Why a wiki? For my students, it's another genre of writing they can try and see how writing or publishing on the web is different from a print out. Their intent to inform, persuade or entertain with their writing can be the same but then it can grow. Looking back on our wiki project, I can see why it took so long from what I had planned.
This project really is the last part of 4 areas. I was inspired by Linda Christensen's work in Reading-Writing-and Rising Up and her presentation for the National Writing Project's ELL Network at UCLA last fall. My immigrant students didn't understand why the noose is a historical symbol of racial hatred in America. So I linked current events with history to make it relevant. First -What happened to the Jena 6? Why is the noose is a historical symbol of racial hatred. Do read about it happening today? Second-How did slavery come to America. Third-How did slavery spread in America. Then to our wiki project -How did slavery end in America?
In the final project, they chose their topic and looked for at least one print source and 3 online sources from our district's database. They also could check out Wikipedia to see how it was shown as a wiki but not as a source. They all knew the site so well, but not how to use online databases. Comparing the 3 types of sources was part of this first step into the project. They look different but do they act differently? (Note: for ELL's, printing an online article can be easier to analyze since they can highlight, make notes in margins and "code the text" easier. Kylene Beers has some great strategies to share. I have her book dogeared all over.)
Selecting and critically reading articles was a new skill but worthwhile. They were managing their learning and it was timely. Our school librarian was a big help in training on the database. I roamed and asked questions about the article and their topic, hoping they might internalize this questioning. I told them if they are talking to themselves, then they are on track. So before they even go to notetaking, gathering sources and reading critically was the skill we developed so that was where the time went in the beginning. They asked for more time and got it.
This project really is the last part of 4 areas. I was inspired by Linda Christensen's work in Reading-Writing-and Rising Up and her presentation for the National Writing Project's ELL Network at UCLA last fall. My immigrant students didn't understand why the noose is a historical symbol of racial hatred in America. So I linked current events with history to make it relevant. First -What happened to the Jena 6? Why is the noose is a historical symbol of racial hatred. Do read about it happening today? Second-How did slavery come to America. Third-How did slavery spread in America. Then to our wiki project -How did slavery end in America?
In the final project, they chose their topic and looked for at least one print source and 3 online sources from our district's database. They also could check out Wikipedia to see how it was shown as a wiki but not as a source. They all knew the site so well, but not how to use online databases. Comparing the 3 types of sources was part of this first step into the project. They look different but do they act differently? (Note: for ELL's, printing an online article can be easier to analyze since they can highlight, make notes in margins and "code the text" easier. Kylene Beers has some great strategies to share. I have her book dogeared all over.)
Selecting and critically reading articles was a new skill but worthwhile. They were managing their learning and it was timely. Our school librarian was a big help in training on the database. I roamed and asked questions about the article and their topic, hoping they might internalize this questioning. I told them if they are talking to themselves, then they are on track. So before they even go to notetaking, gathering sources and reading critically was the skill we developed so that was where the time went in the beginning. They asked for more time and got it.
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