Chapter2

The first key principle of teaching in a digital writing workshop centers on student choice in topics and genres, as well as authentic inquiry. Through read/write web tools such as blogs, RSS, and social bookmarking, we can invite students to create their own personal learning networks and begin writing to real audiences and for different purposes.

In what ways can we utilize the tools described in this chapter to invite students into their own inquiry and lead to authentic writing?

Links mentioned in Chapter 2:


 * __Webquests__
 * __Sara Beauchamp's Censorship Activity__
 * RSS Readers: __Google Reader__, __Bloglines__, __Netvibes__, __NewsGator__
 * __Educause's 7 Things You Should Know About RSS__
 * __The Common Craft Show's "RSS in Plain English"__
 * __Youth Plans Curriculum__ and __Youth Voices__, including Katie Harrington's post __"Yes We Can: My Experience in Grant Park on Election Day"__
 * Social bookmarking tools including __Diigo__, __Clipmarks__, and __delicious__
 * __Educause's 7 Things You Should Know about Social Bookmarking__
 * __The Common Craft Show's "Social Bookmarking in Plain English"__
 * __Pew Internet and American Life Project__
 * __MacArthur Digital Learning Initiative__
 * __National Council of Teachers of English__
 * __International Reading Association__
 * __FRONTLINE's "Growing Up Online"__
 * __Educause's 7 Things You Should Know About Blogs__
 * __The Common Craft Show's "Blogs in Plain English"__
 * Blogging services such as __Edublogs__, __Class Blogmeister__, __Thinkquest__, and __Ning__
 * __Troy's "Digital Writing, Digital Teaching" blog__
 * __Support Blogging!__
 * __Firefox Web Browser__
 * __Scribefire__ and __Zotero__