Today at 4pm! From Pen to Press: your materials development questions answered

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For the last few weeks, MaW SIG have been collecting materials development-related questions from members and non-members alike. This afternoon, from 4pm – 5pm GMT, our panel of speakers – Vanessa, Sarah, Julie and Lyn – will be giving their time and sharing their varied expertise with us, answering as many of those questions as time allows.

If you would like to join us, this is the link: MaW SIG Webinar Room

Don’t miss out! 🙂

Onestopenglish.com “Author of the Month”

Well, I hadn’t really thought of myself as an “ELT Author” until my editors at Onestopenglish asked me to complete a questionnaire. I feel like it’s still something I’m aspiring towards! Still, working with Onestopenglish has been a lucky start for me.

Rather than any kind of competition, the idea of the Author of the month page is to enable the users of the website to learn a bit more about the authors who write for it:

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I also hadn’t thought of myself as one of an “amazing team of expert authors” (I mean, while I can believe the others are experts, I wouldn’t put myself in the ‘expert’ bracket!), but there we are! I’m honoured to be included on the list as a result of the on-going (but nearly complete) work that I’m doing on Compass with my editors at Onestopenglish as a result of that Macmillan-sponsored ELTon I won a couple of years ago.

I had to answer the following questions:

  • Tell us a little about yourself
  • How would you describe yourself in five words?
  • How did you start your writing career?
  • Where’s the most interesting place you’ve taught?
  • What’s your proudest teaching moment?
  • What’s your most embarrassing teaching moment?
  • What’s your favourite joke?
  • What are your tips for becoming an ELT author?

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To find out my answers to the rest of the questions, you’ll have to visit the page (which you can access by clicking on the photo of it above)!

Thank you, Macmillan/Onestopenglish folk! 🙂

A few useful things I have learnt about using Microsoft Word for materials writing and academic writing

You know when you learn something and you wish you had known it sooner? Microsoft Word has made me feel that way on more than one occasion. Here are a couple of things I wish I had known well before I actually wound up learning them:

1. ‘Split screen’ function

In first place by a long way, I give you the ‘Split screen‘ function. ‘Split screen‘ really is nothing short of magical. I (like to) forget how much time I have spent scrolling up and down between various parts of a document to add things in, to make changes to things before I discovered it was possible with the mere click or two of a button to split the document and half so that I could keep one bit still and move the other bit!

How?

In Word for Apple, you click on “Window” in the tool bar and select “Split” – simple as that! In the version for Windows, you will find “Split” nestled in the “View” tab.

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Mac

When you click it, the magic happens:

 

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You can drag the bar up and down to make one or the other portions bigger, as you need to.

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Windows sufferers

When?

I’ve found it useful (read: a Godsend!) in the following situations:

  • Materials writing: when editing a document containing both teachers notes and a student hand-out. It is much easier to make sure that teachers’ notes and student hand-outs correspond correctly if you can see both at once. You also save a lot of time by not scrolling up and down the document between the two!
  • Materials writing: when editing a document containing both student activities/tasks and answer keys. You can add the answers as you go, again with no scrolling required, and actually SEE the tasks as you write the answers rather than try to memorise/go back and check/repeat.
  • Academic writing: adding references as you go is much easier if you can have the reference section right there to add to as you use new references in the main body of the document. Again, no tedious scrolling required! (This becomes increasingly beneficial, the longer your document grows!)

Right-click shortcuts

How

When you right-click anywhere on your document, a list of options appear:

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Hopefully you won’t need the Cut/Copy/Paste options as you will be using ctrl/cmd + X/C/V respectively, but if you prefer using the mouse, then there they are to use – just do your right-click over the portion of text you have just highlighted to move around (rather than moving your mouse All The Way to Edit!)

The Font/Paragraph/Bullets and Numbering options I think are a bit redundant given they are right there in the Home tab above the document (in both Apple and Windows versions).

The hyperlink option, however, is quite useful for inserting links quickly. (Alternatively you have to go to Insert and then scroll down to the bottom of a long list to “hyperlink”)

I like the synonyms option – if you highlight a word in your text, and right-click then select synonyms, Word will, funnily enough, show you some synonyms of that word. Could be useful for those times when you are lacking in inspiration…

There is also a dictionary option and a translator option that you can use if you can’t be bothered to open a web browser and go to a web-based tool!

When

When you want to do things more quickly!

Keyboard shortcuts 

How

So, remember I explained at great length how to find the “Split” option? Well, rather than go clicking around to do it, you could also use a keyboard shortcut. The default one on the Mac version is cmd+alt+s

How do you know what all the keyboard shortcuts are? (Other than cut/copy/paste which everyone knows!) Well, in the Apple version, quite a few of them are helpfully listed alongside their function within the menu bar drop-down menus:

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If you take against one of the shortcuts assigned, or you want to add a shortcut for something else, you can change it by going to Tools -> Customise Keyboard:

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All the potential commands are listed by category, and where there is a shortcut you will be told what it is in the Current keys. In the above example, for Insert Symbol there isn’t a shortcut so I am assigning one by making the shortcut while the cursor is in the Press new keyboard shortcut box. Once I click Assign, it will move into the Current keys box. Now when I press Command+Option+Shift+S, I will be able to insert a symbol! Don’t worry, if the shortcut you choose is already assigned to something else, you will be told next to where it says “Currently assigned to”. As you can see, my new shortcut is as yet unused. (I had to try a couple of options before I found this one!)

Shortcut keys are your friend – learn the shortcuts for the things you do most often, and if there isn’t a shortcut key, add one! (This link tells you how to do it for Windows versions)

When

The sooner the better! Make Word work for you, rather than the other way round.

What’s your favourite Word time-saving trick?

IATEFL 2016 What makes an outstanding ELT coursebook? The publisher’s perspective (Heather Buchanan and Julie Norton)

The final talk I’m attending today is by Heather Buchanan and Julie Norton, who teach at Leeds Beckett University and University of Leicester respectively. They have been involved in materials development for about 20 years, from a theoretical academic perspective for a long time, and more recently worked on the Navigate series, which was a wonderful opportunity to see things from another more practical perspective. They did a talk last year about expertise in writing, where they asked writers and editors what constitutes expertise in course book writing but predominantly responses from writers. At the end, an editor said it was a shame that the sample was so skewed. This talk is to put that right!

Apparently the voices of editors are very rare in the literature.

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Heather and Julie are interested in redressing that so that expertise can be shared. Another reason to do this is because practitioners, teachers and researchers understand a bit more about how course books are produced. Understanding this helps to understand why materials are the way they are and understand the pressures that are faced in producing a multiple level series of course books in a short space of time. They’ve noticed in recent years at IATEFL that that seems to be a goal, for example with SIGs like MaW SIG and groups like ELT Teacher2Writer. They are all trying to help people understand how to write materials and get foot in the door. Heather and Julie hope to contribute to this process.

They have been collecting data since January this year, some of which before the MAWSIG day and have continued since and have x hours of interview data, which is a lot. They have learnt a lot from the process of interviewing people. They’ve interviewed 21 editors and publishers this year, some in focus groups and some in individual interviews. This happened over Skype. They’ve spoken to a variety of different kinds of publishers and editors both in-house and freelance, with various experience, and designers as well. So lots of different perspectives. It’s been interesting to understand more about the process of how course books are developed in this way. They have a lot of rich data even though it’s a small-scale study really. They thank all the respondents as it has been both useful and very enjoyable.

They are going to highlight some of the main themes and give their interpretations and comments on this. Then we are going to be asked for our opinions. As it is a workshop, there will be a few discussions as well. We are will look at the four research questions one by one, discuss them and hear about what Heather and and Julie found out.

Research Questions

  1. Coursebooks are now said to be more publisher-led than author-led. Why is this and what impact does it have on the end product?

  2. What makes an outstanding coursebook? Please give examples.

  3. What is the editor’s role in creating outstanding ELT coursebooks?

  4. If you planned to launch a new global coursebook series, what would you look for in an inital sample from a prospective writer? What skills do writers need to produce outstanding materials and how can these skills be developed?

Deliberately broad, in order to get people talking about it. The main question very broad – what makes an outstanding course book. They also tried to get at this idea of the course book being more publisher-led, in the development and instigation of ideas. They wanted to know why this was and how it affects the product at the end of the day. They were also interested in the editors role and in what publishers are looking for when writers send in a sample, what makes them take on a writer and what makes the reject? And finally what skills are needed, how can the skills be developed?

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These are some snippets from the data as an overview. We need to discuss them. Some are direct quotes and some are paraphrasing.

Following the discussion, we are asked for any comments we have on the quotes. The broadness of the questions allowed Heather and Julie to explore and then drill down into areas of interest.

Next we moved onto individual points.

Here are some of the things that people said in response to question 1:

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An audience member felt there was an element of truth in the digital uncertainty comment – there has been. For example the one laptop per child policy that got dropped.

Julie says a lot of people talked about the impact of technology but also about that course books are more market led than publisher led. A long time ago, teh author was more instrumental in the conceptualisation of the series than now and there are various reasons for that. Firstly, digital makes the projects huge, for example 450 people. Trying to manage that, including getting information about what is wanted by the market, what has to happen in house (Design, production, a range of editors, techie people, marketers etc). There is also huge time pressure to get all the levels out at the same time if possible, so if you have a six-level course that is a huge undertaking, maybe you have to split into two years. You also need to meet consumers’ needs in order for the book to sell. Some publishers draw on massive corpora that they have collected and use them to inform the materials. So it has to be publisher led as the publisher has the information. The impact should be positive in terms of people feeling their needs have been met. A problem might be that it lacks freshness as people asked what they want are unlikely to ask for too much change, they might want something very similar, leading to that “vanilla anodyne effect”. With some courses it might be possible to have the necessary local expertise in terms of authors, producing something for a clear target audience, which might be very positive. It might feel like the author’s role is downgraded as the publisher is trying to take on so many other views.

There is a tension or balancing act to try to innovate within particular constraints.

 

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An audience member suggested it should be user-friendly, easy to use. Another suggested it should be open to adaptation. Two closely related points, as Heather says. The person who said the quote in the orange speech bubble was talking about imposing methodologies on people in different cultures, whereas some people discuss it as including teacher training within the materials. It depends how its done, how its introduced, is it imposed or not. It’s a very complex issue.

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Heather said the first point was no surprise. It’s important to meet all kinds of different needs e.g. SEN. Will the students be able to relate to the materials? Then, the second point, the teacher needs to be able to pick a course book up, walk into class and teach from it, knowing it would be reliable and they wouldn’t have to spend a long time planning. However, teachers may also want to do more with the materials, adapt them, use some bits but not others. The tricky thing is catering for both types of teachers. Of course we also need to know that the course book is accurate, answers all correct. Then there needs to be a sound theoretical basis, which can be a range of things from being based on corpora, to the methodology used etc. The architecture is about the flow and shape of lessons and units, how they are built. People talked about the personality of the course book, based on the type of methodology, the look and design, the author voice, the kind of texts you are using. Some people also talked about it being aspirational for teachers, they may feel they are becoming a more communicative teacher by following those materials, for example.

Some finer points:

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Moving on to the editor’s role:

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Heather and Julie were interested in what the editors bring to the course books and found that some of the points were contradictory as the editor plays a tricky role and has to handle complex situations. They thought it was a nice way to look at it, to think of the editor as a bridge between the people involved in the process.

We are reminded that there are different types of editor, e.g publishing and commissioning, development/content, copy editors for the nitty gritty and there is also the free-lance/in-house editor split.

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As well as coordinating, feeding back information. Also sticking up for the author to the publisher and vice versa, so the critical bridge role. They might do some research post publication and realise that certain things have been omitted and produce pdfs to go online to address that issue. A crucial role is giving feedback on drafts, which involves being quite diplomatic, it is a complex relationship between author and editor. The editor has to represent different teachers to the author as the author can’t have experience of teaching in evert different contexts but the editor can do research into different contexts and feed that back. Often they have been teachers themselves too. They have to be devil’s advocate/critical friend, which is quite a challenging/daunting role (imagine doing it for Michael Swan’s grammar!). Authors are going through all kinds of things in real life – so, knowing when to send a bunch of flowers is important too.

We ran out of time for the remaining question/rest of the slides but are invited to email Heather and Julie to get them.

However, the conclusion is:

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The editor is instrumental in controlling quality in course books and sometimes we forget what a useful process it is. We often talk about how difficult it is to receive feedback but the end product is going to be better for that. Heather and Julie are calling for more transparency and communication about the process.

They agree with Tomlinson on the following and would love to be involved in the process! This sort of research could be really important to feedback into future products.

 

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It was a really interesting talk and it’s a shame we didn’t get on to the final question!

IATEFL 2016 Materials Writing SIG Open Forum

Rachael Roberts starts by welcoming us to this open forum by explaining about MaW SIG. It is for everybody!

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She’ll tell us about what has happened this year and plans for the future, which will be followed by a financial report and a talk by the scholarship winner. This will be followed by the raffle and some nibbles.

The MaW SIG year

2015

Rachael tells us that MaW SIG are very keen to foster links with associates in various countries to set up more meet-ups. There were meet-ups in Oxford and Berlin. There was also an online meet up, the MaW Online Festival.

A sad thing happened in that Hans Mol passed away in November, he was in charge of publications and was a founding member of the SIG.

The committee!

The committee!

The SIG is looking for someone to do the Deputy publications coordinator. They are also looking for a Technology Coordinator and a Deputy Events Coordinator. If you are interested in these roles, you have till the 22nd April to apply.

The SIG is looking for someone to do the Deputy publications coordinator. They are also looking for a Technology Coordinator and a Deputy Events Coordinator. If you are interested in these roles, you have till the 22nd April to apply.

In 2015, MaW SIG also brought out their first e-book, a collection of the blog posts on their website plus two bonus articles not on the blog. There is a new post out on the blog today, written by Kieran Donaghy, giving advice about setting up an ELT materials website.

In February this year, there was the annual face-to-face conference in London, at the Stables of Macmillan. This was organised largely by Kirsten. (Read more about it here!)

Looking ahead

Working in cooperation with BESIG, there will be a conference in Munich from 4-9 November 2016, which is a BESIG conference with a materials writing thread. Proposals don’t have to be only about business material writing, so anything that could be used by Business English writers would be great. So, for example, writing video scripts. Not specifically BE but still useful!

There is also the  website, which has the blog. On Social Media, Karen White does a fantastic job of keeping the Facebook Page, a closed Facebook group for members and LinkedIn as well as Twitter. There will be a suggestions page added to the website, as they are keen to hear from members about what they would like the SIG to be doing/not doing. So please do use this page.

This year they also did their first scholarship in collaboration with OUP, in materials writing. A challenging task was set: writing a piece of material that dealt with the theme of the environment in a fresh and interesting way. Moundir Al Amrani won the scholarship!

He tells us he is very excited happy to be here and to have won the scholarship. He had started to think he wasn’t cut out for this but the scholarship has given him fresh enthusiasm for materials writing. He is from Morocco, a teacher and materials writer. He has won the lesson share competition on Onestopenglish.com twice, back to back. After which, he won the scholarship.

He shows us where Morocco is, its flag and tells us a bit about what he does. EAP, ESP, BE and GE teaching, as well as content courses in the humanities and literature at University. He is also a novice teacher trainer and a materials writer. He writes worksheets, multi-skill lesson plans, vocabulary and grammar activities, course books, teacher notes and a book to meet the specific needs of his students.

Why does he do this? Because it is his passion. He wants to be productive and learn. There is a saying that goes if you love what you do, then you never have to work a day in your life. He loves what he does, his career. He wants to be a better teacher, write better teaching materials, give back to the teaching community and be part of ELT innovation and development. He finishes by thanking MaW SIG and OUP for the scholarship once again.

OUP representative Emma takes the opportunity to say that if you are interested in sending materials for the OUP blog, please do, she also looks after a newsletter about teaching adults that goes out to 28000 teachers globally and they are always looking for people to submit materials/articles/thoughts on any aspects of teaching adults.

Lewis Lansford tells us about the running of his pub in York. There’s always the point where you have to talk about the budget and it’s the low point of the meeting. Now he is going to be that guy, presenting the budget. This is his bid to sugarcoat the process, discharge the obligation and not make us feel “oh no”.

Budget comes from the Latin “Bulga” (pouch or knapsack). It entered English with the French meaning (bag), but by the end of the 16th century included contents as well as bag. 1733 was the first finance connection.

2014-2015 accounts. It took him a while to work out where the money was but in Sept 2014, there was £5,502 profit, earnt not spent. Events and subs produced £8,387, then expenses £5,592. Anyway, the surplus at the end of the year was £2,911. September opening reserve was £8,413, and the closing reserve is £8,731. (Not really sure what it all means!! But it’s there!) And thank you to Macmillan for sponsoring the conference in February as that helped the budget!

 

On that note it was time for the raffle, eating and talking!

 

IATEFL 2016 Here’s one I made earlier – designing effective classroom materials (Katherine Bilsborough and Sue Lyon-Jones)

Well, the room filled up super-quickly for this one!

Sue is a co-founder of esolcourses.com which is an online platform with thousands of resources for teachers and students; Kath is a materials writer who started because she couldn’t afford to buy lots of different books to use with her students.

As English language teachers it can happen that you have to start teaching on a new course and there aren’t any particular materials for it. Depending on teaching experience, it can be a good or a bad thing. You may be thrown in at the deep end! This workshop will look at good practice for creating materials to equip us to deal with such situations.

  1. considering and discussing what akes a good learning activity
  2. looking at free materials that can be sourced from the web and adapted for use in class (Sue is a copyright expert if you have any questions!)
  3. sharing ideas for creating simple activities that are pedagogically sound
  4. look at some ways in which authentic materials can be exploited (fair and legal ways…)

What do we look for in ELT materials?

The audience came up with:

  • relevant to the course aims/class aims
  • thought-provoking
  • adaptable but with a basic core
  • does what it says on the tin
  • work in the given context

Sue and Kath added:

  • engaging and motivating: got to be interesting!
  • provide sufficient challenge: not too easy, not too difficult
  • age appropriate: we don’t want worksheets with teddybears for adults
  • have a target audience: can be very narrow – your learners – if wider, need to think about if they will work outside your classroom
  • have a clear purpose: you might have interesting video/text but need to be clear about what students are going to learn from it
  • underpinned by good pedagogy
  • foster language learning: you can find an interesting article but need to think about what opportunities there will be for learners to use what’s in it

In what three ways you might use a short reading text?

Texts can be a lot of things and you can get a lot of value out of very little:

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The audience came up with the following as examples:

  • dictogloss
  • running dictation

Then we moved on to a task looking at some short texts and discussing how to exploit them. Ideas were very varied due to the diversity of contexts represented in the room!

Text One

Are computers harming academic performance? (a short essay about a study on whether people learn better if they take notes by hand or on computer; came from Voice of America – most content is in the public domain so can be used freely BUT there is some syndicated content e.g. Reuters articles that you can’t use – in this case it will be tagged as such so easy to avoid)

Text Two

A Roald Dahl extract from the Learning English portion of Voice of America, already graded. NB If you want to check the level of a text, paste it into Vocab Kitchen it will tell you what level the words are through colour coding.

Text Three

A Mountain to Climb from Internationalist Easier English Wiki – contains News Articles written for English learners, also includes lesson plans. Creative commons licensed, you need to accredit the author, you shouldn’t use it make money on it and you have to be willing to share it under the same license i.e. not make money on it.

Text Four

The Tale of Benjamin Bunny is from the Project Gutenberg site which contains lots of classic texts that are over 100 years old. You can take anything from there and use it. The language may be dated and above level but you can use Vocab kitchen to catch those and grade them.

Using Images

…to Introduce Topics

There  is a site called Pixabay with public domain images both clip art and photographs. You can use a tool called Picmonkey to make collages. You can do it or you can get learners to do it. You can also find images on ELTpics (where teachers can upload their photos and you can use pictures under creative commons license)

…as writing prompts

A postcard with image prompt and space for a message relating to the picture. Customisable.

…to practise grammar

A picture of a house in the snow: e.g. question forms. Kath started with 5 answers e.g. Bob and Charlie, Winter, Meeting friends etc. = present simple. The students had to produce the questions to go with the answers. With another group, 5 different answers e.g. last summer etc. = past simple.

Devising Listening Materials

  • ELLO – You have the audio, the transcript and in some cases some exercises or quizzes and an indication of what type of English is being used
  • Librivox – free domain audiobooks
  • LearnEnglish Teens – everything on it is very regulated and non-dodgy. Nothing will be upsetting!
  1. Find something your students might be interested in (not necessarily what you are interested in!)
  2. Look at the transcript and make sure it’s appropriate
  3. Listen all the way through
  4. Analyse the language in the transcript (functional language? repetition of grammatical structure? particular vocabulary? etc.)

Learner Generated Materials

When students write things, their work can become templates for future activities with their permission. You can use hot potatoes which is a free software for making such activities.

Finally, the audience suggested Eclipse Crossword, Unsplash and Real English. There was also a handout that I got a picture of, if not the real thing:

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IATEFL 2016 Materials Writing SIG PCE – Print VS. Digital; is it really a competition? (4)

The final event for the 2016 PCE day is the Panel Discussion. The panel are: Katherine Bilsborough to give the writer’s perspective; Jo Sayers who is with ELTJam and most recently in e-learning and product management roles, currently tech coordinator for MaW SIG; Macmillan’s Debra Marsh; Damian Williams. The discussion was chaired by Rachael Roberts.

(Edit: I did my best but it was all moving rather quickly! If you were there and you think I got something wrong, please correct me!! I did a mixture of direct quoting and paraphrasing/summarising…)

Question 1: Do you think writers will have more or less freedom to be creative in the future?

Kath: I think writers will have more opportunities to be creative in the future but probably by doing it ourselves i.e. self-publishing in small groups of people with different strengths and expertise.

Damian: Writing for publishers the briefs are becoming tighter and tighter which means that they are asking you as a writer to write something using this many words from this wordlist covering this grammar using these topics. It opens up new opportunities to be creative in a different way. The profession is going to demand being creative as a writer.

Debra: (Publishers view) We want the writers to be creative and get excited when something creative comes through but we have to think about what we are publishing and selling. The teachers have to facilitate learning through that creativity. Many teachers can find it difficult to work with very creative materials, they wouldn’t know what to do with that creativity and are looking to teach off the page. This could be why the most creative ideas might be rejected. If we can get teachers to understand the creativity and what it brings to the classroom, then we can use that creativity.

Jo: People seemed to get really excited about the brief of be creative for digital. It would be a shame if the potential for digital wasn’t used. It should hopefully be an essential part of writing.

Question 2: Why have we not moved on from drag and drop?

Debra: When it came in it was very exciting! It was new and yet very familiar. It came in because it was what we were doing in print. We are still stuck to a certain extent in trying to replicate what we’ve always done with print in the classroom within digital. We need now to think out of that box. Not throw everything away but think outside of that box.

Jo: Went to a talk about adaptive learning recently, the speaker drew attention to the fact that a lot of the stuff we do with learners is within the constraint of a learning interface. In the rest of their life they use technology in very different ways. So maybe we need to think about other ways of user interaction e.g. messaging rather than only drag and drop learning interface type activities; swiping to accept or reject. Edmodo is a user-friendly platform as the interface is similar to Facebook.

Damian: A student trying to write a C.V. for a job might not want to use English in a social media way.

Debra: The disconnect between technology used to learn a language and that used in everyday life is huge. But if we do a Whatsapp activity, do we use Whatsapp language? Do we use those errors and grammatical inconsistencies?

(Audience): We are using Whatsapp etc. successfully in classrooms but it doesn’t go with the publishers.

(Audience): Institutions want glorified homework self-marking teacher-time saving devices.

Question 3: Which tech skills or knowledge would you view as a priority for MaWSIG members to learn to help them with producing digital content?

Kath: A good way to learn about the digital skills is to do a course yourself on a digital platform and see what the experience is like. Every publisher will have its virtual learning environment/authoring tools and they will let you play in a “sand pit” to practice, play around creating things. To anybody who has not worked on one of these, go on something like Moodle, which is free, and see what it’s like, what you have to do to create a drag and drop etc. Don’t wait til you are in the middle of a project to learn! You learn what you need to know to progress to the next level. We need to help each other, form alliances to develop professionally.

Jo: Google docs is incredibly useful but more important than a specific tool is an attitude or approach – that of “Yeah I’ll learn how to do that/use that”.

Damian: Also kind of being able to have some kind of vision of what the end product will look like so you know what kind of things you can put in.

Question 4: How can we cater for the learner whose digital experience is so far removed from the digital language learning experience?

Debra: the learning experience is changing, so there is a growing disconnect. E.g. digital student books. Not like anything they see on their iPads! The reality is very different from what we assume reading the market research reports. The biggest concern for teachers is that coming into the classroom doesn’t attract students because it is so different from what’s going on outside.

Question 5: Kath said ‘It’s not worth arguing with your editor, you won’t win’ What does this imply about Kath’s relationship with her editor? What do other authors feel about this approach?

Kath: If you are working for royalties or a fee, at the end of the day publishers spend a fortune on market research and know why they want things a certain way or not a certain way. It does happen that there are editors that say I will not work with that writer again, and vice versa and that is very sad. We don’t want it to come to that!

Audience: can be a real collaborative job between author and editor to get it right. Sometimes if both writer and editor are freelance are working on an external brief, that gel can be easier.

Audience: did a survey asking a few questions and got some interesting responses from authors about relationship with editors.

Debra: It comes down to that level of communication. I work increasingly with teams at a distance over email, sometimes much better to pick up the phone/skype than the end-of-the-day email, have a virtual cuppa.

Audience: if there is a sound pedagogical argument to disagree, I’ll insert a comment to explain why I’ve done it, to stand up for what I believe to work. Equally, my classroom is not the same as all over the world, so will mostly just get on with it.

Question 6: With so many digital tools at our disposal, how can we hand over control to the students and when?

Damian: I’ve seen some classrooms as a teacher trainer where you’ve got these really young kids with iPads doing amazing things. The teacher saying “Ok, you show me..” and that kind of thing.

Audience: Rather than thinking about all the other stuff as things the publisher should be providing and worrying about it, maybe it should be thought about from the perspective of what teachers are doing in the classroom, at grassroots level, what they are bringing into the classroom. E.g. I’m going to use Whatsapp with my students this term. So maybe that comes more into teacher training and development to encourage that.

Debra: Teachers want ideas for using tools and information about how they fit into language teaching. Teachers need structure and hang onto that structure, to understand how to exploit it so that the students (and parents) also understand why its being used.

Jo: Is there a reluctance to commit to e.g. a double page spread on Whatsapp when everything changes so fast?

Debra: If it is digital it can be easily updated.

Damian: Also keeping it open with the writing. Bring mobiles into it. Rather specifically a lesson on Whatsapp, make it so the students can choose which app.

Audience: materials could be flexible enough so that it’s the teachers notes that need updating.

Audience: the idea of control to the student makes me think of flipped classroom learning, so perhaps good quality flipped materials…

Audience: writing extra ideas into teachers notes so that students don’t know if it has to be skipped for whatever reason

Audience: a lot of schools block some of these apps so can’t necessarily be used.

Question 7: Having worked with publishers was there anything you missed when you self-published? (Damian)

Damian: wanted to self-publish with the book but my biggest fear was thinking this all makes sense, this is great but is it going to turn out like it is in my head at the moment? Penny and Lindsay helped out a lot. E.g. assumed knowledge. The book needed people looking at it who hadn’t worked on the Delta to give it fresh eyes. Also missed deadlines and working with people.

Kath: It’s a joy to write about something you want to write about. The Heart ELT and Parsnips were very refreshing.

Damian: the Heart book is launching at 2.45 on the National Geographic stand.

And that brought us to the end of quite a day! We finished with a reminder of the SIG day on Friday and all the thank you’s. Just as well, much as it has been awesome and I want more, my fingers are knackered! 🙂

Thank you to:

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for a great day! 🙂