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Comics Go Global: Fostering multiple literacies through online creative collaboration

Session Title: Comics Go Global: Fostering multiple literacies through online creative collaboration

Your Name and Title: Antoine Toniolo: Prep-10 Coordinator School, Library, or Organization Name: Distance Education Centre, Victoria Co-Presenter Name(s): Luke Jackson Michael Bitz Paul Register

Countries from Which You Will Present: Australia USA Great Britain Language in Which You Will Present: English Target Audience: K-12 students, teachers and administrators

Short Session Description (one line): After a brief outline of Comics Go Global, adult and student participants will demonstrate the running of an actual class, in which students from three continents will be encouraged to create a group comic book story.

Full Session Description (as long as you would like): The session will be coordinated by Antoine Toniolo and Luke Jackson from the Distance Education Centre Victoria (Australia) with Michael Bitz from the Centre for Educational Pathways (United States) and Paul Register, Eccelsfield School (Great Britain). Coordinators will begin by outlining the ways in which CGG has been designed to foster multiple literacies (written/spoken/visual and ICT), student collaboration, and creativity. It will also point out that CGG has been shared at the Royal Geographic Association’s annual conference in 2011 and the World Literacy Summit in Oxford in 2012. Finally, we will also note that in 2012, the project been expanded to include students from the Cairns School of Distance Education, under the supervision of Sandra Steffensen; and students from Ecclesfield School in the United Kingdom, who were supervised by their Learning Resources Manager and Stan Lee Excelsior Award founder, Paul Register. This introduction will be followed by an online collaborative class in which students will be encouraged to share their ideas and reflections on the comic book medium. Students can expect to “get their hands dirty” through the drawing of comic book characters, lettering and story telling. Student creative collaboration will be facilitated by co-presenters through a planning process focusing on the major elements of telling a story within a comic, including designing characters, a plot, and setting, and deciding upon the optimal ratio of words to pictures. As they participate in this distillation of the CGG curriculum, students will explore, share and develop a collaborative story. We have opted to run a class so observers and participants can share the experience, be challenged by the process and potentially be inspired to enroll their own students in future iterations of the project. As online classes have the potential to “not always go to plan”, observers will be able to see the way that students adapt and adjust as they build resilience as part of this dynamic creative, collaborative experience.Global%20Education%20Conference.docx

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Session Title: Comics Go Global: Fostering multiple literacies through online creative collaboration

Your Name and Title: Antoine Toniolo: Prep-10 Coordinator School, Library, or Organization Name: Distance Education Centre, Victoria Co-Presenter Name(s): Luke Jackson Michael Bitz Paul Register

Countries from Which You Will Present: Australia USA Great Britain Language in Which You Will Present: English Target Audience: K-12 students, teachers and administrators

Short Session Description (one line): After a brief outline of Comics Go Global, adult and student participants will demonstrate the running of an actual class, in which students from three continents will be encouraged to create a group comic book story.

Full Session Description (as long as you would like): The session will be coordinated by Antoine Toniolo and Luke Jackson from the Distance Education Centre Victoria (Australia) with Michael Bitz from the Centre for Educational Pathways (United States) and Paul Register, Eccelsfield School (Great Britain). Coordinators will begin by outlining the ways in which CGG has been designed to foster multiple literacies (written/spoken/visual and ICT), student collaboration, and creativity. It will also point out that CGG has been shared at the Royal Geographic Association’s annual conference in 2011 and the World Literacy Summit in Oxford in 2012. Finally, we will also note that in 2012, the project been expanded to include students from the Cairns School of Distance Education, under the supervision of Sandra Steffensen; and students from Ecclesfield School in the United Kingdom, who were supervised by their Learning Resources Manager and Stan Lee Excelsior Award founder, Paul Register. This introduction will be followed by an online collaborative class in which students will be encouraged to share their ideas and reflections on the comic book medium. Students can expect to “get their hands dirty” through the drawing of comic book characters, lettering and story telling. Student creative collaboration will be facilitated by co-presenters through a planning process focusing on the major elements of telling a story within a comic, including designing characters, a plot, and setting, and deciding upon the optimal ratio of words to pictures. As they participate in this distillation of the CGG curriculum, students will explore, share and develop a collaborative story. We have opted to run a class so observers and participants can share the experience, be challenged by the process and potentially be inspired to enroll their own students in future iterations of the project. As online classes have the potential to “not always go to plan”, observers will be able to see the way that students adapt and adjust as they build resilience as part of this dynamic creative, collaborative experience.

Will be there

Regards
Chryssanthe

Thank you for your presentation in the 2012 iEARN Virtual Conference and Youth Summit.  Attached is a certificate of appreciation.

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