Literacy for the 21st Century Language Learner

December 2005 New Jersey

Cherice Montgomery Michigan State University 301-E Erickson Hall East Lansing, MI 48824 chericem@msu.edu

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

21st Century Tasks: Missing Skills = Massive Consequences

Finding Information
* Boolean Search Terms
Boolean Searching on the Internet: A Primer in Boolean Logic http://library.albany.edu/internet/boolean.html Contains a simple, well-structured, nicely illustrated explanation of Boolean search terms. Yahoo Countries Directory http://dir.yahoo.com/Regional/Countries/ Click on a country to access a list of individual websites, categorized by topic area, for that country.

* Media Searches - Altavista (MP3/Audio; Video in FL) http://www.altavista.com/audio/default - Google Labs: Video http://video.google.com/ * Google Alerts http://www.google.com/alerts * Google Guide
Google Guide http://www.googleguide.com/index.html This site contains a very nice set of tutorials (for both novices and experienced users) on searching with Google.

* Google Scholar http://scholar.google.com/

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Comprehending Information
Online Reading Strategies http://www.noodletools.com/debbie/literacies/basic/readstrat/readingstrategies_files/v3_document.h tml This fantastic PowerPoint offers a very concise (29 slides) rationale for teaching online reading strategies, identifies student behaviors that are indicators of poor reading strategies, and offers multiple suggestions for things teachers can do to teach online reading strategies that will help students to become more successful readers of both print and online text. Online Reading Strategies: A Think Aloud http://www.noodletools.com/debbie/literacies/basic/readstrat/readingstrategies.viewlet/readingstrat egies_viewlet_swf.html This outstanding online presentation uses screen shots and pop-up "think aloud" text to demonstrate some of the poor reading strategies that students use when reading online text that cause their comprehension to break down. Use the scroll bar and buttons at the bottom of the page to move through the presentation more quickly. WiLearns: Six Essential Reading Strategies http://wilearns.state.wi.us/apps/default.asp?cid=24 This site contains links to information on 6 key reading strategies (making connections, questioning, visualizing, inferring, determining importance, and synthesizing), provides summaries of research that illustrates why each strategy is important, and offers links to multiple activities that will help students to develop skill in each strategy.

Evaluating Information
21st Century Literacy Information Fluency Project: Evaluation Wizard http://21cif.imsa.edu/tools/evaluate/ This handy little online evaluation wizard leads students, step-by-step, through a series of evaluation checklists to help them determine whether or not the information sources they are using are credible and of high quality. Explore the rest of the site for a wide variety of downloadable materials and quality resources including a series of well-designed micromodules on a wide variety of tech-related subjectseverything from browsers and bias to "nyms." Each module includes great online pre- and post-tests. The Good, the Bad, and the Ugly http://lib.nmsu.edu/instruction/evalcrit.html A helpful list of criteria that you can use to evaluate the accuracy, authority, coverage, currency, and objectivity of a web page. Games for Kids http://www.education-medias.ca/english/special_initiatives/games/ This site contains numerous online activities and games designed to help students learn to evaluate information (for bias, misinformation, privacy-related issues, safety issues, stereotyping, etc.) Center for Media Literacy Media Literacy Kit http://www.medialit.org/bp_mlk.html Free curricular materials, handouts, and color posters available for download in .pdf. Also available in Spanish at this link: http://medialit.org/reading_room/pdf/mlkit_espanol.pdf Information Technology Rubric (Using Technological Resources)
http://www.sover.net/~fcsu/Assessments/standard%201.18%20%20Information%20technology%20rubric.doc

A very simple rubric designed for evaluating elementary students' ability to use technological resources to gather, manage, and present information accurately and effectively.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Using Information
* Assessment
Learning with Technology Profile Tool http://www.ncrtec.org/capacity/profile/profwww.htm This is an online quiz that allows teachers or schools to measure their progress against the list of indicators explained on the site above. Once submitted, the printable results appear as bar graphs

* Audio
El mundo al revs http://www.kehuelga.org/alienacion/primero/mundo.htm E-Nounce http://www.enounce.com/ This plug-in allows you to slow down or speed up the rate of speech in digital audio recordings in any language without changing the pitch or intelligibility of the speaker. This is especially useful for allowing learners to control the rate of speech when listening to heritage speakers. A free, 30-day trial is available, after which you must purchase the software in order to continue using it. Communicating Through Technology German for Music Lovers http://www.acampitelli.com/german_for_music_lovers.htm A fantastic site that contains links to music and information about German composers, minigrammar explanations and songs in German that demonstrate the use of particular grammar points, and links to German/English dictionaries, self-quizzes, and printable worksheets. Making Music with Computers http://www.dailyprincetonian.com/archives/2005/10/28/news/13644.shtml Says students will be using it at a university.

* Blogs
Userland: What is a weblog? http://www.userland.com/whatAreWeblogs Very simple page explains blogs and the things they accomplish that Word documents and e-mail cannot. Harvard Weblogs: What makes a weblog a weblog? http://blogs.law.harvard.edu/whatMakesAWeblogAWeblog A detailed explanation of weblogs that uses analogies, contrasts, and information about associated technologies in order to explain the concept. Kairo's News http://kairosnews.org/node/3458 An outstanding, step-by-step explanation of what blogs are, with fantastic links to articles, research, and examples of how blogging is being used at various levels of education. Tranche de vie graphique
Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

http://graf.skynetblogs.be/ A graffiti blog from France. The Abay Yankees & the Haddenfield Hawks: Jackie & Me http://www.visitmyclass.com/blogs/mwgaffney/category/553.aspx An example of how 2 teachers in different schools are using blogging to support their students literacy skills. Incorporating Blogs Into the French Language Classroom http://www.personal.psu.edu/users/l/l/lle117/aatf/ A nice primer, in English and French, with resources for French teachers who are interested in using blogs with their students. This basic site includes links to online newspapers, blog hosting sites in French, some basic ideas for activities, and a few suggested readings. Sandra Howard's Blog http://flteach.blogspot.com/ Sandra Howard answers some questions about blogging for FL teachers. The Educated Blogger: Using Weblogs to Support Literacy in the Classroom http://www.firstmonday.dk/issues/issue9_6/huffaker/ This brief article describes how blogs support literacy development by promoting reading, writing, storytelling, self-expression, and the development of digital literacy skills. It also offers links to sample blogs. Into the Blogosphere: Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs http://blog.lib.umn.edu/blogosphere/remediation_genre.html This thoughtful, well-structured article describes the results of a study on the use of weblogs with students. If you aren't interested in the details, scroll to the bottom and skim the conclusions, then take a look at some of the links. 10 Ways to Create Content for Your Weblog http://weblogs.about.com/od/writingandcontent/a/blogcontent.htm A very helpful article targeting bloggers that contains 10 helpful tips for overcoming writer's block, along with a list of links to other useful articles on blogging that will be especially helpful to beginners. Bloglines http://www.bloglines.com A few simple clicks of your mouse will allow you to download a newsreader that will compile and organize your blog and news feeds from various sources. Bloglines Step-by-Step http://alex.halavais.net/news/index.php?p=872 This offers a short description of how to add feeds to your bloglines aggregator. Technorati http://weblogs.about.com/od/writingandcontent/a/blogcontent.htm A blog search engine

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Blogwise http://www.blogwise.com/ This page is helpful to world language teachers because it provides a list of blogs organized both by country and by topical category. Think.com http://www.think.com/en_us/ This easy-to-use site offers free blog and wiki-like capabilities and interactive tools to educators and their students from around the world in a number of different languages, but with the added bonus that teachers can review and manage the content that students upload. The site's simple design and basic vocabulary makes it particularly accessible to elementary students. Audioblogger.com http://www.audioblogger.com This site allows you to post an audio blog from the convenience of a cell phone! Blogs in the Classroom http://insight.zdnet.co.uk/internet/0,39020451,39232695-2,00.htm Explores many issues related to blogging that teachers and administrators face. The Blue Skunk Blog: Young Bloggers, Can We Stop Them? Can We Steer Them? A more personal look at how one educator is using his blog as a tool for thinking and learning about these issues http://doug-johnson.squarespace.com/blue-skunk-blog/2005/11/5/young-bloggers-can-we-stopthem-can-we-steer-them.html Edublog Insights: Guidelines for Blogging http://anne.teachesme.com/2005/11/08#a4515 This educator has blogged a list of guidelines to help teachers teach students what to do as well as what not to do when blogging. How to Blog Safely (About Work or Anything Else) http://www.eff.org/Privacy/Anonymity/blog-anonymously.php

* Bookmarks, Social Bookmarking, Tag Clouds

iKeepBookmarks.com http://www.ikeepbookmarks.com/ This free service allows you to organize and store bookmarks to your favorite sites online in password protected or public collections. This is particularly useful for people who use multiple browsers, access the internet regularly from multiple computers, or who wish to share their bookmark collections with others (you can make your collection public). Bookmark Tracker http://www.bookmarktracker.com/ This free, very flexible web-based bookmarking service allows you to perform all of the functions listed above without advertising, and with the added advantage that it makes both public and private RSS feeds available (so that any time you update your bookmarks, others can be notified). It also has features that allow you to import existing bookmark collections from the web, to synchronize your web collection with the collections in your browsers, to feed your web collection into your blog, and to allow users to identify the ten most popular bookmarks from your collection.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Del.icio.us http://del.icio.us/doc/about After you register to use this site, you can participate in the process of social bookmarking, tagging your bookmarks with keywords that allows others with similar interests to access and explore them. Blogdex http://blogdex.net/ An MIT research project that tracks most contagious information currently spreading in the weblog community. Technorati: Tag Search http://www.technorati.com/tags/ Madcow Webnotes http://www.web-notes.com/index.php The free software available for download at this site allows you to annotate the text, images, and multimedia content on any webpage you browse by highlighting it and adding comments or attaching multimedia files to it for later retrieval. You can make your annotations available for public viewing and searching so that others can add annotations to your annotations. Requires free registration. Social Bookmarking Tools: A General Review http://www.dlib.org/dlib/april05/hammond/04hammond.html A comprehensive article, illustrated with screenshots, about the what, why, and how of social bookmarking, including extensive lists of links to resources.

* Book Clubs
Go to Outer.net http://www.go2outer.net/

* Cell Phones
To see an example of how one school is capitalizing on the affordances of text messaging, click here: http://www.somerton.k12.az.us/procedures/pager.html High Tech Cheating: Coming to A Campus Near You http://www.csuohio.edu/clevelandstater/Archives/Vol%205/Issue %2014/highlights/highlights3.html Text Messaging - Bullying http://www.coastkid.org/l09.html Txtmsg4u.com http://www.txtmsg4u.com/ This site allows you to send text messages to your friends for free (although your friends carrier may charge them for receiving the message). Using Mobile Phones in English Education in Japan http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2729.2005.00129.x?cookieSet=1 A brief abstract outlining the findings of a study in which cell phones were used as a language learning tool for college students in Japan.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Chat
A.L.I.C.E. Artificial Intelligence Foundation http://www.alicebot.org/

* Commercials
The Film Library
http://www.adeater.com/bin/view.cgi?/usr2/internet/www/adeater/welcome2.html,1,ZurlW/MULTI/html/cinema.htmlZ

Contains a list of downloadable commercials from all over the world (use the drop-down menu at the bottom of the screen to select a country). Russian Advertising Firm http://www.m-f.ru/branding/ Your students might enjoy perusing this advertising company's site to get ideas for creating their own product logos and packaging, print ads, and commercials for sweet treats, soup, meat, and other assorted products. (Click on the pictures to make the movies play and click on the arrows at the end of each row for more video clips.)

* Comics
Comiclopedia http://lambiek.net/artists/ This beautiful site, searchable in Dutch, English, and French will connect you with thousands of comics and information about comic artists from around the world (including artists from countries that speak languages besides the three mentioned above). Comics y la Cultura de Masas http://www.geocities.com/Athens/Agora/1028/ This site contains a brief essay in Spanish about comics and culture, as well as essays that discuss how those issues apply to comics such as Asterix, Batman, Charlie Brown, Mafalda, Spiderman, Superman Mangarama: Digital Comic Learning System http://www.ak.cradle.titech.ac.jp/Rise/top.htm Ideas for Using Comic Strips in FL Teaching http://listserv.buffalo.edu/cgi-bin/wa?A2=ind9809&L=flteach&P=R80267&I=3&m=68808 Ideas for Using Comic Strips in FL Teaching http://listserv.buffalo.edu/cgi-bin/wa?A2=ind9809&L=flteach&P=R80267&I=-3&m=68808

* Concept Mapping & Graphic Organizers

The Graphic Organizer http://www.graphic.org/index.html Contains links to a variety of different kinds of graphic organizers, as well as information on concept mapping, visual representations, etc. Graphic Organizer Generator http://teachers.teach-nology.com/web_tools/graphic_org/ Concept web, KWL, Venn, timelines, and more you enter the text and the graphic organizer is generated.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Graphic Organizers as Thinking Technology http://www.fno.org/oct97/picture.html A page that offers examples of how graphic organizers can be used to scaffold students' thinking, research, and writing. Scaffolds and Organizers http://mciu.org/~spjvweb/scaffolds.html This page contains an extensive list of sites that offer free graphic organizers and other materials to help scaffold students' learning. The Graphic Organizer http://www.graphic.org/ Comprehensive site dedicated to graphic organizers

* Creative Commons
Creative Commons http://creativecommons.org/ This non-profit organization offers flexible copyright for creative works that allows users to download and use audio, images, text, and video posted there in their own creative products. *

Cyberportfolios
Cyberportfolio http://cyberportfolio.st-joseph.qc.ca/ Electronic Portfolios.org http://www.electronicportfolios.com/ Wonderful links to rubrics for evaluating multimedia portfolios, a series of portfolio development frameworks that would be helpful in structuring professional development on this topic, and a wealth of other practical information.

* Digital Storytelling & Photography

What is Digital Storytelling? http://www.storycenter.org/whatis.html Monarch Butterflies: From Egg to Adult http://www.mesquiteisd.org/imovie/monarchbutterfly.htm The 2nd video is a particularly powerful and entertaining example of how students, parents, and teachers can work together to use Inspiration software, video, music, and audio to capture the growth and development of understanding. Ghost Town & Land of the Wolves: Chernobyl http://www.angelfire.com/extreme4/kiddofspeed/cherlinks.html This site chronicles the explorations of the area around Chernobyl by a female motorcylist from Russia. Click on various links to explore the photos and the accompanying, well-written text (which includes snippets of historical information). Interviews50 Cents http://www.musarium.com/interviews50cents/index.html Another beautiful example of what someone can do with a digital video camera, a little QuickTime, and the web!

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

When Flowers Fall http://www.musarium.com/flowersfall/intro.html An incredible multimedia presentation that combines haiku poetry, kanji, and digital photography to present insights and issues related to aging in Japan. The primary text is in English, so teachers of any language could use this as a model for a project in which students investigate a social issue from the cultural perspective of a particular group in the target country and communicate their findings and opinions using multimedia tools. Obviously, students could be encouraged to produce the text for their projects in the target language. Oral Histories Harvest Family Heritage http://www.medialit.org/reading_room/article410.html This page will take you to questions and links to additional resources that you can use to help guide students through the process of interviewing and writing their own family histories. The Elements of Digital Storytelling http://www.inms.umn.edu/elements/ Salon 21st http://archive.salon.com/21st/feature/1997/10/02godot.html Flickr http://www.flickr.com/learn_more_2.gne This is a free, online service that allows you to store, edit, annotate, and share photos with family, friends, or the general public. You can make your collections public or private, and your family and friends can subscribe to an RSS feed that lets them know each time you update your collections. Kodak: Taking Great Pictures http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=38&pq-locale=en_US This outstanding set of tips sheets and tutorials provides information with visual examples to teach students to take excellent photos. You can get the pages in just about any language in the world by clicking on the "Change" link in the upper left-hand corner of the screen. When you do, a new screen will load with language choices, categorized by geographic regions (Americas, Asia/Pacific, Europe, and Middle East). DigiTales http://www.digitales.us/resources/image_sources.php This site contains web resources on image and sound editing.

* E-Texts
Broadcast Live http://www.broadcast-live.com Newseum http://www.newseum.org/todaysfrontpages/ Poesa en espaolDesde el romancero hasta el siglo XX http://www.poesi.as/index.htm Project Gutenberg http://www.gutenberg.org/catalog/ The Southworth Spanish Civil War Collection: They Still Draw Pictures http://orpheus.ucsd.edu/speccoll/tsdp/

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

* Games
Polar FLE http://www.polarfle.com/indexbis.htm SwitchZoo Online http://www.switchzoo.com/zoo.htm

* Machinima
Let's Get It Started: April Hoffman http://www.atlas-enterprises.net Como Hacer CineEntrevista: Richard Gras http://www.comohacercine.com/articulo.php?id_art=1342&id_cat=2 Machinima.com http://www.machinima.com Machinima Deutschland http://goodnews.antville.org/ Quick 10 Cinematic Errors http://www.machinima.com/article.php?article=135 Make a Short http://pbskids.org/bts/makeashort/studiotour/

* Multimedia
Fenetiks: The Sounds of Spoken Language http://www.uiowa.edu/~acadtech/phonetics/ Una aventura dominicana http://www.colby.edu/~bknelson/exercises/ojala/index.html This beautiful site is designed around Juan Luis Guerra's song Ojal que llueva caf. Students can listen to the song and can click on each vocabulary word in order to access pop-up definitions, photos, a gallery of photos from the D.R., maps, online exercises re: the present subjunctive in Spanish. Barbara Kuczun Nelsons Spanish Grammar Exercises http://www.colby.edu/~bknelson/exercises/index.html These PHENOMENAL activities by Barbara Kuczun Nelson use culturally authentic materials as the core of activities designed to strengthen students' understanding of grammatical principles. Students can explore cultural topics (Day of the Dead, San Fermn) and social issues (such as ecology and homelessness), can listen to songs by Juan Luis Guerra and Man and poetry by Juan Ramn Jimnez, and can also read stories and view videos about things that happen to people in various Spanish-speaking countries. Gaucho.com http://www.soygaucho.com/espanol/accesorapido.html This site contains extensive information in both Spanish and English, supported by beautiful graphics and animation, about many elements of the life of gauchos in Argentina. Jeux et jouets http://www.mcq.org/jeux/jouets/
Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

An interactive site from the Muse Virtuel Canada that allows users to explore the history of games and toys in either French or English through themes such as losing and winning, playing outside, pretending, and remembering through a variety of different activities. It includes interactive games and the opportunity to share memories and photos of favorite childhood games and toys. The site map will be particularly helpful to you in preparing activities for the language classroom based on these materials. Mxico Universidad de Guadalajara http://mexico.udg.mx/ This extraordinary site is THE definitive source on Mexican culture and contains detailed and beautifully illustrated information on the art, geography, history, cooking, tourism, economy, science, religion, and politics of Mexico. Multimedia Mania 2003 Judges Rubric http://www.ncsu.edu/midlink/mm2002.rubric.htm A comprehensive, four-columned rubric designed to help teachers assess multimedia presentations based on criteria such as mechanical (technical, navigation, spelling and grammar, completion), multimedia elements (screen design and use of enhancements), information structure (organization and branching), documentation (citing resources and obtaining permissions), and quality of content (originality, curriculum alignment, evidence that stated objectives were met).

* Podcasting
New Guiding Light Podcasts Aim for a Younger Audience http://online.wsj.com/public/article/SB112956084439070707.html?mod=todays_free_feature A Spoonful of Russian . . . Learning Russian One Bite at a Time http://speakrussian.blogspot.com/ ESL Listening: Podcasts http://iteslj.org/links/ESL/Listening/Podcasts/ Annotated links to all sorts of podcasts for ESL learners. (Contributed by Julio Rodriguez) Aux joyeaux podcasteur http://podcasteur.saint-elie.com/read.php?4,10,10 This helpful site, in French, provides a list of podcasts available in French, categorized by subject areas such as culture, music, regional, music and text, etc. Podcasting http://www.learninginhand.com/podcasting/ This site provides illustrated instructions for finding, subscribing, listening to, and creating podcasts. Podcast.net http://www.podcast.net/cat/95 A searchable directory of podcastssimply enter your language (or any other keyword of your choice) to find lots of listings! How to Create Your Own Podcast http://radio.about.com/od/podcastin1/a/aa030805a.htm This is a step-by-step tutorial that makes the technical side of podcasting easy for the novice.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Partners in Excellence http://www.pie.org.uk/ An organization based in Scotland that publishes podcasts devoted to language teaching and learning in French, German, and Spanish. Audacity http://audacity.sourceforge.net/ Free, open source audio recording and editing software

* RSS Feeds
RSS Quick Start Guide for Educators http://www.weblogg-ed.com/rss_for_ed

* Smartmobs
Smartmobs http://www.smartmobs.com This site investigates the political, social, and economic issues that arise when technologies converge with human cooperation.

* Statistics
Understanding USA http://www.understandingusa.com/intro.html This outstanding site is filled with beautifully designed charts and graphs (that can be accessed in .pdf format and printed) that attempt to provide information designed to help the general public answer important questions such as: Where does the governments money come from? What are the costs involved in raising a child? What is happening as we shift towards a service economy? If the crime rate is dropping, why do Americans feel more threatened by crime? Many topics are addressed, including: Affirmative Action, Americans Polled on America, Biodiversity, Business, Children at Risk, Climactic Change, Consumption and Consequences, Crime, Disability, Disease and Illness, Domestic Violence and Child Abuse, Economics of Raising A Child, Economy, Education, Energy, Families, Food, Foreign Trade, Genetic Engineering, Global Economy, Homelessness, Human Rights, Immigration, Information Technology, International Affairs, Juvenile Crime, Literacy, Marriage and Divorce, Media, Mental Health, Physical Fitness, Poverty, Privacy, Technology in the Classroom, Terrorism, Violence, Water, Weapons, Welfare, and many, many others. (Click on the shapes at the top to access them.) UN Cyberschoolbus: Infonation http://cyberschoolbus.un.org/infonation3/menu/advanced.asp (Also available in French)

* Universal Design
The Faculty Room: Universal Design of Instruction http://www.washington.edu/doit/Faculty/Strategies/Universal/

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

* Using New Technologies to Support Instruction

Towards a Literacy of Cooperation http://cooperation.smartmobs.com/cs/ Explore the links on the left-hand side of the page to see how a professor at Stanford is using a wide range of social technologies like blogging, podcasting, social tagging, video blogging, and wikis to engage students and other interested individuals in the cybercommunity in his course.

* Videoconferencing
Videoconferencing: Ideas for Schools, Colleges, and Libraries http://www.kn.pacbell.com/wired/vidconf/ideas.html

* Visual Literacy
Visual Literacy: How do I Make Meaning?
http://portals.studentnet.edu.au/literacy/Minisites/SCEGGSDarlinghurstrevised/vliteracy/meaning.htm

A fantastic site that takes students through a series of modules designed to equip them with the visual literacy skills required in order to make a short movie. Many modules contain graphic organizers, comprehension quizzes, and downloadable checklists and templates. Be sure to click on the colored tabs to the right as well as the links in the navigation bar. Visual Art Exemplars http://www.wpe.com/~musici/gallery.htm Media can inspire creativity. This site contains links to images of lots of different kinds of student art, multimedia, and writing projects inspired by popular songs and other famous texts. These projects could easily be adapted for use in foreign language classrooms. Eyetrack http://www.poynterextra.org/eyetrack2004/FQ.htm This is an interactive quiz to see what you know about eye-tracking and web page design. After you finish each part of the quiz (there are only 3 parts), you have to scroll back up to the top of the page to click the Next button. The way the quiz reports the results (heat map) is particularly cool!: Next, take a look at this article (available in English or in Spanish) that discusses the findings of some research related to eye-tracking and web page design: http://www.poynterextra.org/eyetrack2004/main.htm Be sure to explore the wealth of links to resources and information on design in the navigation bar on the left-hand side of the page. Wondering With and About Images http://fno.org/oct05/images.html A Visual Literacy Exercise Japanese http://www.csuohio.edu/history/exercise/vlehome.html Images in Action http://www.tolerance.org/images_action/index.jsp Grokker http://www.grokker.com/applet.html?query=%22digital%20natives%22

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Culturally Authentic Pictorial Lexicon http://www.washjeff.edu/capl/ This site contains a wonderful collection of culturally authentic, license-free photos from Germany that are organized by topics typically found in a first-year German textbook. Take a few minutes to read the "About" section, as it provides nice guidelines for thinking about the use of culturally authentic images. The Japan Picture Gallery http://www.hikyaku.com/gallery/gallery.html Links to numerous culturally authentic photos. (Click on each of the lessons to see the photos.) Realia Project http://www.realiaproject.org/qbuild/basicsearch.html This site will take you to a searchable database of realia from countries around the world that can be accessed online.

* Vlogging & Vodcasting

Ideas: Interactive Digital Environments, Art, & Storytelling http://www.ideasfest.org/framsetm.htm http://www.ideasfest.org/winners.htm To see screen shots of some of the kinds of movies kids are producing. Sushicam: Nikko Festival of 1,000 Samurai http://www.sushicam.com/video%20archive.htm This photoblog links to audio, text, and video portrayals of daily life and special events in Japan. Finger Puppet Hamlet http://www.bazam.com/videos/mar2005/hamlet.wmv This 1 minute vlogcast reminds me of Mr. Rogers and offers an example of just one way teachers might consider using vlogging to support students' learning. Note that the onscreen text offers a translation to the audio text. IMovie in Teacher Education http://edweb.sdsu.edu/sciencetg/ie/ A nicely organized page that outlines numerous ways teacher educators can use digital video to support the learning of pre-service teachers and illustrates each suggestion with an I-movie from a science methods course. Vodcasting http://www.dailyprincetonian.com/archives/2005/10/28/news/13652.shtml This article describes how university students are using vodcasting. Videoblogging.info http://www.videoblogging.info/ A simple introduction to the what, why, and how of videoblogging.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Vlog Directory http://vlogdir.com/Education/2 This link will take you to an online, searchable directory of educational videocasts. Note that these have only been available for about 2 weeks, so the list is likely to become much longer soon. Use the dropdown menu in the upper, right-hand corner to switch categories. How to Create a Vodcast http://playlistmag.com/features/2005/07/howtovodcast/index.php 8 steps to creating your very own vodcast! Make a Short http://pbskids.org/bts/makeashort/studiotour/ This link will take you to an absolutely beautiful set of pages that lead readers through the process of making a "short" (mini-video). Each page contains photos of "professionals" engaged in the process. Photos are explained by extremely concise text clips from interviews that can also be heard via audio. There is also a nice list of "guiding questions" that the "professionals" ask themselves when engaging in the particular step that is being depicted on that page. End result: You could use this as the process sheet (like a series of online worksheets) to guide groups of students through this process. Of course, the "tour" ends with a demo of the finished product. (The Make a Short link is also VERY useful in showing teachers how to talk kids through a process by unpacking their mental thought processes.) Eejits Guide to Film-making http://www.exposure.co.uk/eejit/ This fantastic site contains simple, but comprehensive tips to help amateur movie makers with the pre-, during, and post-production process. The well-designed, nicely illustrated preproduction pages offer suggestions for generating ideas for a movie, laying out a script, structuring the action, and creating storyboards. The other pages include information on costuming, editing, lighting, shooting, and special effects. Quick 10 Cinematic Errors http://www.machinima.com/article.php?article=135 A nice article (albeit icky formatting) with 10 Cinematic Errors (for those creating Machinima, but applicable to anything). It will give your students some interesting ideas as well as things to avoid.

* Webquests
WebQuests http://webquest.org/ Pre-existing, rated webquests developed by educators. Go to the top and middle navigation links for a matrix. Webquest Design Patterns http://webquest.sdsu.edu/designpatterns/all.htm This site contains links to a number of patterns you can use to help you design a webquest that will effectively accomplish your purposes for the task. A Rubric for Evaluating Webquests http://webquest.sdsu.edu/webquestrubric.html A rubric designed to help teachers to evaluate the overall aesthetics (visual appeal, navigation and flow, mechanical aspects), introduction (motivational and cognitive effectiveness), task (connection to the standards and cognitive level), process (clarity, scaffolding, and richness), resources (relevance, quantity, quality), and evaluation criteria of the webquests they create.

* Wikis
Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Metawiki: hbergement de wiki http://www.metawiki.com/ What is Wiki? http://english.ttu.edu/kairos/10.1/binder2.html?http://falcon.tamucc.edu/wiki/WikiArticle/Home

* Zines
Musarium http://www.musarium.com/ Latinitas http://www.latinitasmagazine.org/ De par en par http://www.spainembedu.org/deparenpar/index.html This on-line magazine, published by the Embassy of Spain, is filled with communicative activities based on authentic material for the teaching/learning of Spanish as a foreign language that can be printed and photocopied for use in the classroom. I prefer this magazine to Materiales in many respects due to the fact that the Spanish is geared more toward beginning students.

Literacy for the 21st Century Language Learner 2005 Cindy Kendall & Cherice Montgomery chericem@msu.edu

Thoughts on Burbules & Callister's Watch IT

Primary Concepts
Centralization v. Decentralization

Key Principles
". . . Search for principles. Carefully separate them from the detail used to explain them. Principles are concentrated truth, packaged for application to a wide variety of circumstances. . . . It is worth great effort to organize the truth we gather to simple statements of principle" (Richard G. Scott) 1) Technologies are neither inherently good nor bad is their context and their uses that give them significance. 2) Questions of equitable access are multifaceted and multilayered. There are many different forms of inaccessibility (including economic, practical, technical, skill-based, attitudinal, format-based, content-based, and evaluative). 3) Assessing and gaining credibility are complex social processes rooted in associative, distributed relationships among people and content. 4) The relational nature of hypertext can facilitate understanding, help readers make more meaningful personal connections with the text, can contribute to bias, and can promote or impede access. 5) Links represent rather invisible, but very important, relationships among people, texts, and ideas. 6) Hyperreading is purposeful, critical reading both within and across texts and media during which readers question both the purposes and assumptions embodied in both the texts and the links that connect it with other texts. 7) Information can be compromised in a number of different ways, including incompleteness, error, dangerous content, poor organization/design, or by a lack of significance. 8) Compromised information is commonly handled through censorship, filtering, partitioning, labeling, and critical reading. 9) Privacy is a complex issue in which concern for the public good must be balanced against the individual rights of private citizens.

Hyperreading

10) Addressing problems on the Internet is complicated by commercialization, conflicting political interests, and variance in purposes of Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Thoughts on Burbules & Callister's Watch IT

Essential Questions
1) In what ways can information on the Internet be compromised? What are some common ways of addressing this issue (and their limitations)? 2) How are issues of access linked to issues of credibility? 3) How is the relational nature of hypertext connected with issues of access and credibility? 4) Why is it important to "critically read links"?

My Questions
1) What processes and activities might a teacher use to teach students to "read the Internet" more critically? 2) How might a teacher teach students to become hyperreaders? 3) How might a teacher take advantage of hypertext as a tool for instruction?

4) What are some concrete 5) What is hyperreading and how things that educators could does it relate to issues of access do in order to become more and credibility? involved in influencing policy decisions related to issues of 6) What are the appropriate censorship and equitable balances between the benefits of free access to information and the access in their schools?
costs of potential harm to children

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Thoughts on Burbules & Callister's Watch IT

(p. 117)? 7) How do social, political, commercial, and economic concerns influence online communities and issues of credibility?

Your Questions

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Accuracy "The Internet is rife with misinformation, malinformation, messed-up information, and mostly useless information; even learning how to avoid these requires learning that they are there, why they are there, and what to do about it" (p. 115). ". . . read the absence as well as the presence of information" (p. 91). "Links that suggest 'this and then that' or 'this because of that' . . . do much more than simply associate ideas or information points. They assert, or imply, beliefs about the world outside of the Internet. But because they do not specify or explain such connections, but simply manifest them, they are more difficult to recognize and question" (p. 89). "Usually people see the points as primary, and the links as mere connectives; here we highlight the importance of thinking more centrally about the links themselves as associative relations that change, redefine, and provide enhanced or restricted access to the information they comprise" (p. 83). Authority ". . . whether or not people choose to represent their identities, these remain present in the ways that they think, act, and express themselves online" (p. 169). "The web of links that constitutes the Internet . . . is a vast network of relations of credibility" (p. 35)"each part gaining meaning, reliability, and relevance by how it is associated with other parts" (p. 74). Currency ". . . the actual benefits of what they stand to gain will be affected by how well they can make discerning judgment about what they find" (p. 96). Coverage "No one can read everything relevant, and not everything relevant is worth reading" (p. 53). "In a way this also requires asking questions about the Internet itself, since one of its prime features is an illusion of comprehensiveness; there is so much to it that it is difficult to imagine anything important being left out" (p. 78). "For all its wealth and complexity, the Web comprises only a fraction of culture, society, and politics, worldwide. Its omissions are often quite glaring, but nothing in its self-descriptions, or its link attributes . . . suggest that what is not included may be more important than what is" (p. 87). "We believe that arguments for restricting access to students because they might be exposed to 'indecent material' is often . . . a red-herring that distracts attention
Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

from the actual reason some want to censor the Internet: to keep students from encountering a whole host of material that is not harmful, but merely controversial, unconventional, or upsetting to the local community's values" (p. 109). Objectivity "Developing a text with certain readers in mind tends to make it inaccessible or inhospitable or uninteresting to others" (p. 57). ". . . information is always cooked (as opposed to raw): it is always selected, filtered, interpreted, and extracted from a background set of assumptions that are implicit (rarely explicit) in the 'information' itself" (p. 4). "Another dimension of this type of critical reading is to recognize that however flexible a hyperlinked structure might be, it is still a structure with particular organizational and connective features. These will not be equally hospitable to all cultural groups and individuals; a medium always advantages certain voices and perspectives and disadvantages others" (p. 90). "The usage and placement of links is one of the central ways in which the tacit assumptions and values of the author are manifested in a hypertextyet they are rarely considered as such" (p. 84). "Hyperreading is not only finding and reading what is on the Internet, but learning to make one's own connections in what one finds there, to question the connections (the 'links' that others provide, and to interrogate the silences or absences of the Internet: what is not there (or who is not there)" (p. 33). "This involves going beyond simply assessing the truth of information, because something may be true but will be harmful or partisan in its presentation or effects. Sometimes these effects might be very subtle; but they are almost never neutral, and with certain kinds of content they are absolutely unavoidable. This will often not be so simple as detecting 'bad' effects; more typically, there are multiple effects of information, some potentially beneficial, some potentially harmful . . ." (p. 77). References Burbules, Nicholas C., & Callister, Jr., Thomas A. (2000). Watch IT: The risks and promises of information technologies for education. Boulder, CO: Westview Press. ISBN 0-8133-9083-4.

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

o Chumba, la cachumba Animated clock http://www.angela-lago.com.br/Reloesp.html o Educar http://www.educ.ar/educar/docentes/ Phenomenal site from Argentina with many topical activities o Teacher Links: Table of Contents http://anacleta.homestead.com/tableofcontents.html Links to interdisciplinary materials in Spanish for FLES teachers o ACTFL. (1996). Standards for foreign language learning: Preparing for the 21st century. U.S. Department of Education and the National Endowment for the Humanities, D.C. Heath and Company, EMC Publishing Company. ISBN 0-935868-85-2. o Anderson, Marilyn. (2000). Maya arts and crafts of Guatemala: a coloring book. Washington, DC: Yatut Ix Malin. ISBN 1-886502-36-6. o Barnes, Douglas, James Britton, & Mike Torbe. (1990). Language, the learner and the school, (4th Ed.). Portsmouth, NH: Boynton/Cook Publishers. ISBN 0-86709-251-3. o Barton, Mary Lee, & Heidema, Clare. (2000). Teaching reading in mathematics: A supplement to teaching reading in the content areas Teachers Manual, (2nd Ed.). Aurora, CO: McREL. Mid-continent Research for Education and Learning. 2550 S. Parker Road, Suite 500, Aurora, CO 80014-1678, 303-337-0990. This fabulous manual provides exceptionally useful strategies and graphic organizers for teaching and reinforcing reading skills in the mathematics classroom. o Borich, Jeanette. (2003). A thematic unit: Fiestas de Yucatn. Ames, IA: Iowa State University. ISBN 1-892047-09-8. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Bullit, Leslie, Kay, Augusta C. Gonzlez, & Boni Luna. (1998). A standards-based thematic unit: La mujer que brillaba an ms
Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

que el sol. Ames, IA: Iowa State University. ISBN 1-892047-02-0. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Burbules, Nicholas C., & Thomas A. Callister Jr. (2000). Watch IT: The risks and promises of information technologies for education. Oxford: Westview Press. ISBN 0-8133-9082-6. http://faculty.ed.uiuc.edu/burbules/ o Cerezo, Jos Manuel, y Cristina Zarzuelo. (1996). El cuaderno de educacin ambiental para el primer curso. Madrid, Espaa: Grfica Internacional. ISBN 84-294-4490-4. o Champion, Jonelle. (1992). Storybook Puppets. (Greensboro, NC 27425: Carson-Dellosa Publishing Co., Inc.) This booklet provides master patterns for paper bag puppet characters. o Coblin, Mary Payne, Dorothy Huss, Bonnie Kir, Melissa Lonneman, & Claire Melville. (1998). A standards-based thematic unit: Crictor. Ames, IA: Iowa State University. ISBN 1-892047-05-5. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Eisner, Elliot, W. (2002). The arts and the creation of the mind. New Haven & London: Yale University Press. ISBN 0-300-09523-6. o Edutopia. (2005, October). iKids: Tuned in. Turned on. Teachable?How to connect with a new kind of learner. o Embajada de Espaa. (1998). De par en par: Literatura multicultural. Washington, DC: Consejera de Educacin. ISBN 10668438. o Evans, Joy, & Jo Ellen Moore. (1990). Formas para reportes de libros. Monterey, CA: The Evan-Moor Corporation. ISBN 1-55799-186-3. o Evans, Joy, & Jo Ellen Moore. (1990). Pon un cuentito en orden. Monterey, CA: Evan-Moor Corp. o Garmston, Robert J., & Bruce M. Wellman. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon Publishers, Inc. ISBN 0-926842-91-9. o Gravois, Michael. (1998). 35 ready to go ways to publish students research & writing. New York, N.Y.: Scholastic Inc. ISBN 0-59008014.

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

o Gruber, Barbara. (1989). Aprendiendo a escribir prrafos. Palos Verdes Estates, CA: Frank Schaffer Publications, Inc. o Haas, Mari, & Irma Josefina O'Neill, (Eds.). (1998). Project pluma: Teaching about Mexico and writing in Spanish classes. NY: The Institute for Urban & Minority Education, Teachers College, Columbia University, Box 75 Teachers College, 525 W. 120th Street, NY 10027. o Henrich, Steve, & Jean Henrich. The big book of ancient Aztec, Maya, and Inca activities. United States: Henrich Enterprises. (Distributed by Teachers Discovery). ISBN 0-926473-24-7. o Huber, Tonya. (2002). Quality learning experiences for all students. San Francisco, CA: Caddo Gap Press. ISBN 1-880192-36-5. o Irvine, Joan. (1996). How to make holiday pop-ups. New York, N.Y: William Morrow and Company, Inc. ISBN 0-688-13610-9. o Jonassen, David H., Kyle L. Peck, & Brent G. Wilson. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall, Inc. ISBN 0-13-271891-X. Although not specific to foreign language, this is a phenomenal book that integrates constructivist theory and practical suggestions for using technology as a powerful tool that can be used to enhance student learning. o Keirsey, David. (1998). Please understand me II: Temperament, character, intelligence. Del Mar, CA: Prometheus Nemesis Book Company. ISBN 1-885705-02-6. This book offers a brief history of personality theory and testing, delves into Myers-Briggs and Platos philosophies of temperament, character, and personality, and then provides the reader with an evaluative tool that can be used to identify his or her personality type and subtypes. The book also provides an in-depth analysis of the intellect, interests, orientation, selfimage, values, and social roles that each of four basic personality types tend to embody, profiles for each of the 16 subtypes, and also includes chapters on mating, parenting, and leading that are subdivided into each

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

of the four personality types. This has been exceptionally useful in helping me to better understand and address off-task behavior and other conflicts that arise both within my classroom and among my colleagues. o King, Laurie, & Dennis Stovall. (1992). Classroom publishing: A practical guide to enhancing student literacy. Hillsboro, OR: Blue Heron Publishing, Inc. ISBN 0-936085-52-5. This book contains tons of information on field-tested, interdisciplinary, K12 publishing projects and is especially geared toward the Language Arts classroom. It includes ideas for Native American projects, cultural projects, anthologies, ethnographies, multilingual projects, homeschool projects, international audiences, and urban journalism classes. It discusses the history and process of publishing, funding student projects, legal and social issues of publishing, contests, markets for young writers, and a wealth of other useful topics. o Keoseian, Thrse. (1998). A standards-based thematic unit: Le gant de Zralda. Ames, IA: Iowa State University. ISBN 1-892047-063. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Lipton, Ed.D,Laura and Bruce Wellman, M. Ed. (2000). Pathways to understanding: Patterns and practices in the learning-focused classroom. Sherman, CT: MiraVia, LLC. ISBN 0-9665022-0-5. o Logan, Eileen, Lisa Magurn, & Jennifer Applegate Schwester. (1998). A standards-based thematic unit: Jean de la lune. Ames, IA: Iowa State University. ISBN 1-892047-04-7. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Ma, Liping. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. ISBN 0-8058-2908-3. o (1991, Summer). Mad super special computer virus edition, 75 This magazine contains all sorts of materials that would be useful for units on

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

advertising, business, and intellectualism.

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

o Toscani, Oliviero, (Ed.). Colors. NY: (United Colors of Benneton). ISSN 1121-8371. Subscription and back issues: mariani@amemail.mondadori.it http://www.colorsmagazine.com/ Back issues include: Birth, Immigration, Evolution, Race, Street, Ecology, AIDS, Religion, Shopping, Sports, Travel, Heaven, No Words, War, Wealth, A Town, Get a Job, Shopping, Animals, Marriage, Smoking, Hair, Gifts, Death, Fat, Time, Home, Touch, Toys, Heart, Water, Night, Venice, Status, Mamma, Monoculture, Prayer, Extra/Ordinary Fashion, Trash, Refugees, Roma, Elderly, Public House, Future, Volunteer, Madness, School, Tours, Prison, The Road, Rolando Trujillo, Slavery, Food, Birmingham, Violence, Slums, Photo Studio, Telenovelas, Energy o (1999). Materiales para ensear los estndares. (Embajada de Espaa, 2375 Pennsylvania Ave. NW, Washington, D.C. 20037). http://www.sgci.mec.es/usa/materiales/ These interesting booklets are now published on-line and contain readytouse materials related to a specific theme each month. The activities are always based on the culture of Spain and are very hands-on and interactive. When combined, these would form a wonderful (and lengthy) unit on Spanish culture and society. o Monts, Michele, & Luz Cannon. (2003). A thematic unit: La peineta colorada. Ames, IA: Iowa State University. ISBN 1-892047-08-X. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Montgomery, Cherice, Brenda Sederberg, Marcia Riis Tyrol, & Sonia Stevenson. (1998). A standards-based thematic unit: El canto de las palomas. Ames, IA: Iowa State University. ISBN 1-892047-03-9. http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Moore, Helen, H., & Jaime Lucero. (1994). 25 bilingual mini-books: Easy-to-make books for emergent readers, in English and Spanish. New York: Scholastic Professional Books. ISBN 0-590-49802-9. This book contains a set of reproducible mini-books on a variety of topics. They would be perfect for elementary Spanish students, but most of them are too simplistic for high school students (although the English could be whited out as a means of making some of the stories more useable).

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

However, the book is worth purchasing due to the variety of formats it uses for the mini-books which high school students could replicate when making their own mini-books. o Parviz-Condon, Katia, Donna Kleinman, Joseph Brown & Angela Roa. (1998). A standards-based thematic unit: Cuadros de familia. Ames, IA: Iowa State University. ISBN 1-892047-01-2. Available as a free download from: http://www.educ.iastate.edu/nflrc/pubs/units/unitsList.htm o Peterson, Jean Sunde. (1990). Talk with teens about self and stress: 50 guided discussions for school and counseling groups. Minneapolis, MN: Free Spirit Publishing. ISBN 0-915793-55-5. http://www.freespirit.com This incredibly useful book contains information on conducting group counseling sessions, group formation, a self-assessment for group leaders, guidelines for group leaders, and numerous lesson plans and reproducible worksheets that can be used as tools for conducting thoughtprovoking discussions on issues with which teens are frequently confronted, such as: Personal strengths and limitations, facades, stereotyping, perfectionism, compulsivity, learning styles, test scores, underachievement, names, time and priorities, control, self-esteem, mistakes, heroes/heroines/values, having fun, courage, image, daydreaming, personal values, success and failure, being alone v. being lonely, encouragement v. discouragement, influence, uniqueness, authority, advice, getting our needs met, tolerance and compassion, stress, procrastination, substance abuse, cults, etc. o Prentice-Hall. (1997). Juntos Magazines: Uno. Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN 0-13-415605-6. o Prentice-Hall. (1997). Juntos Magazines: Dos. Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN 0-13-415704-4. o Pugliano-Martin, Carol. (1999). 25 Spanish science mini-books for emergent readers: Build literacy with easy and adorable reproducible mini-book on favorite science topics. New York: Scholastic Professional Books. ISBN 0-439-15343-3. This book contains a set of simple, reproducible mini-plays on a variety of
Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

topics (most of them Science and health-related). They would be perfect for elementary Spanish students, but most of them are too simplistic for high school students. The book includes ideas for cross-curricular connections. o Purves, Alan C., Theresa Rogers, & Anna O. Soter. (1990). How porcupines make love II: Teaching a response-centered literature curriculum. NY: Longman. ISBN 0-8013-0382-6. o *Richards, Regina. (1993). Playful techniques to accelerate learning. Tuscon, AZ: Zephyr Press. ISBN 0-913705-89-6. Contains numerous cross-curricular ideas for using finger multiplication, mnemonic devices, metaphors, mind maps, music and rhythm, visual strategies, imagery, and positive suggestion in Math, Social Studies, Science, English, and Foreign Language. o Robillard, Vernica. (1997). 15 reproducible Spanish write-and-read books: Instant patterns for easy predictable books your students help write! New York: Scholastic Professional Books. ISBN 0-43905176-2. o Roblyer, M.D., & Jack Edwards. (2000). Integrating educational technology into teaching, 2nd ed. Columbus, OH: Merrill. ISBN 0-13974387-1. o Rooks, George, Diana Scholberg, Kenneth Scholberg. (1982). Conversar sin parar. Cambridge, MA: Newbury House Publishers. ISBN 0-88377-222-1. o Simkins, Michael, Karen Cole, Fern Tavalin, & Barbara Means. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development. http://www.ascd.org E-mail: member@ascd.org ISBN 0-87120-6640-1. o Smith, Frank. (1983). Essays into literacy. Concord, Ontario: Irwing Publishing. ISBN 0-7725-0020-7. o Spann, Mary, Beth. (2001). 29 Spanish alphabet mini-books. New York: Scholastic Professional Books. ISBN 0-439-24442-0. o Stangl, Jean. (1989). Is your storytale dragging? Fearon Teacher Aids. ISBN 0-8224-3904-2.

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

o Stockham, Leslie C. (1991). Poemas tradicionales. (4912 River Ave., Newport Beach, CA 92663, 714-642-3325: Bilingual Language Materials), ISBN 0-9624096-0-X. This book contains numerous reproducible masters of illustrated childrens rhymes in Spanish along with short extension activities (designed for Grades Pre-K to 2) for each one. However, these make great pronunciation practice for high school students.

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu

Resources, Professional Books, & Materials

o Thomas, Lajeane. (Project Director). (2000). National educational technology standards for students: Connecting curriculum and technology. (International Society for Technology in Education). ISBN 1-56484-150-2. This document contains information on integrating technology into the curriculum, including the guiding philosophy, development process, organizing principles, use, and application of the National Educational Technology Standards. In addition, it includes learning activities and curriculum integration information that is specific to English/Language Arts, Foreign Language, Mathematics, Science, and Social Studies. It also contains multidisciplinary resource units for a variety of grade levels, a NETS workshop staging guide, and an extensive resource list. o Torbe, Mike, & Peter Medway. (1981). The climate for learning. Montclair, NJ: Boynton/Cook Publishers, Inc. ISBN 0-86709-041-3. o Webb, Jean & David. (1989). Informate! Essex, England: Longman Group UK Limited. ISBN 0-582-00643-0. o Wiggins, Grant & Jay McTighe. (2001). Understanding by design. Columbus, OH: Merrill Prentice Hall. ISBN 0-13-093058-X. o Zemelman, Steven, Harvey Daniels, & Arthur Hyde. (1998). Best practice: New standards for teaching and learning in Americas schools. Portsmouth, NH: Heinemann. ISBN 0-325-00091-3.

Literacy for the 21st Century Language Learner 2005 Cherice Montgomery chericem@msu.edu