Common Fluency

Core or
State
Standard

Seventh
Grade
Languag
e Arts Florida
Students
Solution
will
Fluency
understan
d the
writing
process.
Students
will be
able to
plan,
revise,
edit, and
rewrite.

Technological Pedagogical Content Knowledge (TPACK) Ideas

Students
will
understan
d the
writing
process.
Students
will be
able to
plan,
revise,
edit, and
rewrite.
Students
will
understan
d the
writing
process.
Students
will be

According to Crockett, Jukes, and Churches (2011), information

fluency refers to interpreting information from a myriad of formats,
extracting information, and understanding the significance of the
information. As students conduct research before beginning to draft
their essays, they need to evaluate the source and extract important
information from the source. The following is a digital tool that allows
students to jot down important information digitally by taking notes on
research materials, planning, organizing, and revising:
http://rwtinteractives.ncte.org/view_interactive.aspx?id=722

Information
Fluency

According to Crockett, Jukes, and Churches (2011), solution fluency

requires focusing on the goals of the process and reflecting and
revising each stage of the process (p. 29). To achieve this purpose, each
student will create a Kidblog digital portfolio (www.kidblog.org).
Crockett, Jukes, and Churches (2011) indicate that achieving solution
fluency requires defining, discovering, dreaming, designing,
delivering, and debriefing, thus a digital portfolio can include all of
these different stages of pre-production, production, postproduction,
and review. Moreover, each students digital portfolio will include a tab
for
Self-Assessment where students engage work toward solution
fluency by assessing their progress toward understanding the
standards. In this process, they can reflect on each stage of the writing
process.

Subsequently, students can save or print the HTML file to use in their
writing.
Creativity
Fluency

According to Crockett, Jukes, and Churches (2011), creativity fluency

involves identifying, inspiring, interpolating, imagining, and inspecting
(p. 54). Storybird.com is a digital tool that encourages students reading
and writing by providing numerous images from artists around the
world that students can use to write their own creative stories. Students
can identify images that complement their desired storyline; they can
gain inspiration from innovative images, imagine the context and
evolution of their writing, and inspect the final product by commenting

able to
plan,
revise,
edit, and
rewrite.
Students
will
understan
d the
writing
process.
Students
will be
able to
plan,
revise,
edit, and
rewrite.

with peers and receiving feedback Subsequently, they can publish their
writing both on Storyboard.com and their Kidblog portfolio.
Storyboard can assist both with planning, pre-writing, and actual
writing.
Media
Fluency

Students
will
understan
d the
writing
process.
Students
will be
able to
plan,
revise,
edit, and
rewrite.

Collaboratio
n Fluency

Students
will
understan
d the
writing
process.
Students

Global
Digital
Citizenship

Crockett, Jukes, and Churches (2011) contend that media fluency

involves understanding how to use digital tools effectively in a realworld context. The standard that requires students to understand the
writing process inherently also requires them to publish their work.
Students have to include their drafts and final writing as part of their
digital portfolio, but are also encouraged to publish their writing using
different media. Thus, students should know how to create a brochure
to publish a certain piece, write a newspaper article, or create a flyer or
poster to accompany their writing. By using these different types of
media effectively, students understand how to apply their writing in a
real-world context. The ReadWriteThink Printing Press
(http://www.readwritethink.org/files/resources/interactives/Printing_Pr
ess/)
Allows students to practice their media fluency in terms of creating
newspaper articles, brochures, signs, posters, and flyers. In other
words, it provides an authentic context for student writing through
different media.
Crockett, Jukes, and Churches (2011) state that collaboration fluency
involves working with both real and virtual team members to problemsolve.
To pre-write effectively or even publish their research findings,
students can collaborate with one another via Glogster.com. This is a
digital tool that allows for the creation of multimedia posters. Students
can collaborate with virtual partners as well by sharing glogsters
throughout the world. In this manner, they can get inspiration before
beginning to write or even during the revision/editing/rewriting stages.
For example, if students have a writing assignment which requires
them to explain the effects of innovative school systems, students can
connect with other students in Finland, Japan, or other countries to
create a glog or multimedia poster that highlights the specific effects.
The multimedia poster can serve as brainstorming, pre-writing,
planning, or even revising/rewriting as students collaborate to share
ideas and solve problems.
According to Crockett, Jukes, and Churches (2011) global digital
citizenship refers to ethics and respect for oneself and others.
As students incorporate research into their writing, it is important for
them to respect copyright law and give credit to authors. As global
digital citizens, respecting others work is critical by giving proper
credit. www.bibme.org is a citation tool that allows students to create

will be
able to
plan,
revise,
edit, and
rewrite.

bibliographies and cite material in different formats. These

bibliographies or references, which are part of the writing process, are
to be included in students writing portfolios along with their essays or
research papers.

References
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for
the digital age. Thousand Oaks, CA: Corwin.