Engage students in the examination of voice and perspective, through the intentional integration of culturally relevant materials. The digital curation framework provides a guide for teachers as they create, store, share and repurpose instructional materials to support culturally relevant literacy instruction in P-20 classrooms. In this session, discover how digital curation can be utilized to increase positive reader and writer identities while enhancing dialogic discourse. Learn how to transcend classroom silos and create preservation possibilities for your learning community.
Salient Features of India constitution especially power and functions
Creating Culturally Relevant Discourse Through Digital Curation
1. Creating Culturally
Relevant Discourse
Through Digital Curation
61st Annual Conference for Michigan Reading Association
Grand Rapids, MI, March 13, 2017, 10:15 – 11:45
Sue Ann Sharma & Mark E. Deschaine
dr.sueann@gmail.com & desch1me@cmich.edu
2. Today’s Takeaway
Today’s session will provide you with practical
ways to integrate the Five Cs Digital Curation
Framework with Web 2.0 tools. The goal is to
garner culturally relevant materials to increase
positive reader and writer identities, while
fostering and engaging in dialogic discourse
that examines voice, culture and perspective.
3. Think-Pair-Share
What are some of the successes and barriers to
integrating culturally relevant materials into your
curriculum and instruction?
How do you engage students in dialogic
discourse to examine voice, culture and
perspective?
4. What is Digital Curation?
"The intentional process of mindfully mining,
organizing, and archiving digital resources”
(Deschaine & Sharma, 2015)
6. The Five Cs of
Digital Curation
Allows for the“remixing data from multiple
sources, including individuals users,
while providing their own data and
services in a form that allows the
remixing of others”
(O’Reilly, 2005, para 1).
7. Developing
21st- Century
Thinkers and
Learners
“…no text is neutral and that all
texts are created from particular
ideological positions or
perspectives”
(Vasquez et al., 2010, p. 265).
❑ Develop instructional resources
from
❑ divergent perspective;
❑ disparate mediums; with
❑ commonality of thought
8. Giving and
Getting
Meaning with
Digital Tools
❑ Instructional resources reflects
❑ Orientation
❑ Advocacy, and
❑ Perspectives
❑ Creator’s local sphere of
influence
❑ Larger scholarly community
❑ The voice of the marginalized,
voiceless, and silenced
9. Are You on Woo Woo?
Retrieved from https://www.youtube.com/watch?v=iESw5aL12II
10. Collect and Categorize with
Reliable, Accessible, and
Scalable Cloud Storage❏ Google Docs
❏ LiveBinders
❏ Protopage
❏ Pinterest
❏ Google Drive
❏ Learni.st
❏ PearlTrees
❏ Edmodo
❏ Scoop.it!
❏ TouchCast
11. Collect
❏ Amass resources
❏ acquire
❏ assemble
❏ preserve digitally
❏ store
Categorize
❏ “Functional criteria
plays[s] an essential
role in adults’ artifact
concepts and that
function overrides
appearance as the basis
for how we categorize
artifacts” (Nelson et al.,
2000, p. 134).
15. Critique
❏ Intentionally sort and
exclude based on subtle
(or not so subtle)
differences
❏ “…the point of critique is
to make the hidden and
invisible in the work
visible” (Anderson, 2003, p. 19)
Conceptualize
❏ Active transformation
from one intent to
another
❏ Augment the
instructional utility of
the original resource to
meet instructional
domains
16. ensure
oppression of
past does not
occur again?
“Those who cannot remember
the past are condemned to
repeat it.”
(Santayana, Reason in Common
Sense, The Life of Reason, Vol.1 )
When the Nazis came for the communists,
I remained silent;
I was not a communist.
When they locked up the social democrats,
I remained silent;
I was not a social democrat.
When they came for the trade unionists,
I did not speak out;
I was not a trade unionist.
When they came for the Jews,
I remained silent;
I wasn't a Jew.
When they came for me,
there was no one left to speak out.
Martin Niemöller Retrieved from
https://en.wikiquote.org/wiki/Martin_Niem%C3%B6ller
17. sociocultural
approach to
literacy and
technology
(Gee, 2010, p. 165)
Critique and conceptualize
disparate curricular items from
different contexts to encourage
a broader critical world view of
the issues and needs of those
impacted by the materials.
Is Paris Burning?
Retrieved from
http://www.telegraph.co.uk/news/worldnews/
northamerica/usa/11242108/Ferguson-
timeline-of-events-since-Michael-Browns-
death.html
Retrieved from
http://www.cliomuse.com/is-paris-
burning.html
Retrieved from
https://www.amazon.com/Selma/dp
/B01A9R2LTQ/ref=sr_1_12?ie=UT
F8&qid=1489327396&sr=8-
12&keywords=selma
18. Conceptualization of Historical Events
Mitchell, Jerry and Derek H. Alderman. 2014. "A Street Named for a King: A Lesson in the Politics of Place-Naming." Social Education
78(3): 137-142.
19. ❏ The public display of
artifacts
❏ Extend teacher voice
and impact
❏ Support learning needs
of individual students
❏ Helps create a critically
conscious classroom
❏ Provides resilience to
the materials
❏ Fosters interdisciplinary
study
November, 2010; Vasquez et al., 2010) Retrieved from http://www.livebinders.com/play/play?id=57084
20. Paul Conrad’s
Political Cartoons 1959-1990s
Retrieved from http://latimesblogs.latimes.com/culturemonster/2011/12/huntington-library-
closed-through-at-least-friday-due-to-wind-damage.html
21. History
Science
Standards
CCSS 11.10
(2) Examine and analyze the key events,
policies, and court cases in the
evolution of civil rights, including . . .
Brown v. Board of Education. . . .
(6) Analyze the passage and effects of
civil rights and voting rights legislation
(e.g., 1964 Civil Rights Act, Voting Rights
Act of 1965)
❑ Students compare the present with the past,
evaluating the consequences of past events and
decisions and determining the lessons that were
learned. (Chronological and Spatial Thinking)
❑ Students distinguish valid arguments from
fallacious arguments in historical interpretations.
(Historical Research, Evidence, and Point of View)
❑ Students construct and test hypotheses: collect,
evaluate, and employ information from multiple
primary and secondary sources: apply it in oral and
written presentations. historical Research,
Evidence, and Point of View)
❑ Students understand the meaning, implication, and
impact of historical events and recognize that
events could have taken other directions. (Historical
Interpretation)
22. Civil Rights Cartoons
“I’m hijacking the bus!...Take us back
to 1954!” March 17, 1972
Source: Conrad Collection, The Huntington Library, Art
Collections, and Botanical Gardens, January-June 1972.
“Administration Line – Untitled
Cartoon February 15, 1970
Source: Conrad Collection, The Huntington Library, Art
Collections, and Botanical Gardens, 1968-May 1970.
23. Illustration
choice
❑ What is the message that the
cartoonist wishes to portray?
❑ What symbols did Conrad use
in the cartoon?
❑ How effective is the cartoon?
❑ What emotions does the
cartoon evoke today, a
generation after it was first
published?
24. Cartoon Analysis
❑ Visuals
❑ List the objects or people you see
in the cartoon.
❑ What symbols, if any, are used in
the cartoon?
❑ What do you think each symbol
means?
❑ Words
❑ Identify the cartoon caption or
title.
❑ Does the cartoonist use words or
phrases to identify objects or
people within the cartoon?
❑ What words or phrases in the
cartoon appear to be the most
significant?
Adapted from U.S. National Archives & Records Administration’s Cartoon Analysis Worksheet,
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html
25. Curation Cautions
● Intellectual property
● Copyright
● Privacy issues
● Time
● Speed of transition to alternative media
● Over-focus on tool function versus content
design
● Inconsistency of Infrastructure
26. Curation Benefits
● Can be in incremental step
● Allow co-creation of instructional materials with
students
● Amplifies both teacher and student voice
● Extends instructional opportunities
● Cost effective alternatives to commercial products
● Encourages interdisciplinary collaboration and
discussion
27. Thank You!
Mark E. Deschaine, PhD
desch1me@cmich.edu
Sue Ann Sharma, PhD
dr.sueann@gmail.com
