The Digital Writing Workshop

by Penny Kittle

" We believe new technologies can advance both the teaching and learning of writing ." - The National Commission on Writing in American Schools and Colleges , The Neglected 'R': The Need for a Writing Revolution, 2003. Years later and we're still waiting to see how it can really be done. The wait is over. " In clean, clear prose that unravels the labyrinth of new terms and applications, Troy guides us towards a writing workshop for this age. His steady, smart advice eases the transition between the elements of writing workshop we know matter to the tools that can take each to a new place, one comfortably familiar, but with a decidedly updated feel. And this man has his priorities straight. He focuses first on the writer, then on the writing, and lastly on the technology." - Penny Kittle
Author of Write Beside Them Troy Hicks holds sight on good writing workshop instruction. Where others have talked about new technologies and how they change writing, Hicks shows you how to use new technologies to enhance the teaching of writing you already do. Chapters are organized around the familiar principles of the writing student choice, active revision, studying author's craft, publication beyond the classroom, and assessment of both product and process. In each chapter you'll learn how to expand and improve your teaching by smartly incorporating new technologies like wikis, blogs, and other forms of multimedia. Throughout, you'll find reference to resources readily available to you and your class online. He also includes a practical set of lessons for how to use wikis to explore a key concept in digital copyright. New literacies are developing around us at what sometimes seems like the speed of light. It's hard to keep it all in focus. Let Troy Hicks guide you through the complexities of what it all means for your classroom so your students' writing can grow right in step with our changing times and technologies.

Troy Hicks hosts a companion website where teachers are connecting, sharing ideas, and learning more about teaching digital writing in K-12 classrooms.

Join the discussion at

Genres: Education, Teaching, Writing, Technology, College, Nonfiction

176 pages, Paperback

First published September 1, 2009

About the author

Penny Kittle teaches writers at Plymouth State University in New Hampshire. She is the author of Micro Mentor Texts (2022), 4 Essential Studies &180 Days (with Kelly Gallagher), Book Love (2013), Write Beside Them (2008), The Greatest Catch: a life in teaching (2005), and Public Teaching: one kid at a time (2003); she co-authored Inside Writing (2005) with Donald Graves and edited a collection of Graves' work with Tom Newkirk, Children Want to Write. She presents at writing conferences throughout the United States and Canada and sometimes much farther.

But if you want the real story… she dances and sings along to really loud music in her car; she just ate all of the M&M’s out of her trail mix; and she is the first one to keel over when they do those balancing moves in Pilates.

Reviews

[Frances Wittman · Rating 4 out of 5]

The Digital Writing Workshop by Troy Hicks is a great resource for any teacher looking for information that will help transform their classroom into an environment where writing and workshopping takes advantage of all the technological opportunities that are out there. In the book he uses the five basic principles of the writing workshop as the structure for this book which leads to a useful and organized way in which teachers can follow his findings, teachings, and suggestions in a truly efficient manner. The first chapter deals with offering student choice and references ways in which students can narrow or streamline their interests through RSS and social bookmarking. Before reading, I had no clue what RSS was, so I appreciated being enlightened to that. The next few chapters in the book deal with ways in which technologies lend themselves to the writer’s journal and collaborative forms of writing through such tools as edublogs or Googledocs. Towards the middle Hicks touches on the need for creativity through multimedia composition and presentation, and finally, he offers ideas as well as templates for assessment. The book thoroughly addresses the ways in which we can transform all aspects of the traditional writing workshop including: creating a culture of writers, (and in this case, thinking of how that culture extends beyond the classroom), ways in which teachers can model, but then transfer ownership for learning to the students, providing a space for collaboration and conversation, and finally, celebration through publication.

There are many ways in which this book can be used in the classroom. If one desired to transition their entire writing workshop and make it digital, the information is there to aid in that, including samples as well as a final chapter dedicated to helping the reader figure out how to set up his or her own digital writing workshop. If one wanted to use only some of the information, then this book is helpful due to it’s formatting. Two chapters in particular that I feel can be used on their own with no problem are the chapters that deal with conferring and collaboration (Chapter 3) and multimedia composition (Chapter 4). As many educators know, allowing students and teachers the time to conference with one another before, during, and after writing is one of the most essential pieces to the writing workshop. Hicks explains how tools such as wikis can be a powerful way for allowing further collaboration. When I first started reading about wikis, my immediate bias was dismissive as I am somewhat dismissive about Wikipedia. My ideas quickly changed as I began to understand the collaborative nature of a classroom wiki and the many ways it can contribute to the class culture regarding constructive feedback. In the same way wikis provide a history of writing for the teachers and students, I realized word processing tools can be extremely effective in this same way. Although face to face conversations are essential, for a student to be able to see the concrete ways in which their writing transforms from beginning to end through a word processing tool – what a powerful writing experience. And I just like Chapter 4 because Hicks talks quite a bit about the many other kinds of literacies that we can incorporate into our classrooms from photo essays to podcasts to videos. Personally, I wish to move my writing workshop to become 100% digital by the end of the year, so I’m excited to begin working through the critical questions and developing the action steps that he references as we need to be thoughtful and intentional about what will truly be the best practices for our students.

I found this book to be very useful. As one who has dabbled in new literacies, this book has offered some intention and direction to my planning and my curricular objectives. Not only does Hicks explain the reasoning behind the need to utilize technology in a way that enables teachers to make “substantive changes to our teaching the need to happen in order to embrace the full potential of collaboration and design that writing offers”(2), but he provides concrete examples of effective tools and provides a wealth of information and websites that can be found online that enhances and reinforces the information in the book. Not only do I like the utility of the book, I like that Hicks puts the emphasis on teaching the writer. Early on in the book Hicks addresses ways in which teachers “see” writers. He points out that one colleague in particular refers to her young writers as “composers” and repeats that term while following up a few chapters later while discussing multimedia composition. The idea of students as composers is going to drive my thinking about my student writers. From now on, they aren’t simply putting words on paper in order to meet a class requirement. Like a composer, they are students striving to become experts in arrangement, order, control, organization, thought, creativity, flow, rhythm, sound, color, emotion, design, and invention, and they deserve to have as many tools as possible at their disposal to help them meet their potential.

[Megan · Rating 5 out of 5]

What an outstanding resource for Language Arts teachers! I have incorporated many of the pieces already that Troy outlines in his book, but he grounded using a digital writer's workshop with research. This research is very helpful when discussing the benefits of using digital writing with parents and administrators. There were several new things that I love and will incorporate into my classes: RSS for SSR, MAPS (mode, audience, purpose, and situation), and using audacity to comment on writing.

I remember reading In the Middle by Nancie Atwell 15 years ago and being completely inspired by teaching using the writer's workshop format. I have that same feeling again with The Digital Writing Workshop. I am excited to add to all the wonderful elements that Nancie introduced me to years ago. I highly recommend this book to any teacher that works with the read/write web (blog, wiki, social bookmarking, google docs, etc), regardless of the subject they teach.

[Deborah · Rating 4 out of 5]

This book probably should get a 5-star rating for how much information it gives, but I gave it a 4 because it wasn't the most readable (maybe a function of having so much information). That said, it should be read by every teacher who wants to incorporate technology in writing instruction because it frames such instruction in purposeful ways--not just doing the same things but on computers. Hicks' assertion is that the new technologies change even the reasons and processes and strategies--and I'm convinced. Now I just have to spend more time looking up all the resources this book makes available.

[Gary Anderson · Rating 5 out of 5]

This is a book that I will return to again and again in the coming months. It's practical and valuable, especially the specific links to various tutorials and other sites that are worth exploring.

Without becoming didactic, Troy Hicks leads readers to an understanding of various ways to think about digital writing and what to do with that understanding that will most benefit students.

[Kris Patrick · Rating 4 out of 5]

How is it 2016 and we still have educators not on board with collaborative writing? Drives me bananas. Troy, I met him in June so I'm calling him Troy. Troy does a fantastic job addressing copyright & fair use as well as online sources citations. Love the idea of setting up RSS feeds as a research strategy.

[Tracy Dempsey · Rating 4 out of 5]

Tons of useful information and many additional resources. It takes time to process this much information! This is a must-have for writing instructors to move writers into digital spaces.

[Alyona · Rating 4 out of 5]

It was a great text to use along with class discussions and projects.

[Mercedes · Rating 4 out of 5]

The book provides excellent examples of how to center digital tools in the writing classroom. Although some of the examples are outdated, the theory, explanations, and ideas remain relevant.

[Sarah Zerwin · Rating 4 out of 5]

Why: I read this to prepare for a two-day seminar I'll be teaching for the Colorado Writing Project this spring.

When: January 2014

How: I read this one in hard copy. Took notes old-school (on note cards that are now stuffed in the book).

Thoughts: I definitely picked up some ideas in this book about using digital tools to support the writer's workshop. And this book got me thinking more about getting my students to produce digital, multimedia texts. That is a skill that their world will likely ask of them.

Review Haiku:
literacy now
in the 21st century
demands technology

[Marybeth · Rating 2 out of 5]

Although Hicks discusses the importance of digital literacy, his work covered the basics of components and portals teachers can use. I felt that his work spent that majority of the time trying to convince me to use technology in my classroom. I, personally, would have preferred a more in-depth conversation about digital literacy. It's an interesting read, but if you are already familiar with using Wikispaces or digital stories, you can pass on this book.

[Karen · Rating 5 out of 5]

Some people in my district are studying this book together. It makes for fascinating thinking and conversation. Helping to clarify my thinking about digital literacy within a workshop framework in my classroom.

[Joe · Rating 4 out of 5]

Great book in context. I'm excited about all the ideas Hicks presents. My head feels like it will explode, though, because of all the new information for me to play with and try out. Anyone use a digital writing workshop out there? Any pointers?

[Marsha · Rating 5 out of 5]

This is one of the most helpful and mind opening books I've read in ages. It is clearly written. It has helpful ways to implement the ideas he presents about using digital writing tools...not just to use technology but to really improve the student learning experience.

[Erika Forth · Rating 4 out of 5]

I consider myself a tech-savvy girl, but before this book I really had no idea to integrate these technologies and resources into the classroom. This book is thorough, easy to read, and packed with useful information.

[Antje · Rating 4 out of 5]

For those looking for ideas, go no further. This book is nicely written, not too overwhelming and the ideas are definitely doable. I particularly like the chapter on "media literacy" - we need that now more than we need computer literacy. The kids got that down.

[Hap Weir · Rating 4 out of 5]

Several really outstanding ideas about how to use technology in your classroom. The Internet is an unavoidable and exceptional resource for teachers, and Hicks' ideas bring us much closer to realizing its potential in the classroom.

[Bonnie · Rating 5 out of 5]

I am reading this book, with my HVWP tech team and I can't wait to hear about how they are doing with it at our next team meeting in January.

[Jon · Rating 5 out of 5]

Thought-provoking look at how to integrate digital technologies into our writing instruction. Very practical and Hicks knows his stuff--great insights into the possibilities of technology.

[Julie Johnson · Rating 5 out of 5]

This book has so much information and lots of samples.

[Bill Gaskins · Rating 5 out of 5]

Great book! Just finished my second read through!

[Meredith · Rating 5 out of 5]

Great framework for thinking about these issues.

[Liz B]

This is a fine book, but not really what I was looking for.

[Joe Wood · Rating 5 out of 5]

A great book for technology elective teachers to read. It might help them give more pedagogical purpose to teaching the applications they teach.

[Sara · Rating 3 out of 5]

More technical how-to than writing theory, but a blend of both. MUST be read within typing-distance of a computer so you can bookmark the plethora of mentioned-websites.

[Fran Darling · Rating 5 out of 5]

National Writing Project in-depth look at how Digital Tools are used and effective for student wriring development.

[jmjester · Rating 5 out of 5]

This book is an essential read if you hope to use technology meaningfully in a reading/writing workshop.

[Jianna Taylor · Rating 4 out of 5]

A good resource for teachers thinking of moving towards a digital writing workshop model. Includes many additional resources and ideas for projects.

[Allison · Rating 5 out of 5]

Really interesting book for Langauge Arts teachers about how we can integrate technology into the Workshop model.

[Marek · Rating 4 out of 5]

Very helpful discussion for a writing classroom. There are many things to think about and to help encourage both teachers and students.

[Carlene Walter · Rating 5 out of 5]

Excellent