Teachers as Learners: What Makes Technology-Focused Professional Development Effective? explores key practices of learning communities and draws from my year-long dissertation research in the United States.  I also argue that the ways in which technology is integrated within the English curriculum are very much dependent upon teachers’ beliefs, values, and skills.

Here in Australia, the federal government is investing billions in educational technology in schools in line with broader reforms, including the Australian Curriculum, the Digital Education Revolution, and the National Broadband Network. My research suggests professional development is an important (and often overlooked) feature of technology integration in schools. In particular, educational reforms can be supported by professional development that features sustained dialogue around teachers’ curricular goals and students’ learning outcomes, hands-on learning with digital tools,  the ongoing analysis of student work, and a view of knowledge as a social construction.

Photo by Pallotron

Previously, I’ve shared my ongoing research on adolescent literacy practices related to the Hunger Games. I’ve also talked about how fan culture can inform how teachers approach the novels.

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In this post, I consider: what is the link between reading, motivation, and the Hunger Games?

In my research, I have talked with teens from around the world who are part of the Hunger Games fandom. For some of them, this trilogy is what sparked their interest in reading. Not only did it help them see themselves as readers, their active engagement in online fansites supported the development of other literacy skills, including writing and designing.

According to the Cooperative Children’s Book Center, recent years have seen a marked increase in the number of novels published for young adults, particularly in the science fiction and fantasy genre. This includes Harry Potter and Twilight as well as Divergent, Matched, Ashfall, The Knife of Never Letting Go, Uglies, Feed, Ender’s Game, The Adoration of Jenna Fox, Rash, and many others. With these novels, which are often part of series, youth can engaged in the sustained reading of high-interest literature. While reading for pleasure is important for their social, emotional, and intellectual development, it also shapes their reading achievement.

When young adults read for enjoyment, it positively influences their performance on standardized texts, such as the Programme for International Student Assessment (PISA). In 2011, the Organization for Economic Co-operation and Development reported that “a crucial difference between students who perform well in the PISA reading assessment and those who perform poorly lies in whether they read daily for enjoyment, rather than in how much time they spend reading” (p. 2). On average, youth who read daily for pleasure score the equivalent of 1.5 years of schooling better than those who do not.

Emergent research suggests reading achievement may also depend upon young adults’ interest in the reading text. Researchers at the University of Wisconsin – Madison (Steinkuehler, Compton-Lilly, and King, 2010) have found that teens who struggle with reading in school and read below grade level when assessed on academic texts actually read above grade level when assessed on high-interest, video game-related texts. Notably, there was a difference of seven reading levels based on the kind of text and the reader’s motivation.

If we know that reading achievement is linked to motivation and enjoyment, how has this translated into school-based practices? In the past decade, education policy has increasingly focused on high stakes assessment. In the quest to raise students’ reading achievement, educators are under pressure to teach to the test and use skill-and-drill exercises.  As more and more states link students’ test scores to teachers’ evaluations and pay, the stakes have grown even higher.  In the recent New York Times article, William Johnson shared his experiences as a “bad” special education teacher.  He argues, “Worst of all, the more intense the pressure gets, the worse we teach.”

What happens to students’ motivation to read in such an environment?  What happens to teachers’ motivation to be innovative, creative, and take risks?  Both invariably plummet.

But what happens if we give kids access to high-quality, thought-provoking, and engaging books?  What if we create the time and space in our classes for them to engage in critical discussion? What if we encourage students to choose how they will respond to literature, such as through creative writing, drawing, digital storytelling, or role playing? What if teachers use these texts, tools, and strategies as a way to build students’ literacy skills?

If the number of page views on Hunger Games fan sites are any indication, many teens are engaging with the Hunger Games in out-of-school spaces. If teachers decide to integrate the Hunger Games into the curriculum, I hope that they take a cue from fansites. Moreover, the kind of literacy practices evident in fan culture can readily extend to other novels and films. The Hunger Games is not unique in this regard, but I think it offers a compelling example of the link between literacy and motivation.

At the end of the day, young adults’ reading achievement, in large part, depends on their interest, their environment, and their access to quality literature.

Photo by KendraKaptures

The middle school teachers in Madison have just started a fabulous unit that promotes visual literacy and critical literacy through graphic novels. We’re working to design the final project, and we’re considering how students can use technology in their literature responses.

I put together this PowerPoint to introduce some tools such as Prezi, Glogster, Animoto, and Comic Master and think about how they could be integrated into the English classroom. I also included some related resources, such as Flickr and Creative Commons, that teachers and students can readily use.

Internet Promotes Literacy, Study Says. PC World. 23 January 2012.

Geek Your Heart Out. mX. 23 January 2012.

Internet Aids Kids’ Reading. Sunday Telegraph. 29 January 2012.

I will also give a talk on my research on March 20 for the University of Sydney Parents Network.  Entitled “Literacy and Literature in a Digital Age,” the talk will focus on how digital tools and online spaces shape the way in which children and teens engage with literature today.

Photo by K. Louie

In my research on adolescent literacy and The Hunger Games, I’ve learned how much young people value creative, multimodal, and self-selected responses to literature. After they have read a book, they can’t wait to respond to it.

Check out this thread on Mockingjay.net where a teacher asked for ideas on how to teach The Hunger Games in school.  Two hundred posts later, ideas included:

• Write a song about the book and perform it.
• Keep a journal for a character throughout his/her experience in the Hunger Games.
• Make a movie trailer.
• Create a playlist for the book and write why they chose each song.
• Design a detailed map of the setting.
• Make a political cartoon that reflects life in Panem.

One 13 year old Australian boy in my study read The Hunger Games in his Year 7 English class. His teacher asked students to give a presentation in character, and he chose to be Caesar Flickerman. In reflecting on this experience, he joked that he suffered from a disease called “English Class Euphoria.” Not only did he have the chance to discuss one of his favorite books in school, he relished the opportunity to engage in a creative, embodied response.

As a teacher educator, I provide professional development to teachers and administrators on technology. I’ve found that many teachers are eager to incorporate digital tools and new literacies into the curriculum in order to promote student achievement and engagement. Others are more resistant and share their concerns with the amount of time and resources required or their own lack of expertise with technology. These are very valid concerns, and they speak to the need for ongoing, hands-on professional development.

But sometimes a teacher will make a comment such as, “Those projects are nice, but it’s not real English. My students need to be able to analyze literary techniques and write essays.” As a former high school English teacher, I know how important these skills are.  But I think that for many students – especially for those who may be disengaged or performing below grade level – digital tools can prompt their critical engagement with literature. Moreover, they can build skills that will later be instrumental in writing essays, research papers, and creative pieces.

I think that, more than anything, children and teens love having choice in how, when, and why they respond to literature. These responses can build a number of skills:

• Through fan fiction, students can explore missing scenes and alternative points of view. To do this, students need to closely analyze the mentor text, understand characterization, and use dialogue as an important part of the plot. As of today, FanFiction.net features 11,158 examples of Hunger Games fan fic.
• Through fan art, students can consider the characters, settings, and events. There are countless examples of Hunger Games fan art, including on DeviantArt and the maps of Panem.
• Through videos, they can storyboard and re-enact pivotal moments in the plot.
• Through games, they can closely analyze the text in order to authentically portray a character and engage in role plays. Check out The Hunger Games RPG for fabulous examples of text-based role plays.
• Through music, students can write lyrics, compose songs, and engage in remixing. Many of these are shared on Panem Radio.

When we integrate technology into the curriculum, we need to engage students in ongoing discussions and consider: What are the features of a thoughtful, critical response? What is your purpose? Who is your audience? How does your use of descriptive language, grammar, and conventions shape your work? Where is the textual support in the novel for your response?

We cannot just say, “Go make a movie.”  We wouldn’t say, “go write an essay” without first modeling critical analysis, discussing the genre, , and sharing examples, would we?  When we integrate technology into the curriculum, we still need to scaffold learning and provide students with formative and summative feedback.

For many students, creative responses to literature can be an in into the curriculum.

A year ago, I started working on an online ethnography that focuses on adolescent literacy, fan culture, and The Hunger Games

They’ve shared their passion for The Hunger Games, they’ve told me stories about their experiences, and they’ve given me so much insight into the culture of Hunger Games fansites.

The University of Sydney recently issued a press release on my research. Here it is, below the movie trailer.

How the internet can support adolescent literacy

Letting your teenager spend time on the internet can promote their literacy development, says the University of Sydney’s Dr Jen Scott Curwood.

“There is a growing body of research that examines young people’s engagement with technology outside of school,” said Dr Curwood, from the University’s Faculty of Education and Social Work.

“While there is unquestionably a need for parents to balance their child’s internet time with other activities, the internet can be a powerful educational tool. Evidence suggests that when young people meaningfully engage with online content, it supports the acquisition of critical literacy skills.”

As part of an ongoing ethnographic study, Dr Curwood has interviewed youth, aged 11 to 17, from Australia, Canada and the United States. As part of the study she examined their participation in fan-created websites related to young adult literature.

In particular, she has focused on the online phenomenon around The Hunger Games, a trilogy by Suzanne Collins. The books have sold over 23 million copies worldwide and the movie will be released in March 2012.

“Young people fall in love with these books and seek out other fans online. In their own time they write Hunger Games-inspired fiction, create art, produce videos, compose music, and design role-playing games,” Dr Curwood explains. “These digital literacy practices are valuable in their own right, but they also support young people’s engagement with print-based literature.”

Dr Curwood shares the experience of one 14-year-old Australian boy. “Jack is a top student and his family supports his love of literature. For the past three years, he has avidly participated on fan sites related to The Hunger Games. Not only has this experience deepened his understanding of the characters and themes, it has prompted him to learn about website design.”

Parents can support their teen’s literacy development through high-interest books. Dr Curwood suggests that parents consider books listed on the Children’s Book Council of Australia Awards and the American Library Association’s Alex Award and Printz Award.

“Many young adults are inspired to write fan fiction based on their favorite books, television shows, and films. FanFiction.net is a popular example of this,” Dr Curwood says.

Her own research has examined Hunger Games fan sites such as Mockingjay.net, ThePotterGames.net, and HungerGamesTrilogy.net. Dr Curwood adds, “In addition to discussing the books, adolescents often take leadership roles on fan sites and actively engage in designing, managing, and marketing the site.”

Over the past decade, adolescents’ computer use has risen quickly. In developed countries, 94 percent of students now have at least one computer at home, compared to 72 percent in 2000, according to an Organisation for Economic Co-operation and Development report.* The same study indicated that using a computer at home had a greater impact on digital literacy skills than using a computer at school.

“Meaningful, interest-driven online activities can promote adolescent literacy development,” Dr Curwood says. “Parents and teachers can play a vital role in providing young people with access to high quality books and fan-created websites.”

*2011 OECD Report Students Online: Digital Technologies and Performance

Media contact:

Verity Leatherdale: (02) 9351 4312, 0419 278 715 or verity.leatherdale@sydney.edu.au

Fan art by KawaiiKarissa

I’m a former high school English teacher, and I’m currently a literacy researcher at the University of Sydney in Australia. I think that books are valuable – and I think that it’s important to understand how teens are engaging with literature and developing their literacy on Hunger Games-related fansites.

For the past year, I’ve talked with teens around the world.  My study is ongoing, and I would love to find more research participants.  If you’re between the ages of 11 and 17 and live in the United States, Canada, or Australia, will you participate in this study? 

With your parents’ permission, I will talk with you over email or Skype to learn more about your passion for The Hunger Games and how you participate in fansites. Please email me at js.curwood@sydney.edu.au for more information or to join my research. Your real name will be confidential and your privacy will be protected. I’d love to hear your story, and I think that parents and teachers could learn a lot from you.

Why is this research important?  I hear a lot of people say that, “Teens don’t read” or “The Internet is a waste of time.” And I just don’t think that’s always true.  Teens do read – if they have good books at hand. And the Internet is an incredible way to connect with other fans and develop literacy skills.  I think that adults should know about (and care about!) how young people engage with literature and fan culture.

Since last April, Adam and Savanna have been producing a weekly podcast about all things related to The Hunger Games.  Savanna’s a writer for Picktainment and founder of Panem Radio. Adam has been instrumental in bringing The Potter Games and The Fandom to fans around the world. In short, they are unstoppable!

For the past year, I’ve been conducting an online ethnography into adolescent literacy, young adult literature, and fan culture.  I’ve had the opportunity to work with some incredible teens in Australia, Canada, and the United States.  They’ve shared their passion for The Hunger Games with me and given me so much insight into how young people are inspired to write Hunger Games fan fiction, produce videos, create art, and take on leadership roles on fan sites.

My research is ongoing, and I’m always looking for more participants.  (If you’re between 13 and 17 and live in one of the countries noted above, please contact me!)  The fan culture related to The Hunger Games is always growing and evolving.  Case in point: Capitol Couture.

Tune into the Fireside Chat on Monday January 30 at 10 pm EST!  Connect via the Website, Twitter, YouTube, Pinterest, and iTunes.

Photo by andrewmalone

As an educator, it was an incredible experience to closely collaborate with my colleague.  Lora’s expertise was instrumental as our students to engage in multimodal composition, and her energy and encouragement helped me develop my digital literacy skills. I really think that if we want to implement technology in schools, we need to value this kind of ongoing, hands-on, collaborative professional development.

I have previously published an article in the International Journal of Learning and Media about this project.  In “‘Just like I have felt’: Multimodal counternarratives in youth-produced digital media,” [PDF], we developed a methodology called multimodal microanalysis that sheds light on the complex ways in which modes operate in young people’s digital productions.

I’m happy to share that Lora and I have just published an article in the Journal of Adolescent and Adult Literacy, “iPoetry: Creating space for new literacies in the English curriculum” [PDF]. Here, we explore how our approach to teaching digital poetry changed over time. We argue that the iPoetry project enhanced students’ critical engagement, increased their awareness of audience, and encouraged their innovative use of multiple modalities.

We share the digital poem of one of our students, Blair Mishleau. Blair is an incredible young man who will soon graduate with interdisciplinary degrees in journalism and interactive arts and media. He has recently been accepted into Teach for America, and I know that any child would be lucky to be in his classroom!  Here is Blair’s digital poem that we analyze in the article.

Photo by wasimmons

Your Desires by Blair Mishleau from Jen Scott Curwood on Vimeo.

Not only can you submit a proposal for the GLS Conference, the GLS Educator Symposium is also accepting proposals for workshops.  These workshops are targeted at K-12 teachers, administrators, library media specialists, and post-secondary educators.  Previous GLS Educator Symposium workshop topics have featured rapid game prototyping, mobile game development, early literacy learning, civic engagement and gaming, and digital storytelling and media. The full call for proposals for the GLS Educator Symposium is online and as a PDF. The deadline is February 7, 2012.