL curriculum. Brings PBL to life through classroom vignettes and teacher and student voices. Provides classroom resources that facilitate customization to unique contexts. Shares ideas for developing teacher communities around PBL practices. Offers additional curriculum materials online. Appropriate for ELA teachers new to PBL, as well as veterans.

Polman, Joseph L.

Boardman, Alison G.

Dalton, Bridget

Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students' interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of "quick fix" lessons, Compose Our World explores how core dimensions of equitable teaching--such as social and emotional support, universal design for learning, and cultivating classroom community--function as the bedrock for student success in PBL contexts and beyond. Book Features: <ul> <li>Based on the authors' extensive experience developing and studying a PBL curriculum.</li> <li>Brings PBL to life through classroom vignettes and teacher and student voices.</li> <li>Provides classroom resources that facilitate customization to unique contexts.</li> <li>Shares ideas for developing teacher communities around PBL practices.</li> <li>Offers additional curriculum materials online.</li> <li>Appropriate for ELA teachers new to PBL, as well as veterans.</li> </ul>

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Books by Garcia, Antero