Dawn Reed
Biography:
Dawn Reed is an English teacher at Okemos High School in Okemos, Michigan, and is a co-director of Red Cedar Writing Project at Michigan State University, a site of the National Writing Project. Dawn earned her master’s degree in Writing and Rhetoric with a specialization in Critical Studies in Literacy and Pedagogy from Michigan State University. She conducts professional development for teachers focused on technology integration and the teaching of writing. She is co-author of Research Writing Rewired: Lessons that Ground Students’ Digital Learning (Corwin Literacy 2015) and Real Writing: Modernizing the Old School Essay (Rowman and Littlefield 2016), and has published in various journals, books, and websites. Follow Dawn on Twitter at @dawnreed.
Sessions:
Sifting through Information Overload: Reading, Analyzing, and Using Texts for Synthesis
Students need to be critical readers and evaluators of information. Reading and analysis begins with sifting through the “noise” to evaluate sources, avoid false information including fake news, and dig into managing information through use of RSS readers, social bookmarking and annotation, as well as the basics of understanding being rhetorical readers. Explore tools to support students in critical reading, managing reading spaces, and collaborative reading possibilities.
Research Writing Rewired: Inquiry for Reading, Researching, and Responding
Engagement with reading and writing is sparked with inquiry fostered by critical reading, researching, and responding. Various types of texts, such as visuals like advertisements or food labels, or digital compositions, such as TED talks or commercials, in addition to various print sources such as articles and news sources, are worthy of close reading to support critical reading and writing inquiries. Using digital tools, such as collaboration tools for conversation like Google Documents or research management systems like Citelighter, support student analysis and synthesis for inquiry-based research essays and media composing. Research moves and digital tools for inquiry and close reading, as well as ways to respond to research will be explored in this session.
Learning Relates to our Lives: Civic Engagement and Responsible Arguments in Digital Environments
Learning has a greater purpose when it relates to our lives. Whether reading fiction or contemporary texts, students need to see the connection to their world. When we invite students to engage in reading the world around them, we may also be inviting them to be civically active. From arguments of personal story, such as with This I Believe essays or Humans Of narratives, to responses to current issues in discussion forums or with commenting skills, student learning is enriched when we invite them to engage with multiple texts and audiences and to be responsible citizens.
Dawn Reed is an English teacher at Okemos High School in Okemos, Michigan, and is a co-director of Red Cedar Writing Project at Michigan State University, a site of the National Writing Project. Dawn earned her master’s degree in Writing and Rhetoric with a specialization in Critical Studies in Literacy and Pedagogy from Michigan State University. She conducts professional development for teachers focused on technology integration and the teaching of writing. She is co-author of Research Writing Rewired: Lessons that Ground Students’ Digital Learning (Corwin Literacy 2015) and Real Writing: Modernizing the Old School Essay (Rowman and Littlefield 2016), and has published in various journals, books, and websites. Follow Dawn on Twitter at @dawnreed.
Sessions:
Sifting through Information Overload: Reading, Analyzing, and Using Texts for Synthesis
Students need to be critical readers and evaluators of information. Reading and analysis begins with sifting through the “noise” to evaluate sources, avoid false information including fake news, and dig into managing information through use of RSS readers, social bookmarking and annotation, as well as the basics of understanding being rhetorical readers. Explore tools to support students in critical reading, managing reading spaces, and collaborative reading possibilities.
Research Writing Rewired: Inquiry for Reading, Researching, and Responding
Engagement with reading and writing is sparked with inquiry fostered by critical reading, researching, and responding. Various types of texts, such as visuals like advertisements or food labels, or digital compositions, such as TED talks or commercials, in addition to various print sources such as articles and news sources, are worthy of close reading to support critical reading and writing inquiries. Using digital tools, such as collaboration tools for conversation like Google Documents or research management systems like Citelighter, support student analysis and synthesis for inquiry-based research essays and media composing. Research moves and digital tools for inquiry and close reading, as well as ways to respond to research will be explored in this session.
Learning Relates to our Lives: Civic Engagement and Responsible Arguments in Digital Environments
Learning has a greater purpose when it relates to our lives. Whether reading fiction or contemporary texts, students need to see the connection to their world. When we invite students to engage in reading the world around them, we may also be inviting them to be civically active. From arguments of personal story, such as with This I Believe essays or Humans Of narratives, to responses to current issues in discussion forums or with commenting skills, student learning is enriched when we invite them to engage with multiple texts and audiences and to be responsible citizens.