Oh, Joe Dirt. My mom's favorite movie. The main character? A mullet-rocking hillbilly with little grasp on social realities who nevertheless pops out with moments of brilliant and nonchalant existential insight. If you haven't seen it but plan to based on my cursory but accurate summation, heed my forewarning: If David Spade isn't enough celebrity gold to excite you, be prepared for Kid Rock-level irreverence and Christopher Walken at his finest. |
Okay, Joe, I can dig it. Last night, I learned to use Diigo, and Joe's words, hailing from way back in 2001, were proven timeless. Digging around the Internet garden, I found the kind of articles I usually stumble across, enjoy reading, and forget about until the information is relevant to a discussion I'm having. What that situation often leads to: An IRST moment of frantic Googling that typically turns up nothing. |
Now that I understand social bookmarking, those IRST moments are painful memories. Now, as I dig up cool stuff from the Internet garden, I can use the Diigolet social bookmarking tool on my Bookmarks toolbar to save the articles to Lists I define and to make them searchable for myself and others via tags.
Interesting reads I bookmarked last night via Diigo:
Under the List I named "Creative Teaching", I bookmarked inspiring words from the late Robin Williams and articles written by educators with interesting perspectives on being a reading rebel, teaching close-reading, harnessing the power of student curiosity, and teaching skill development through tech tools without worrying about teaching kids to use the tools. Each List is its own garden I'm planting - the professional development and personal growth potential in each is staggering.
I created several other Lists less relevant to our purposes here, not the least of which being my "Adorableness" List, which has such content as this adorable baby owl and this hammerhead shark humor. Shareworthy? I think so.
But What about the Kids???
Social bookmarking in the classroom has limitless potential. With Diigo specifically, it is possible to dig and sow a collaborative and gorgeous garden by "annotat[ing] important sections and even leav[ing] notes on the page for selected others to see" (Richardson, W., 2012, p. 93) and reply to. Students can access research by searching other Diggo users' tags, and even subscribe to those tags in order to receive future content given that tag. Collaborative writing, collaborative resource collection and evaluation, and collaborative close-reading can be accomplished from anywhere at any time, and teachers can assess and reinforce active collaboration by reading the annotation logs and commenting right there on the page as well. I can dig it.
Reference
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms - 3rd ed. California: Corwin.
Under the List I named "Creative Teaching", I bookmarked inspiring words from the late Robin Williams and articles written by educators with interesting perspectives on being a reading rebel, teaching close-reading, harnessing the power of student curiosity, and teaching skill development through tech tools without worrying about teaching kids to use the tools. Each List is its own garden I'm planting - the professional development and personal growth potential in each is staggering.
I created several other Lists less relevant to our purposes here, not the least of which being my "Adorableness" List, which has such content as this adorable baby owl and this hammerhead shark humor. Shareworthy? I think so.
But What about the Kids???
Social bookmarking in the classroom has limitless potential. With Diigo specifically, it is possible to dig and sow a collaborative and gorgeous garden by "annotat[ing] important sections and even leav[ing] notes on the page for selected others to see" (Richardson, W., 2012, p. 93) and reply to. Students can access research by searching other Diggo users' tags, and even subscribe to those tags in order to receive future content given that tag. Collaborative writing, collaborative resource collection and evaluation, and collaborative close-reading can be accomplished from anywhere at any time, and teachers can assess and reinforce active collaboration by reading the annotation logs and commenting right there on the page as well. I can dig it.
Reference
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms - 3rd ed. California: Corwin.