In Chapter 3, Hicks presents the idea of having students research a particular theme that pushes "the boundaries of modes and media" (2020) by using story maps and vlogs as mentor texts. Hicks focuses on the experience of his student, Taylor, in using these different media forms to aid her in researching local eateries and attractions. The Story Map Taylor made showcases her personality through the intentional decision to limit punctuation, capital letters, and info that would resonate with younger viewers while tying it back to all the things they saw. In contrast, Taylor's vlog contained "visually persuasive techniques such as close-ups and slow motion" (2020). Taylor took her Story Map and elevated it a step further by creating a vlog that allowed for another kind of creative expression that built upon her previous work.
Argument in the Real World discusses the importance of web searches and hyperlinks in structuring arguments. Hicks and Turner use the example of Daniel Pink's hyperlink about human beings' innate desire to drive and ask specific questions about that link, such as, "Where does each of the links lead?" and "How do you think the writer chose those links?" (2016). In the following paragraphs, Hicks and Turner do an internet search on the questions they have laid out. The first internet search reveals that the links they found in a basic web search presents Daniel Pink as an expert on his topic. A second, more expansive web search on the same topic widened the information Hicks and Turner found: "Though we rely on Pink's quotation in our stated text, the rhetorical move we make with the hyperlink provides a questioning reader with additional evidence to support the claim" (2016). Just as Taylor did, Hicks and Turner built on their topic by using another form of research.
Assigning a Story Map and Vlog to students can generate higher student interest and motivation on a topic in lieu of writing a standard essay, for example. They are also creatively great for all kinds of students because they can be completed in groups or individually, regardless of the situation. Some learners who struggle with attention spans and writing may benefit from being able to build on a topic or argument through other media. The same can be said of the hyperlink exercise. It can be used for any research topic to gather more sources and practice finding information on the internet.
Together, they can go hand-in-hand for a final project. Let's say that I assign a final project where students must research historical sites in the area and explain their significance in the location. Students will first complete a web search of historical sites in New Jersey, and then expand on their search by becoming more specific about what kind of history they are looking for. Similar to Taylor, the students will create a story map of their experience at the historical site and combine it with a vlog of their journey to that place.
A potential drawback of the Story Map and Vlog could be that students might veer away from the topic at hand and forget to connect it to the main topic. With a vlog, students may record footage that does not stick with the main purpose at hand. Another argument that could be made is that substituting a story map and vlog for an essay might not be a good idea because it prevents students from practicing important academic writing skills. However, if a teacher balances using essays and Story Maps/Vlogs in their curriculum, I don't think that would be a problem. Besides, a Story Map is still an example of writing, albeit not a traditional one.
Focusing on web searches and hyperlinks may not be the best form of research to do, especially if it is done on Google. It might be more effective to do this exercise on scholarly databases where the information is verified and more credible.
Thank you for reading my blog post! Please feel free to leave suggestions on how to strengthen any areas of my piece ^-^.
APA references: Hicks, T, & Schoenborn, A. (2020). Vlogs and Maps as Mentor Texts, Creating Confident Writers, 66-67. W.W. Norton & Company.
Turner, K & Hicks, T. (2016). Analyzing Arguments That Are Born Digital, Argument in the Real World: Teaching Adolescents to Read and Write Digital Texts, 20. Heinemann.
