Mr Bass Online

Kim Min Kyu, through a case study of a Korean Company, describes four different methods of instruction he refers to as Technology-Enhanced Learning Environments (TELE) in the article, “Technology-Enhanced Learning Environments to Solve Performance Problems: A Case of a Korean Company” (2011). In the article, he described the challenges that faced a Korean insurance company and, more specifically, the intervention models that were developed and implemented to address these challenges. The author makes it clear that the workplace itself has a high potential for learning and that one of the goals of their project was to create a workforce who are able to solve real-world, poorly-defined problems.

Through the article Min Kyu addresses four types of technology-enhanced learning environments to meet his goal of delineating how these environments can promote the design of workplace learning (2011). Through this case study, the author identifies both performance problems and solutions, but spends the bulk of the article writing about the different solutions that were implemented. What I found interesting about the approach is that there were multiple interventions provided for all employees to better meet their learning needs. At any point, an employee could turn to a variety of systems to provide the information or learning module that they need at any given moment. Providing these multiple layers of support differentiates for learning styles as well as serving immediate needs in the field.

The first TELE created was an Electronic Performance Support System (EPSS) designed to provide on-demand access to information and learning tools to enable a worker in their positions (2011). In this instance the company integrated this system through PDA’s allowing for on and offline access at any moment that would ultimately allow the employee to serve the customers better. Min Kyu defines this as “planned learning”, and in this system, it replaced much of the training efforts around new regulations and policies by allowing employees to look up pertinent information at any time. This reminded me of a recent change in teaching practice to move towards a more engaged student by teaching them less of the “facts” of a lesson and instead bringing in more of the thinking, reasoning, and problem-solving. Basically, if it is “Googleable”, is it really something that should be assessed or are those facts a means to a greater end than whether or not the student can regurgitate information.

The second environment deals with more formalized learning in the form of modules that can be completed in a short time. Min Kyu refers to this as e-learning, and in the end, the information that is housed in these modules becomes part of the EPSS and accessible at any moment. The author didn’t clarify this point in the article, but I think one of the most meaningful ways that this process could occur for an employee would be through a scaffolding system where the employee would need to complete the module and learning exercises first and then have them integrated in their EPSS account. This would provide motivation for completing the module and then would give them continued access to the information once the module is completed.

The third environment is known as a knowledge management system (KMS). This is an online space where employees can share information with each other offering advice, coaching and experience to colleagues. Defined as informal learning, a KMS provides a record of the knowledge that these employees have of the business and gives new employees the resources to learn about their positions in the workplace rather than in a classroom. I can see how mentoring and e-coaching become more manageable and accessible in this kind of online system and could provide much needed support amongst all employee groups.

The final environment is a Community of Practice (CoP) that is similar to the KMS system in that its purpose is to connect people. In this case an online community is created with a team leader and those who report to him or her. It’s a platform for information to be shared and discussed resulting in more incidental learning based on circumstance and immediate need.

Having multiple ways of accessing information can be of great use to learners, but I also wonder how effective the systems will be if they don’t interact well together. In my own experience in school districts, I can access information in many different ways but each of these ways seem to be in a silo so I have to get one piece of information here, but then I have to go somewhere else to get other information that I need for that same project or problem. Even if I had everything in one spot, if it’s not organized well, I’d still have problems finding what I need. I think this is where the system’s design comes into play and the interoperability must be part of the design process from the very beginning.

References

Min Kyu, K. (2011). Technology-enhanced learning environments to solve performance problems: a case of a Korean company. Techtrends: Linking Research & Practice to Improve Learning, 55(1), 37-41.

Any time students are introduced to a text, concept or idea, there is a time period where they are looking to their teacher to make sense of it for them. At this point their understanding is a “borrowed” one in which they have adopted the view of their teacher and their teachers understanding of whatever “it” is. During this time period, they are contemplating, digesting, and transforming the content into their own understanding. It’s not until they have a full grasp of the content that they truly “own” the idea and use it as a part of their own creations.  It’s during that initial period that mentor texts can  bring meaning and understanding to student work. However, this understanding is dependent on their teachers understanding. It comes with all prior knowledge, biases and background influences of the teacher that is then transferred with that “borrowed understanding”.

In my district we are heavy users of Grant Wiggings, Understanding by Design framework. He refers to this basic concept as A-M-T, Acquire, Make Meaning and Transfer. When we look at mentor texts with students, regardless of the medium, we are acquiring understanding and knowledge. It is strictly fact finding and information gathering. That acquisition will then lead to students making meaning of that knowledge. Whether that’s through creating a video or writing a piece, they are taking the knowledge of the skill or concept that they’ve acquired and using it for an assignment based on something that we’ve asked them to do. This scaffolding gives them practice with the tool and moves their understanding more towards something that they begin to know. However, “knowing” can’t be the end goal. Even having an understanding can’t be where this ends. Until students transfer this knowledge, skill or concept to their own world and to their own work, independent of a teacher-driven assignment, I’m not sure that they “own” the knowledge, skill or concept.

As I think about this series and the course of events that have led to it, I can’t help but reflect on the idea of all of the knowledge that I’ve “borrowed” from this group. It’s expanded my understanding of mentor texts and of the role that they play in the classroom. When I started blogging with my students 8 years ago, I did so to make for a more authentic learning experience by giving them the opportunity for an audience. We floundered through it and I got better through experimentation and looking to my own mentors online. When we tried our first podcast that year, it was because of the mentors that were experimenting at that time as well. Each of these forays into the world of digital writing and creating provided me with the opportunity to borrow my understanding of content, process and technique from others.

I know that my thinking is incomplete here, but I’m spending a great deal of time considering how this fits into what I’ve been writing about the past week.

More on mentor texts this week from:

Katie DiCesare at Creative Literacy
Troy Hicks at Digital Writing, Digital Teaching
Kevin Hodgson at Kevin’s Meandering Mind
Tony Keefer at Atychiphobia and
Franki Sibberson at A Year of Reading

All posts are being aggregated at Mentor Texts in the Digital Writing Workshop.

The last of the three types of mentoring that I think of when I look at students creations is kind of a combination of the other two, (content and technique). This last mentoring type is “process”. Last year, some high school art students created a promotional video for our district film festival. To create this video they spent around 8 hours drawing the logo for the festival and then we sped it up so that the entire drawing took about 90 seconds. Here’s their video:

I love watching that video.

When we published the video for the festival, I sent the link to Franki’s who shared it with her daughter. She found inspiration and wanted to share her own process as well as try the technique. Valentine’s Day was coming and she was going to decorate a Valentine’s Day box so she set up a camera and recorded her own creation process. She then sped up her video and shared it out.

What’s equally neat about this is not only did a student creation inspire another student. I went back and showed the Valentine’s Day box video to the students who created the first video who were then inspired to continue creating other videos. The recursiveness of these videos and the sharing that can occur is astounding to me as I think about the possibilities.

As I’ve said before, I think it’s really important to understand, recognize and embrace the inspiration that students can get from each other. As a classroom teacher, I think that’s why I always liked the peer editing so much. When I first started teaching I would ask students to give fairly surface level feedback on their classmates writing. But I remember the first time that I added one question to my response sheet; “What inspired you about this piece?” It was as if I had just given my students permission to connect with the writing of their peers and given them a stake in it. That one question changed the way I ran my workshop and my students responded. I think the best part was that they weren’t writing for me anymore. They were writing to inspire each other and it changed the nature of writing in my classroom. It wasn’t magical and it certainly didn’t work every time for every writing that my students did. But when it did work… Wow.

More on mentor texts this week from:

Katie DiCesare at Creative Literacy
Troy Hicks at Digital Writing, Digital Teaching
Kevin Hodgson at Kevin’s Meandering Mind
Tony Keefer at Atychiphobia and
Franki Sibberson at A Year of Reading

All posts are being aggregated at Mentor Texts in the Digital Writing Workshop.

Yesterday I wrote about how content can be the basis for mentoring when you take an initial text and, using the same kind of content, morph it into something similar but different. Yesterday it was Gary Brolsma’s, Numa Numa video. Today I want to talk about a second way to look at mentor texts, that of technique. In the writing workshop this can take the shape of students analyzing a particular style of writing and emulating it in one’s own works. Continuing my theme of thinking about how this can translate to video and the creation process when it comes to that medium, the techniques that are used in movie making can often be imitated through software. One of my favorite ways this is done is through animation.

The following video is one created by a group of  elementary students who were  studying ancient Egypt and tasked with telling a story about an event. Rather than write a paper, they chose to tell their story through clay-mation and create their own video. With support for their technology integrator and teacher, they created a storyboard to guide them through their story and began the revising and rewriting until they had it just the way they wanted. By their own admission, they hadn’t ever written that much for an assignment ever before.

Once they had written the story and felt ready they immediately began diving into the clay to make the characters. This was the fun stuff. The stuff they could do without planning, or so they thought. Having never created an animated movie before, they had no idea what was in store for them. They knew they had a story inside that they had written out, but making it come to life in clay was a completely different thing. To guide them, their teacher had them look for examples to show them how to go about making an animated video. They found a few and got started, but after only a few frames, they realized they needed more direction and turned to the teacher for help. The teacher, who had also never created animation before called in reinforcements in the form of the building’s technology integrator. Without this available support, there’s a very real chance that the project would have died right there as the teacher was not what you’d consider a techy. This is the end result.

From where I sit, this was a successful project. The students told their story and showed their understanding and ability to transfer their knowledge to a new medium. However, there are many lessons to be learned through this project’s story including:

1. The students who created this video were creative and resourceful, but they didn’t create clay-mation. They had seen it somewhere and it it had inspired them to try something new. In one of their minds they had a mentor piece that guided them to this point.
2. We can’t assume that because something has to do with computers that students will be able to do it without support. They needed feedback, guidance and instruction to be successful.
3. Bringing in new mediums can change the scope of a project making it more challenging or complex.
4. When given choice and opportunity, students can and will create content that surpasses what we had envisioned.

My next example is from a middle school. In this student’s class they were reading, To Build A Fire, by Jack London. In this case, the student was talented when it came to drawing and also wanted to create an animated story taking an excerpt from the book as her inspiration. She had seen animation techniques and wanted to try something a little more advanced and ambitious. This is her creation.

In this case, the student was inspired by technique as well as content and went about creating because of it. She knew of the techniques and chose to put them to work in their own project.

When a work (be that a video, text or other medium) leads someone to explore a space that is unfamiliar to them and gives them guidance, it can most certainly be classified as a ment0r to the new work. Whether it’s mentoring content, technique or both, these are the basis for much of the creation going on in today’s world.

As this series goes on, it strikes me that each of us involved are adding to the thinking of and mentoring each other through our writing. Thinking about Kevin’s example of the choose your own adventures through video, or Tony’s project with his kids, I will take these “mentor texts” with me as I work with teachers and add to their thinking while they add to mine. The more I think about this subject, the more I see the inspiration that mentor texts can bring to students.

Tomorrow I will pull in the final way that mentor texts can influence the decisions that our students make and inspire them to create. Until then, be sure to check out the posts of the others participating in the series and please, let us know if you are thinking/writing about mentor texts as we are. We want to learn from you.

More on mentor texts this week from:

Katie DiCesare at Creative Literacy
Troy Hicks at Digital Writing, Digital Teaching
Kevin Hodgson at Kevin’s Meandering Mind
Tony Keefer at Atychiphobia and
Franki Sibberson at A Year of Reading

All posts are being aggregated at Mentor Texts in the Digital Writing Workshop.

Last evening as I was writing my last post on cultural participation, my son came strolling in with a little handheld video camera he and his sister had received for their birthdays. He was wandering around the house with a stuffed animal and giving it a “tour” of the house. Every now and then he would turn the camera around and to face himself and his bear and “interview” it. I stopped writing and just watched him work the camera and began to think about his thinking process. What decisions was he making as he was creating this video and what made him decide that this was what he wanted to spend his Sunday night doing.

Trying to be as stealth as I could, I observed him out of the corner of my eye so he wouldn’t stop and I followed him through the rest of his home tour. Hysterically, he was talking about the colors of the walls and the “possibilities” for each room. Asking his bear questions about why he wanted to live here and what kind of work the bear did, it suddenly dawned on me where all this was coming from. On New Years Eve we were with some friends and HGTV was on with one of those shows where they take perspective buyers to different houses and they decide which one they were going to buy. In each home they take a tour of the house, talking about possibilities and the layout. While at the time he seemed far more interested in playing with his friends, this brief interaction with a TV show that was “on in the background” made an impression on him and inspired him to make his own creation.

We haven’t shared it or put it online and probably won’t, but simply the process of creating has changed his way of thinking just a little. When I put him to bed I asked him how his video went. He told me that it was fun to do and his bear learned a lot about the house, (The kid is seriously funny!!) but that next time he’d do it better. I didn’t push to find out what his version of “better” entails, but it was clear that he had learned about not only the technical side (he thought the video was too jumpy), but also about the creative process and he was thinking about what he would do next time.

The timing of this couldn’t have been better. Sometimes those mentor texts that we find aren’t even at the forefront of our thought processes. Of course we need to be meaningful in our choices as we model for students, but at the same time, I think we need to honor our students’ choices of where they find their own inspiration for the things they create.

More on mentor texts this week from:

Katie DiCesare at Creative Literacy
Troy Hicks at Digital Writing, Digital Teaching
Kevin Hodgson at Kevin’s Meandering Mind
Tony Keefer at Atychiphobia and
Franki Sibberson at A Year of Reading

All posts are being aggregated at Mentor Texts in the Digital Writing Workshop.

Note: This is the first in a series of posts this week about mentor texts for digital writing. Much of my writing this week will be about the role how mentor texts for digital writing can guide and influence learners.  These posts, plus writing by Katie DiCesare, Troy Hicks, Kevin Hodgson, Tony Keefer and Franki Sibberson are being collected at Mentor Texts in the Digital Writing Workshop.

One of my very distinct memories from my childhood was when I was 7 years old and the second installment of the Star Wars trilogy, The Empire Strikes Back, was released. I hadn’t seen the first movie and didn’t really know anything about it, but my dad was watching the news and there were all these people out in California that were dressed up in all these costumes to see a movie. I remember seeing Chewbacca and Darth Vader and thinking, “What are these people doing?” Here they were standing in line to see this movie, but they weren’t just standing in line, they wanted to experience it and be a part of it. It wasn’t until quite a few months later that I was whisked away to an Indianapolis theater by my father and uncle for my first Star Wars experience. I was surprised to see absolutely no one dressed up as that was really why I wanted to go – to experience the spectacle first hand.

Much has changed in our culture since 1980, but the idea of people participating in cultural events is certainly nothing new. The classroom is no different. As teachers making connections between content and the everyday lives of our students, we constantly bring the outside world into our instructional spaces and invite students to participate. Over the last 10 years, the opportunities to participate have grown exponentially. Much of this has to do with the digital tools and connectedness that we experience everyday. Thanks to the internet, our students have the opportunity to see, hear and experience events on a global level. But typically, it doesn’t stop there. They can actually participate and emulate those events in the virtual world. Recognizing the power of this will be an important piece to seeing how these cultural events can provide mentoring for students for in their digital creations.

In preparing for my part of the NCTE presentation on mentor texts this year, I remembered an example that Michael Wesch had showed during one of his presentations. Wesch, a social anthropologist at Kansas State University, reminded me about Gary Brolsma. In 2004, Gary sat in front of his computer, turned on his webcam and recorded himself doing a lipsync to the song, “Dragostea din tei”, by Moldovan pop band, O-Zone.

This video immediately became an internet sensation being linked to and sent to email addresses throughout the world. While the idea of videoing yourself singing a song that you like was by no means new in 2004, the ability to share with people everywhere and for the video to become viral was. With over 7 million views, Gary’s video is still one of the most watched videos of all time on the internet. With no production quality (watch the video if you don’t believe me), the appeal of this video passes all understanding (at least in my own mind). However, it’s clear that the world was interested. Shortly after the Numa Numa video was created, others started creating videos copying Brolsma’s song and actions. In the following video, a boy who seems to be middle school aged, takes the Numa Numa song and, using it as a sort of mentor text, creates his own video on a webcam and, because of availability of YouTube, he uploaded it and shared his version with the world.

In some way, Gary’s video influenced and inspired this young man to create his own video and share it online. Whether it was poking fun at the original or whether it was because he liked the song or even if he just got caught up in the hype that was surrounding the press that Gary was getting, a video was created and share. Gary wasn’t alone, the next video is of an adult who wanted get in on it.

Each of these videos took the same premise and idea from Gary and copied, expanded upon and emulated his basic ideas. Why they did it is unknown. It could have been just for fun or because for a two year period, that was the thing to do. However, both of these people took the content of the video and used it to make their own creation. They used the “text” as a starting point and went from there.

Not all of the videos that were created in homage to “the Numa Numa kid” were straight copies though. In the following video, a student (of unknown age) creates a video in an animation class as a tribute to the Numa Numa craze. In the video he uses a software program called Maya to animate a lego character watching and copying Brolsma’s actions. While you watch the video, pay close attention to how he uses camera angles and character actions. To a certain extent, he is telling a story while showing his proficiency with a piece of software (which was actually probably the overall goal of the project). From the head turns to the arm movements and even the “head bobs”, creator Jeff Dingman is using the content of the original video as a starting point.

Think about the decisions that a writer makes when composing a piece. Now add on top of that writing, the decisions that Jeff had to make in order to animate his character. While the medium is different and the content was essentially created initially, he made it his own. In the same way, the content of a mentor text gives students a starting point. It’s a beginning, not an ending and the inspiration that comes from there will help to guide them through their creation process.

Students create more and more everyday and have more options for distributing their creations than they ever have. Because of this, their “mentors” are changing as are their influencers and those who inspire them. I would argue that content is only one of three types of ways that these creators can be mentored by texts. The other two I will address in posts later this week. Each of these videos was created using the same base content; a song and a guy in front of a webcam.

Have mentor texts changed? I don’t know about that. It’s in our nature to copy that which we like and to want to participate. In his book, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, Henry Jenkins says that,

“Participatory culture is emerging as the culture absorbs and responds to the explosion of new media technologies that make it possible for average consumers to archive, annotate, appropriate, and recirculate media content in powerful new ways.”

We are participants in our culture who take the content that we see and with which we interact and try to frame it in our own lives. Mentor texts in all forms give us that starting point, but it’s important to recognize the need for the meaning of “texts” to be expanded to include content like what Gary inadvertently made with a webcam. We are in a time of change and the mentors that we find all around us, if harnessed, can guide us in interesting, enlightening ways. Just like 30 years ago when folks dressed up to see Star Wars, participation in our culture will drive much of the creation that is made and shared by people of all ages. It’s time to see “text’ as more than words on a page and “mentors” as more than just that which we, as educators, supply our students.

As I wrote in my last post, next week I will be doing some joint writing with folks around the idea of mentor texts in the digital writing workshop. However, I wanted to take a moment and write out/explain how we are going to aggregate all of our posts into one spot. With all of us blogging at different websites, I wanted to be sure to pull all this thinking together to share and record this event. It had to be automatic so none of us had to “do” anything other than focus on our writing and our ideas. Basically, I wanted the tech to take care of the process so we could take care of the thinking. What follows is an explanation of what I did, how I set it up, and why I chose to do it this way as opposed to the other possible solutions.

One of the goals that I had when we began talking about this project is to pull all of the blog posts from each of the five blogs into one spot. I had toyed with using Delicious, Diigo or another social bookmarking tool so that we could each bookmark our posts into one common space. However, I quickly decided against that because, from my point of view, I wanted to completely focus on the writing, not the process that I would have to go through (and teach everyone else to go through) to bookmark all these posts.  I knew that there had to be a way to do it using the RSS feeds that each blog created. In the past I had toyed with the website ifttt.com. This site basically uses a trigger that I can set up to signal another action, also defined by me. To simplify that process, what ifttt (which stands for “if this then that”) allowed me to do was create an event on their service that looked at the RSS feed that my blog creates and searches for the term “mentor texts”. If it finds the term “mentor texts” in my RSS feed, then, it would pull the entire text of my post and do something with it. In this case, I wanted it to post someplace else.

Ifttt.com has a number of preset services (they call them channels) to choose from that you can activate to create events or triggers. Using the API of tools like Evernote, Twitter, and YouTube (see a complete list of channels here), ifttt uses the language of the web to pull all of these services and then do another action. The two channels that I chose were the “feed” channel and the “Posterous” channel. Posterous is a blogging site that makes it really easy to share content. I had set up a Posterous account quite awhile ago but never did much with it. Seeing that ifttt worked with Posterous, I set up the RSS feed for this site so that whenever I posted something and tagged it with the phrase “mentor texts”, ifttt would recognize it, pull the entire text, and then repost it to the Posterous blog that I set up for this project. To set this up, I had to activate both the feed and Posterous channel on ifttt and then create the task.

Kind of surprisingly, it worked flawlessly with my blog. I posted a number of test posts and within 15 minutes (the amount of time ifttt checks my feed), whatever I put in that post showed up on Posterous including any pictures or media.

My next step was to go back to ifttt and take the task that I had created and make, what ifttt calls a recipe. Basically, this creates the formula for the task and lets you copy it. Using that recipe, I set up Franki’s blog and had her test if for me as well. This is where it got a little more complicated.

What I learned when I set up Franki’s blog:

• Not all RSS feeds work the same way – I knew that there were different types of RSS, but I didn’t really know the difference between and “atom” feed and an “xml” or regular RSS feed. Whenever I’ve needed to use RSS before (usually with an RSS reader) it just worked.
• Blogger’s feed wouldn’t pull the full text.
• Only a new feed item would get pulled into the Posterous blog, no past posts would be pulled in.
• Ifttt searches the entire text, not just the tags.

Armed with this new knowledge, I went back to Franki’s feed and added a short line of text at the end of the existing blogger feed. Franki’s feed is “http://readingyear.blogspot.com/feeds/posts/default“. This is an atom feed that ifttt doesn’t recognize. However by adding the text “?alt=rss” to the end of her feed, you are redirected to the regular RSS feed which works famously.

Troy, Kevin and I all use WordPress so there was no need to change any of our feeds. Franki and Katie use Blogger and adding that bit of text to the given feed URL worked fine. Tony uses Typepad which also creates an atom feed. In the case of his blog, I just changed his feed from http://keeferto.typepad.com/blog/atom.xml to http://keeferto.typepad.com/blog/rss.xml and it worked.

After having everyone test each of their blogs to make sure it worked, I decided to do one more thing so that I can really stay hands off with the technical side of the project and focus on the writing. I wanted to be notified whenever my tasks in ifttt was triggered and one of us had posted a new topic on the Posterous site. One of the things I really enjoy about Google Calendar is that I can get text message notifications when an event is added or to remind me of an event. Ifttt also has an SMS channel that I can set up to text me when a new post is put up on Posterous. So now, any time any of us posts something next week, ifttt will post it to Posterous and then I will get a text message so that I know I have something new to read.

For a project like this, I think this is an ideal solution. It automates the whole process and takes those tasks that I would normally do manually and takes them off my plate but will still aggregate all of our thinking into one place. The technology is working for us and getting out of our way so we can focus on thinking and writing around this project.

To see the results of our thinking around mentor texts, visit the Posterous site and follow along.

For about five years now, Franki Sibberson and I have been having regular conversations about writing and learning in the digital age. At NCTE this year, Franki and I did a sessions with our friend Becky McCraw, entitled “Mentor Texts in the Digital Writing Workshop” prompting a number of conversations around the role of digital tools in the writing process as we were thinking about and planning for our session.

In the midst of one of our conversations, an idea formulated about focusing some writing around it.  So, during the week of January 8, we’ll each be posting on our own blogs about the thinking we’ve been doing, the things we’ve learned from students, and our own writing.  We are hoping you’ll join us by thinking along with us about this idea of mentor texts in the digital writing workshop. You can join in the conversation by reading our blogs, posting your own thinking to your blog, commenting, etc.  We thought this would be a fun way to have a larger conversation about ideas we are thinking about. We love the idea of pulling lots of voices together around one idea.

Participating in the series will be:

Franki Sibberson, a librarian in Dublin, OH will be blogging at A YEAR OF READING.

Katie DiCesare, a primary teacher in Dublin who runs an incredible writing workshop will be blogging at her blog, CREATIVE LITERACY.

Troy Hicks, author of THE DIGITAL WRITING WORKSHOP and BECAUSE DIGITAL WRITING MATTERS. He will be blogging at his site, DIGITAL WRITING, DIGITAL TEACHING.

Kevin Hodgson, 6th grade teacher and author of TEACHING THE NEW WRITING will be blogging at his blog Kevin’s Meandering Mind.

Tony Keefer, an amazing 4th grade teacher in Dublin, Ohio will be blogging at at ATYCHIPHOBIA.

And I’ll be blogging here.

Each of us has committed to posting several times during the week of January 8 around the topic of Mentor Texts in the Digital Writing Workshop. I am hoping to revisit some of those staple professional books I mentioned above to reground myself in the role of mentor texts and what they mean for writers.
We hope you’ll join us in thinking about this!