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When I originally posted this Notable Notes on my web site I included this quote from @bradmcurrie Tweeted by @justintarte. It is worth following Justin just for the great quotes he shares although he has much more to offer as well. One of the great tragedies of our current educational climate is that so many involved are risk-adverse, but not everyone and I keep hoping the pendulum is swinging. As anyone who has studied educational history knows, the pendulum always swings and this too shall pass. This collection of notable notes celebrate risk.

 

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on Oct 16, 2015
by Deanna Mascle
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Paola Ricaurte Quijano is a Professor and researcher in the School of Education, Social Sciences, and Humanities ITESM at University Tecnológico, Monterrey, Mexico. She encourages her students to take full advantage of technology and the connected nature of their lives to enhance learning and solve problems in their communities and beyond.

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on Oct 12, 2015
by Connected Learning Alliance
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(This first appeared at my blog: Kevin's Meandering Mind. Feel free to do with it what you want.)

Digital writing is untethered writing

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on Oct 11, 2015
by Kevin Hodgson
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Ella M.
By Poppy Dames

I’ve seen this before. You pull back a curtain, and a ghost or a ghoul jumps out at you. I’ve been in a haunted house, and felt the exciting moment when you turn a corner and find a rush of adrenaline, and an exciting skip in your heart. But this is a different feeling. Instead of pulling back that curtain and finding a ghost or a zombie, you find a friend. A friend lying so still that all the memories of your time with them fade away, like it was a dream all along. And you’ve just woken up to find that none of it was real. But the reality pierces your heart. It’s October 30th, and your friends are paying to find death. But when you look death straight in its face, you can never return to the acceptance of the unknown. When you see with your own eyes, a person with no soul, it’s hard not to say “where did they go?”

I wish that time could halt.”

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on Sep 29, 2015
by Dave Chandler
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computers.jpg

computers set on curb for discard
Creative Commons Licence
...
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on Sep 21, 2015
by Joe Dillon
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Struck by the recommendations in Writing Next: A Report to Carnegie Corporation of New York, I found myself thinking about one in particular: collaborative writing.

The report notes, "Studies of this approach compared its effectiveness with that of having students compose independently. The effect sizes for all studies were positive and large. Collectivey, these investigations show that collaborative arrangements in which students help each other with one or more aspects of their writing have a strong positive impact on quality."

Thinking a little outside the box, I wondered if I could create authentic collaborative experiences. Could I develop something where students not only collaborated on something very real and meaningful, but also collaborated with students outside of this specific classroom.

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on Sep 18, 2015
by Brian Kelley
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This week’s notable notes focus on unintentional consquences that so often result from good ideas gone awry from the effect that bad writing instruction has on students’ critical thinking abilities to the impact of standardized testing on the type of people our students become.

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on Sep 5, 2015
by Deanna Mascle
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I named my blog Metawriting for a reason. One of the foundational principles of my theory of teaching writing (or fostering writers as I prefer to think of it) is that in order to improve writing we need to think about writing and talk about writing – our writing as well as the writing of others. This is one of the reasons why creating a community of writers is so central to my classroom practice. My fascination with metawriting emerged from my quest to understand learning transfer – when and how are students able to transfer knowledge and skills learned in one setting (or class) to another. As a result, during my evolutionary journey as an educator I also became a metateacher and this week’s blog post will offer three reasons why you should become a metateacher too.

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on Sep 5, 2015
by Deanna Mascle
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Darren Kuropatwa is Director of Learning for Hanover School Division in Manitoba, Canada. He has used blogging in the classroom to foster peer learning and facilitate connections between learners.

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on Sep 1, 2015
by Connected Learning Alliance
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A writing prompt that I like to use with my students as an icebreaker for our comic-book themed class is to ask them two simple questions: What is your superpower (what specific attribute makes you the awesome person you are) and what is your kryptonite (what is holding you back from living up to the fullness of that potential)? We have also used it as a writing prompt for teachers at Morehead Writing Project events (see What is Your Superpower and Kryptonite). The prompt works especially well when paired with the video Kid President’s Guide To Being Awesome.

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on Aug 29, 2015
by Deanna Mascle
blog

I have been a fan of project-based learning for some time now. I use it in my classes and I blog about it. Similarly, I have been involved in the connected educator community by both blogging about being a connected educator and joining the #CLMOOC community (I participated in the 2014 CLMOOC and plan to participate in the 2015 CLMOOC). However, it was not until recently, when I attended a Kentucky Writing Project retreat led by Rachel Bear, that I really thought about connected learning and my classroom and I realized that what I do is connected learning much more than project-based learning.

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on Aug 29, 2015
by Deanna Mascle
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This collection draws together blogs and resources that follow my experience implementing the 20 Time project, Innovation Hour, in my high school classroom.

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on Aug 27, 2015
by Carrie Honaker
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The World of MathCraft: the Inquirer (the “Inquirer” is the 2014-15 version, each year the storyline and quests changes) project is a game-based math learning experience that is integrated and aligned with Common Core Math standards (http://www.corestandards.org/Math/) that take place at school, at home, and in collaboration with the Intel Computer Clubhouse.  The program utilizes a “Flipped Classroom, “ which inverts traditional learning/teaching – students build skills online (utilizing resources such as the Khan Academy), at home or outside class, and then engage in a math concepts/gaming based interactive platform with the help if the instructor while in class. 

Lessons and storylines as well as badges and other support materials can be found at http://1drv.ms/1J6dyCX

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on Aug 24, 2015
by Doris Conrath
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This post is authored by Wendy Maa, third grade teacher at Kenwood Elementary in Champaign, IL.

StoryCorps: The Opportunity to Record, Share, and Preserve the Stories of Our Lives

If you listen to NPR, you may be familiar with StoryCorps.  Every week, recorded stories from people around the US are recorded and played on NPR.  These stories always moved me to tears or to laughter and I always sat in my car wondering, “What is wrong with me?”  It was like these stories were told to me directly and I could feel the emotions through the radio.  I anticipated StoryCorps stories every week and hoped I’d catch them on my way to work or driving around town.

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on Aug 24, 2015
by Todd Lash

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As I continued with my 20 Time journey last Fall, I realized how important it is for students to see somebody who has walked the walk with following their passion. We watched lots of TED Talks and discussed how to find and follow a dream, but there is no substitute for live mentorship. This post come from October 2014:

My students are clicking right along with their 20 Time projects and we got some big news this week. About a month ago, I was searching for a new breakfast granola and picked up a package of Woats. They looked interesting; the package had a great design; I was intrigued…and then I read the story. Woats were created by a young entrepreneur named Justin Anderson. He started his epicurean adventure with a tasty granola mix and $500 of seed money from his grandmother. I was inspired.

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on Jul 21, 2015
by Carrie Honaker
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Installment two, from September 2014:

This was our first official week incorporating the 20Time Project. I thought the students would enjoy it but I had no idea how much they would dig in and create amazing stuff. I think it helped that each day I showed different takes on projects in the spirit of the 20Time idea. We looked at the Humans of New York blog, Storycorps, a project focusing on homelessness and on and on…I worked with many of the teams today as they set up their blogs and began to post their initial ideas for projects. A couple of students plan to venture into the Vegan lifestyle and document their journey, another pair pledged to read a book a week, post reviews and book trailers to their website and link it to our school library as a resource for students looking for a book and yet another student plans to write 20 minutes everyday in an effort to write his first complete novel.

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on Jul 21, 2015
by Carrie Honaker
blog

This and future blog posts are meant to document my journey with the concept of 20 Time in the classroom. I started this project at the beginning of last school year and wrote about successes and failures along the way. This is post one, last August, as I planned the implementation of what became so much more than I thought it would!

From August 15, 2014:

I am not officially back to school yet, but I have been lurking around the halls and in my room over the past few days to get a feel for how I want to set it up this year. I wish we had smaller, more modular tables so that I could set up a square of tables for discussion plus some work stations, but I will work with what I have.

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on Jul 21, 2015
by Carrie Honaker
blog

I’ve been thinking a lot about the issue of student shaming and why we shouldn’t do it. I agree with others who have argued that it is bad for our students  and it is bad for education, but perhaps if those arguments don’t appeal to those practicing student shaming then simple self-interest might.

Student shaming is bad for you. You might worry about bad karma (I know that I do), but you should definitely worry about focusing time and energy on something so negative and destructive. Unless you a practicing monk or hermit, chances are pretty good that you do not have enough time and energy to do everything that you want to do in any given day or week or semester. So why are you wasting your valuable resources on something from which no good can come?

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on Jul 20, 2015
by Deanna Mascle
blog

(This first appeared at Kevin's Meandering Mind)

Change the system

I've been up and down with systems thinking all this week in the Making Learning Connected MOOC. What I mean by that is that I've had days where I have been playing with a systems thinking approach and other days where thinking about systematic inequities has me struggling with how to address problems that seem larger than me.

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on Jul 19, 2015
by Kevin Hodgson
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I debated for some time if I needed or wanted a preposition in that title. Should it be Connecting With NWP or perhaps Connecting Through NWP or maybe Connecting By NWP. All these things are true but don’t fully convey the idea that I’m trying to share here so I eschewed prepositions altogether.

I’ve written a lot about the impact of the National Writing Project on my professional and personal life and this point in the year when we are on the cusp of Invitational Summer Institutes, Summer Writing Camps, and a multitude of summer professional development programs throughout the United States (including CLMOOC 2015) it seemed a good time to share why educators should join (or renew their relationship) the National Writing Project network.

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on Jul 16, 2015
by Deanna Mascle
blog

Yesterday, I saw this quote on Twitter posted by @dogtrax from Advice to Writers.

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on Jul 15, 2015
by Karen Fasimpaur
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Notable notes is my attempt to curate my social media feeds and recognize some of the most notable ideas and resources to flow across my consciousness this week.

This week I chose to use a mix of MyTopTweetFavStar, and AnaTweet to select the top Tweets I wanted to share:

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on Jul 12, 2015
by Deanna Mascle
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on Jul 12, 2015
by Deanna Mascle
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on Jul 12, 2015
by Deanna Mascle
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It is often the case that our students pick up on technology faster than we do.  They are also often more risk tolerant, more willing to tinker, less afraid they are going to break something and maybe less prone to a bruised ego ( as least as far as tech is concerned).  

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on Jul 10, 2015
by Todd Lash
blog

The following blog post is by Dr. Martin Wolske and appeared on his blog on June, 4.  The school refered to in paragraph two is Kenwood Elemenatary in Champaign, IL.

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on Jul 10, 2015
by Todd Lash
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By Miriam Larson, Library Media Specialist at Kenwood Elementary, Champaign, IL

I recently returned from Philadelphia where I had the opportunity to tell the story of Tech Time from my perspective as part of a workshop at the conference of the International Society for Technology in Education (ISTE). I am so grateful that I got to tell this story because it made me examine what themes and lessons I took away from this first year of Tech Time.

This is a story about collaboration and about de-centering technology. Here’s my narrative as I wrote it down for our presentation, which was titled “Creating an After-school Collaborative Space in the Library”:

My name is Miriam Larson and I am a school librarian. I have been program coordinator and school liaison for our school’s community collaboration afterschool program.

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on Jul 7, 2015
by Todd Lash
blog

Two years ago, Kenwood Elementary elementary in Champaign, IL teamed up several Colleges at the University of Illinois and the local social think tank, CTRL-Shift.  At the basis of this collaboration is the idea that teaching all students the skills of computational thinking is an exercise in social justice and community empowerment in line with our school’s technology vision statement:

Through an immersive technology learning environment, Kenwood students will transcend simple usership to become digital producers, empowering themselves and others in their community through their critical thinking, academic and intellectual risk taking, collaboration and refined sense of digital citizenship.

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on Jul 7, 2015
by Todd Lash

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I'm not an architect, nor do I have any training on how to design a building. But this summer, I was inspired to teach basic principles of architecture in my English class. I read an article in the New York Times, "Writers as Architects," that got me thinking about how buildings are like stories.

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on Dec 25, 2013
by George Mayo
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The technical aspects of how to develop and host a MOOC are often one of the first challenges developers tackle. While the technical decisions we made regarding CLMOOC were important, they grew out of our planning process and our overall ethos.

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on Dec 19, 2013
by Karen Fasimpaur
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In planning for massive open online courses or collaborations (MOOCs), I often think about the dynamics of self-direction in a peer learning context. How do you get learners actively driving their own learning experiences? It's not as easy as it might appear.

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on Dec 19, 2013
by Karen Fasimpaur
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One of the most exciting features of the Making Connected Learning Connected (#clmooc) experience has been the regular Google Hangouts On Air we’ve hosted during each Make Cycle. As synchronous events broadcast live and archived on the NWP Make With Me blog page, these sessions provided an opportunity to share what we were working on during each week’s Make Cycle, invited participants into the larger conversation, and helped us dig deeper into the Connected Learning Principles that underpinned each week’s explosion of making and sharing.

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on Dec 19, 2013
by Stephanie West-Puckett
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Openness is an important piece of thinking about Massive Open Online Courses (MOOCs). However, there are many aspects of what "open" means to consider, and all MOOCs are not as open as others.

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on Dec 19, 2013
by Karen Fasimpaur
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There’s an old adage that has often been adapted by anyone brave enough to try their hand at building an online space: You can build it, but will they come? And then there is the ancillary adage: If they come, will they stay?

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on Dec 19, 2013
by Kevin Hodgson
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The process of planning a MOOC can be a whole project in and of itself. For CLMOOC, the facilitator team was very involved in the planning process. For many weeks before the MOOC started, we had weekly web meetings in Google hangouts to plan the MOOC. We also used Google Docs extensively to record our meetings. In these meetings, we talked about our goals, our ethos and guiding principles, how we'd divide the work, and many other issues.

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on Dec 19, 2013
by Karen Fasimpaur
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Believing that all young people, across spectrums of privilege, are human enough to need it somewhere in themselves, and creating curriculum based on that, holds the potential to create self-actualized students and educators. It is not enough for marginalized students alone to develop the critiques that will survive them in a world intent on their demise; we need to hold privileged or centralized young people accountable to become critical readers of the world’s texts as well. It is only through curriculum that does not accept the limits of performance and instead demands all people become literate in their own personhood, that we will find the kinetic force of “needing it” which propels our learning, generates meaningful work, and inspires engaged young members of communities and societies ready to own up to the tensions and inequalities at hand.

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on Dec 15, 2013
by Hana Malia Quinn Feit
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“I want students to use English to be advocates for their own lives.”

Eureka! Never before had I heard it articulated so simply, yet meaningfully, what our purpose as English educators should be: to equip students to be advocates for their own lives. Nicole Mirra, a postdoctoral scholar in education at UCLA, made this statement on the video panel “Community Member/Teacher as Connector” on October 9, 2013 (conducted as part of our Supervised Teaching of English class at Teachers College, Columbia University).

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on Nov 30, 2013
by Joanne Hinkel
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To take a meta-step back from the google groups discussion our Supervised Teaching of English , to what extent can or should teachers serve as connectors not only for the surrounding community but also between students and communities far distant from the specific cultural context of the school community? To what extent should a teacher not simply participate in school community, but also broaden its horizons? In our modern age, it is easier than ever to expose students to discourse on an increasingly large scale. Certainly this video chatting experience engages us, as pre-service teachers, with pedagogical conversations on a national level. But what specifically makes this practice beneficial to students?

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on Nov 30, 2013
by Andrew Ryan
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   In the age of education and how Trans(S)pace can be created in our classrooms for young people, I am constantly thinking about myself as a stakeholder in my future teacher communities that I will encounter. As most people so painstakingly have portrayed teachers as the “experts,” what we have failed to realize is the expertise that young people have and how we could have been using that to plan our lessons and guide our instruction and curriculum. Something that resonated with me that Nicole touched on was how we can teach students to use English to “advocate for themselves” rather than feeling burdened by a class that is required of them for their academic lives. Part of that, I think, is being able to come to these experiences with our students not just as their educators but as humans and for them to be able to see our vulnerabilities as we see them and ask of them in our classrooms.

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on Nov 30, 2013
by Margarita Lopez
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As a student teacher and beginner in the field of English Education, hearing from the discussion panelists and reading articles for my related seminar has made it clear that one of the best things a teacher can do for his or her students is to genuinely care about them and be able to authentically respect/ be familiar with their surrounding community. By being a part of a community as teachers, we can then find ways to give students opportunities to speak back to their community and get involved, applying their studies to their immediate, real-world contexts. A lot of what was mentioned related to being authentic, and one small piece that stood out in this idea for me was immersion within the community and being able to consider a school’s community “my community,” as Nicole Mirra mentioned during our October 9th panel stream. Part of this seems very much linked to physical location of community.

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on Nov 30, 2013
by Kelsey Rogalewicz
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The Supervised Teaching of English Class I am taking at Teachers College recently took part in a Google Hangout, themed “Teacher as a Community Member.”  I have found it one of the most important activities we have done; what I learned from this Google Hangout has already influenced my teaching.  

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on Nov 29, 2013
by Katherine Freedman
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During our discussion of “Teacher as Community Member and Connector,” I was surprised to hear the frustration in Tolu Olorundu’s voice when he mentioned the current crop of new teachers: “The crop that we’re graduating is a bunch of neo-liberal, never stand up for students, just do your job, press a button; and we can’t have that.” Studying at Teachers College, in a program that places so much emphasis not just on getting to know students but getting to know yourself--examining your own context and reflecting on how this history with education, history as a student, influences your teaching--it seems obvious that one way to improve education would be to improve teacher education, to invest in better and more rigorous, experiential preparation.

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on Nov 29, 2013
by Katie Rietberg
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When we think of the current Maker Movement, we often picture robotics, crafts, or digital fabrication. What happens when we push ourselves to think about writing, media-making, and the arts too? Join us to explore this question through looking at work and drawing from our own experiences as writers and makers.

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on Nov 21, 2013
by Stephanie West-Puckett

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