This video workshop for high school American literature teachers introduces techniques for reading cultural, political, and religious artifacts and connecting them to the literature they teach. In each video program, experts in multiple disciplines do close analysis of a wide range of visual, print, and physical artifacts. The experts engage on-camera teachers in a discussion of the artifacts and how they can enhance the study of works of literature. These teachers then use artifacts with their own students to help deepen their understanding of the historical, political, and social contexts of the literature they read.
Throughout the workshop, participants will learn and practice a six-step process for choosing and using artifacts successfully with their students.
Review the course work requirements and the supporting website for more information.
Annenberg Learner (formerly Annenberg Media) funds and distributes multimedia professional development courses and resources to advance excellent teaching in American schools. These educational video programs with coordinated web and text materials help teachers enhance their expertise in their fields and refine their teaching methods. The School of Education at Colorado State University offers graduate credit for teachers enrolled in these professional development courses. Educational video programs with coordinated interactive web and text resources form the basis for these courses and can be accessed at the Annenberg Learner website.
Please begin viewing the videos and completing the assignments immediately after you register by accessing the supporting website: http://www.learner.org/workshops/artifacts/
Ph.D. Instructional Leadership and Academic Curriculum, University of Oklahoma; M.S. Instructional Leadership and Academic Curriculum, University of Oklahoma; B.S. Secondary Language Arts Education, University of Oklahoma.
Professor O'Donnell-Allen teaches courses in literacy, composition, pedagogy and adolescents' literature. Her research explores the ways in which discursive practices serve as tools for collaborative knowledge construction in learning communities. She has published articles and chapters on adolescents' literary meaning construction in multimedia interpretive texts; the influence of nested contexts on students' engagement with literature; the relationships among gender, language, and power in school; and the role of relational frameworks in collaborative learning. Her current research projects include a three-year longitudinal study on the development of a teacher research group into a discourse community and a study of the ways pre-service English teachers voluntarily access and construct narratives in the process of learning to teach.