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Molly Shields (@shieldsmolly)

Molly Shields (@shieldsmolly)

Molly Shields is a Visiting English Instructor at Flagler College in Saint Augustine, Florida and a multimodal literacies researcher at the University of West Florida. Her research examines multimodal literacy instruction in first-year composition (FYC) and the use of digital storytelling to explore narrative identities. You can follow her online on Twitter (@shieldsmolly), Google+ (Follow Molly Shields on G+), and at her blog ( 

Submitted Learning Events
Week One
 - "What Else Is Possible? - A Pedagogy of Hope"
Beginning the #WalkMyWorld journey. Emphasizing a social collaboration within the "what else is possible" space and encouraging others to partake in the gray, in-betweenness of instruction and learning.
Exposing various lifeworlds to students through multiple modes of technology, giving them a greater opportunity to harness and communicate the spaces we tend to not share.
Using #WalkMyWorld submission to create learner meaning by connecting new knowledge with existing knowledge, generating a story of learning. Students' participation mirrors the literacies the 21st Century demands they master in return.
An analysis of E.B. White's "Back to the Lake" encouraging student #WalkMyWorld participants to consider concepts of dual identity, code-switching, and living in the past to cope with the present.

Week Five - "Strangers #WalkMyWorld"
A continuation of Week Four's learning activity, also considering Toni Morrison's "Strangers" and the position of singularity which resonates in White's piece.
A continuation of Week Four's learning activity, focusing on the perception of "world" without the inclusion of language. Connections to Robert Haas' poetry included.
Expanding the notion of James Paul Gee's affinity spaces by highlighting student blogs and #WalkMyWorld participation.
A submission considering Haas' translations and examination of separate words/words, also serving as a student model for digital storytelling.

A recap of the #WalkMyWorld project, focusing on writers' internalized and evolving life story, as shared through collaborate literacy practices throughout the semester.


There is a cyclical undercurrent of learning within an effective classroom - I often learn more than my students when preparing for their learning. The #WalkMyWorld project added to the learning undercurrent for my involved classes, and just as I was seeing their narrative identities thrive, so too was I experiencing the pull from so many shared possibilities. Writing in spaces and through spaces showed students that they are constantly adding to their stories as beings, learning continuously and teaching others, whether they chose to engage or not. Student writers experienced the text as the world and noted their contributions to both as they existed (walked) within multiple spaces. The project was an exciting, morphing, inconsistent evolution of sorts, all of which mirrors the excitement of writing that I want first-year composition students to experience.