DigiLit Sunday is a Sunday post on literacy, an invitation by Margaret Simon, to share literacy strategies and tools for the classroom.
This week I’m rethinking the writing process and tools.
Prior to digital tools, students would prewrite, draft, revise, review, revise, find feedback, and publish on paper. I’m not sure how many writers actually write this way. I know for fiction, I just start writing in Google Docs and let my characters start their journey. How would I help students experience this? How would it help develop word choice and plot?
I’ve discovered a new tool I love, tackk.com . Be sure to sign up at the Education version if you chose to use this. It shares to Edmodo, and can be assigned through Edmodo so students can login with their Edmodo credentials. The Global Read Aloud is even using Tackk this year. Public, or private, designing with Tackk is super easy. I like to know these things up front before I get excited about a new tool.
How can I help students experience the on-demand and online strategies of writing and revising?
Digital Prompt and Model
I designed a Tackk: FindWay as a story prompt and model to share with students. The prompt starts with the story and ends with directions and revision questions for peer collaboration.
Prompt and Model: Finding My Way
I created this story online, starting with a quest to find relief from the heat in a favorite swimming spot with friends. Tackk allows you to find glyphs, images, and videos to augment your own text using their built-in search for each. In addition, you can upload your own images and video. It’s easy to move sections up and down and revise as needed.
During the story writing, I composed as a I wrote [see Directions at end], to fit the images that I could find. I prefer stills; I like the that I put myself into the image, instead of having action of a video clip take over my and my readers’ imaginations. It’s my choice; each writer must choose their own. I noticed many animations in the ‘gliphy’ search, which could work well for student stories.
During the story writing, I edited/revised as I wrote — descriptions, dialogue, imagery, action, etc.
During the story writing, I found the repetitive phrase to bring the good luck/bad luck of the story together: I sighed; I smiled.
When I present this, these are discussions for our class, including asking students for feedback on my work, which I ask them to do as they finish their stories. Of course, they could opt to create a story, revising together as I did.
Tackk, as you see, illustrates beautifully, including sound. The right sidebar offers choice in design, easy to discover, and a custom URL can be created.
Finally, Tackk lets others collaborate or comment. It can be shared with many sites, like Tumblr, Instagram, Pinterest, and more. And it can be embedded in a webpage or blog [see below].
What do you think?
I can see this for sharing nonfiction ideas as well as fiction. I found it very easy to revise as I designed and composed with many options inserting media. Students would be able to follow a creative process and share their efforts. This is a powerful tool for composing: thinking and revising with text, images, and video alone or in collaboration.
How could you use Tackk in your classroom?