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IDLTSCC: Bringing it All Together

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Improving Digital Literacy Through Student-Created Content: Bringing It All Together

The goal

By May 2017, make available to students & teachers a website repository of at least 125 pieces of student-created content that address digital literacy skills.

Vital Behaviors

Committed teachers & librarians  will make it a priority for their students to create digital content Conditions in the classrooms of those teachers will promote student creativity & innovation Teachers & students will follow guidelines for submitting content

Personal

Motivation

A recognition that students do not possess the critically needed skills of digital literacy, and a desire to help them improve

Positive peer pressure to participate in the program from other educators who are committed to the initiative

Social

Motivation

Structural

Motivation

Lessons written in to the curriculum and a digital badge program encouraging teacher participation

Personal

Voluntary participation by  educators who are themselves digitally literate

Connections among the participating teachers to ensure camaraderie & collegiality through program participation

Social

Structural

Simple, clear  submission process; quick turnaround in seeing student work posted

Ability

Ability

Ability

The Wildly Important Goal

Improve Digital Literacy through the development of a website repository of student-created content

Act on the Lead measures

Teachers create conditions for content creation; 125 pieces of content= five teachers submit five pieces of content five times per year

Keep a compelling Scoreboard

A thermometer-type scoreboard that shows how quickly the district as a whole is reaching the goal of 125 pieces of content by May 2017

Create a Cadence of Accountability

Weekly meetings via Google Hangout to check in with the participating teachers to celebrate successes and  determine future content needs

Crucial Conversations

Start with the heart

Skill

Crucial Questions

Principle

Focus on what I want; refuse Fool's Choices

What do I want? What do I not want? How then should I behave?

Learn to look

Make it safe

Master my stories

STATE my path

Explore others' paths

Move to action

Look for points when conversations become crucial; be aware of safety problems; monitor my own Style Under Stress

Am I or others resorting to Silence or Violence?

CRIB: Commit to Seek Mutual Purpose; Recognize the Purpose Behind the Strategy; Invent a Mutual Purpose; Brainstorm New Strategies

Is safety at risk? Have I established Mutual Purpose? Am I maintaining mutual respect?

Separate fact from story; Watch for Three Clever Stories (victim, villain, helpless); Tell the rest of the story

What am I pretending not to know about my role in the problem? Why might others be behaving the way they are? What should I do now to move forward?

Share my facts; Tell my story; Ask for others’ paths; Talk tentatively; Encourage testing

Am I really open to others’ views? Am I talking about the real issue? Am I confidently expressing my own views?

Ask,Mirror, Paraphrase, and Prime; Agree, Build, Compare

Am I actively exploring others’ views? Am I avoiding unnecessary disagreement?

Decide how you’ll decide; Document decisions and follow up

How will we make decisions? Who will do what by when? How will we follow up?

Grenny, J., Patterson, K., Maxfield, D, McMillan, R., & Switzler, A. (2013). Influencer. New York: McGraw-Hill. McChesney, C., Covey, S., & Huling, J. (2012). The 4 Disciplines of Execution. New York: Simon & Schuster. Patterson, K,, Grenny, J., McMillan, R., & Switzler, A. (2011). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.