History Assessments Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 130 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 “flagship” assessments, each marked with a ribbon. Flagship assessments (e.g., The First Thanksgiving) have extended features, including annotated sample student responses and “Going Deeper” videos that provide insights into the assessments and ideas for how to use them. The rest of the assessments are “alternative version” assessments (e.g., Napoleon’s Retreat). Each alternative version assessment features different Library of Congress documents but takes the same form as its flagship. Click here for a complete list of HATs.
Secondary orality Secondary orality is a concept in the work of scholar Walter J. Ong, as first described in his book Orality and Literacy: The Technologizing of the Word, published in 1982 (2nd ed. 2002), Walter J. Ong and discussing the differences between oral and literate cultures. In this book, Ong used the phrase ‘secondary orality’, describing it as “essentially a more deliberate and self-conscious orality, based permanently on the use of writing and print” (Ong, 1982, p. 133).[1] According to his way of thinking, secondary orality is not primary orality, the orality of pre-literate cultures. Secondary orality is orality that is dependent on literate culture and the existence of writing, such as a television anchor reading the news or radio. The Gutenberg Parenthesis[edit] McLuhan's Global Village[edit] References[edit] Further reading[edit] Walter J. External links[edit]
The Gutenberg Parenthesis: Thomas Pettitt on parallels between the pre-print era and our own Internet age Could the most reliable futurist of the digital age be…Johannes Gutenberg? Possibly. Or, definitely, if you subscribe to the theory of the Gutenberg Parenthesis: the idea that the post-Gutenberg era — the period from, roughly, the 15th century to the 20th, an age defined by textuality — was essentially an interruption in the broader arc of human communication. And that we are now, via the discursive architecture of the web, slowly returning to a state in which orality — conversation, gossip, the ephemeral — defines our media culture. It’s a controversial idea, but a fascinating one. On hand to discuss the theory further, at an MIT-sponsored colloquium late last week, was Professor Thomas Pettitt of the University of Southern Denmark, who has focused academically on the Gutenberg Parenthesis and its implications. I spoke with Professor Pettitt and asked him about those implications — and about, in particular, the challenges to a notion of normative truth that they suggest.
*3 Rules of Transmedia Storytelling: Jeff Gomez Jeff Gomez, president and CEO of Starlight Runner Entertainment, a transmedia storytelling firm, has impressive transmedia storytelling credits, having worked on projects such as “Avatar,” “Pirates of the Caribbean,” and “Teenage Mutant Ninja Turtles.” Gomez, who served on the jury for the Bombay Sapphire Award for Transmedia at this year’s Tribeca Film Festival, will be conducting a one-day master class on “Creating Blockbuster Transmedia Story Worlds & Brands” at the new Made in NY Media Center by IFP on December 11. Indiewire recently talked to him about the rules of transmedia storytelling and why even low-budget independent filmmakers need to incorporate transmedia into their story worlds. Transmedia is such a buzz word these days, but very few people seem to really understand what it means. Jeff Gomez: Transmedia really in and of itself doesn’t mean all that much. Cynics might ask, “why can’t we just focus on one medium at a time?” Gomez: But look at what the kids are doing.
Teach Students to Ask Their Own Questions This process explicitly validates all students’ intellectual abilities.– High School History Teacher, New York The reasons behind their questions often bowl me over with their sincerity, the fact that [they] really want to know the answers because it’s important to them, or they feel it would be important for others to know.– 4th Grade Teacher, Chicago The ability to produce questions, improve questions and prioritize questions may be one of the most important—yet too often overlooked—skills that a student can acquire in their formal education. Strong critical thinking is often grounded in the questions we ask. Join the Movement: Make Question Formulation a part of Every Child’s EducationGet Involved » Many voices are weighing in on the Importance of Developing Students’ Questioning Skills: Danielson’s Framework 3B encourages educators to teach their students to ask their own questions. Common Core standards push students to develop a deep, conceptual understanding of content.
100 People: A World Portrait How to Evaluate Web Resources Infographic Other Infographics The Internet has given writers in all fields the ability to conduct research more quickly, and more thoroughly, than ever before. Nearly everyone who writes, from students to journalists to academics, now relies in some part on the Internet for information. Yet with almost 640 terabytes of data being transferred every single minute—much of it poorly sourced—it can be difficult to discern, at first blush, the accuracy of information found on the Web, as well as the authority of its resources. The How to Evaluate Web Resources infographic serves as a guide to help you evaluate a site or post before citing it as a source. Via: www.whoishostingthis.com Embed This Education Infographic on your Site or Blog! A Copyright-Friendly Toolkit However fabulous Creative Commons and Public Domain content may be, sometimes you really need to use copyrighted material. Say you plan to comment on popular media or current events. For instance, you may be planning to critique the portrayal of Native Americans in commercial films. You are going to want to “quote” some commercial films like Pocahontas, Lone Ranger, and Dances with Wolves. You may use copyrighted content without asking permission if you believe that your use falls under the doctrine known as Fair Use. In general, when you transform original content, repurpose it, and add value to it in your own remix, you may be able to claim the use fair. According to American University’s Center for Media and Social Impact, these two tests or questions help you plan whether to use the copyrighted work of others without asking permission: CMSI's Recut, Reframe Recycle offers specific examples of transformative use in video production. American University.