Molding Media Literates in the Workshop

While Nancie Atwell's reading/writing workshop truly makes readers and writers, does it make media literates? Because the new 2010 MN ELA standards require teachers to directly address media literacy in the Speaking, Viewing, Listening, & Media Literacy standard, where does media literacy fit in the workshop? The technology Atwell includes in the workshop is limited. She mentions that overhead projectors, photocopiers, and computers are used in class. She schedules students for computer times and encourages them to use the "word processor as a publication tool" (102). Although students are exposed to computers, technology is restricted to using Microsoft Word and clicking, "Print." While media literacy might not have been as crucial in 1998 when the second edition of In the Middle was published, it is essential to take into account today in our technology-packed environment. So, how can media literacy and a bit more technology be integrated into the reading/writing workshop? Or, does it belong there?

In the workshop, when students create their "writing territories," or "self-portraits as a writer," they could create it in the form of a Facebook profile page (Atwell 120). Instead of filling in categories, such as "Favorite Movies," "Location," and "Friends," students can write about their "Topics," "Genres," and "Audiences." Changing the format and creating writing territory profiles would help relate to students yet would still encourage them to generate their topics, genres, and audiences.

Another way of modernizing the workshop is to make writing more interactive through the use of Smartboards. While Atwell prizes the easel as an equalizer and permanent record (103), Smartboards allow students to be more interactive. Instead of using overhead projectors, the teacher could record notes for mini lessons on the Smartboard and invite students to add examples. Smartboards are great for cutting up poetry, editing work, and moving sentences all over.

In addition to using technology, students must be able to read various forms of technology. They need to be reading more than just novels. While one of the rules for Atwell's reading workshop is "You must read a book" (116), students need to develop critical literacy skills to read television, news, magazines, comics, websites, people, and life in general. They must be able to critically analyze the mass media in a plethora of its forms.

Technology today can also revolutionize how and what students publish. Students could publish their final workshop pieces on blogs in order to keep a running record of their progress. While they can still publish in print in local or school newspapers, they could potentially find online magazines, blogs, or other venues to publish creative or opinion material. Not only does current technology allow students to publish more, but it also introduces new genres. Students could add the Tweet, blog, and text message to genres that they are familiar with. While students could add the new "genres" to their territories, they could also adapt their fiction to include aspects of media. Twitter and text "language" is entirely different from regular speech. How would students' characters talk in texts or Tweets? By learning about different media "genres," students can distinguish between multiple forms of writing.

Some ways to integrate technology into the writing workshop include meshing today's technology (Facebook, Twitter, blogs, Smartboards, texts) with the philosophy of the workshop. Although I have been arguing for a modernization of the writing workshop, it may be more effective in a predominantly technology-free zone. Giving students time, providing a quiet atmosphere, and conferencing with students may trump all the bells and whistles of media. Still, technology cannot be ignored. If we add media literacy to the reading and writing workshop, students will not only become readers and writers, but will also transform into media literates.