When you read this bit of news I’m about to share with you, you’re either going to wonder: What took them so long? or What’s the world coming to?
So what’s the news?
Oxford Dictionaries announced their word of the year for 2015. All the dictionaries do it— choose a word that’s relatively new that captures the essence of a particular year. This year Oxford’s word is:
You read that right! There’s nothing to read. Just look. Oxford Dictionaries’ word of the year is not a word, it’s an emoji. The name of the emoji is Tears of Joy. But you could see that couldn’t you?
I could see this coming. I knew it was a matter of time before emojis enjoyed a wider cultural relevance. I got a good sense of that earlier this year when students and friends bombarded me with texts and tweets, out-of-their-mind thrilled that Apple had, in their iOS 9.1 update for the iPhone, added this emoji:
(To know me is to know that I love tacos)
If you find yourself wondering what the world is coming to, consider what Brad Ovenell-Carter always says, “The ancients stole all our ideas.” We’re just cycling back to our past, back to hieroglyphs and cave paintings. And remember that language itself is made up of images, visual jots and tittles that correspond arbitrarily to things and ideas. And images themselves have their own grammar. We gotta learn to read it all. And write with it all, as my friend Amy Burvall has been emphatically evangelizing for.
So before I fall too far behind this curve, here is my first emoji composition:
My reading @Braddo reading @AustinKleon continues…
Sometimes I think our students’ learning is too fragmented. What if there was more collaboration across disciplines and students had the chance to demonstrate how they connected the dots, put all their learning together into one final product? Of course, they’d share their thinking and process along the way.
Reading @Braddo Reading @AustinKleon continues as Show Your Work: A Networked Reading
The old writing adage holds true with student work: Show, don’t tell!
I love John Green’s question: “is there a way that we can use this technology to build places for engagement, instead of just places for distraction? ” As Douglas Rushkoff has pointed out, yes the youth of today are digital natives, but they’re thoroughly worked over by social media. It’s not just the digital natives by the way. We all need to act more and not let ourselves be acted up, in other words: Program, Or Be Programmed.
I’ve been stealing ideas from Austin Kleon for my classroom for about five years now and I’m thrilled to have other teachers join in the looting. Brad Ovenell-Carter started blogging his reading of Kleon’s new book Show Your Work over a month ago and since then I’ve been itching to join in the fray and blog my reading of his reading.
I’m starting 76 pages into Ovenell-Carter’s reading and that doesn’t bother me. It also doesn’t bother me that I’ll be working backwards and forwards as he continues. We’re getting all McLuhan on Kleon’s little book, ya hear!
I’m floored by flow of ideas and insight that this process encourages and I can’t wait to see how all these things will blossom, wilt, flower. Feel free to join in the conversation.
A note on the process: While I’m jealous of Ovenell-Carter’s hand-drawn work (and I dig his handwritting—those loops!), I decided to differentiate our ideas by diving into a digital toolbox, namely Skitch for Evernote.