I have been lucky enough to be a part of the UIWP for four years, first as a part of the first Summer Institute cohort then three years as a minor part of the Leadership Team. In these years I have read a number of books and articles. Most had something to offer, a few had little new to tell me, many were mired in the abstract or theoretical. Now, as I end my tenure on the Leadership Team, I have read what may be the dingle most useful book I have found for what I envision doing.

The book is The Digital Writing Workshop by Troy Hicks (Heinemann Press). Hicks teaches at Central Michigan University and is a director of the Chippewa River Writing Project. He has crafted a work that speaks to almost any element of digital writing a teacher might want to use, and unlike so many in the field, Hicks does not insult the intelligence of the reader, belabor the obvious, or dwell in the purely abstract. Rather, he accepts that the reader has a working knowledge of digital media and its growing importance in the classroom, directs the reader to sites where more basic knowledge may be gained if needed, and offers the teacher practical suggestions of how to use digital media more effectively.

The book is readable. Hicks sports a clear, direct style. He documents his sources so those wanting more information can seek it. He refers the reader to websites that explain or expand on ideas he presents. And the practicality. In each chapter, Hicks presents examples — without dictating classroom format —  of how these media may be used in a classroom. He stresses the important basics of writing currently seen as crucial in developing good writers while showing how those basics can be incorporated into current formats. He cautions against making digital media a new tool for old pedagogy, then pushes ways to change not only the medium but the pedagogy.

Hicks includes chapters on setting up a digital writing workshop format, encouraging writer choice and research skills, using digital conferencing, exploring multimedia composition, and publishing digital writing. Most exciting for me, though, was a chapter on assessing digital writing. Hicks deftly negotiates the old dichotomy of process vs product, noting how both are a necessary part of assessing. He even suggests various rubrics a teacher may use to help in the assessment. Of all the insight to digital writing Hicks offers, this chapter proves the most valuable in my opinion.

In short, of all the books on writing and the use of 21st century literacies I have read in the last four years, this work stands as the most practical. Hicks gives something of value to the experienced writing teacher as well as the novice. The Digital Writing Workshop will now be my go-to book for teaching ideas.

 

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