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Digital and Virtual Book Clubs: Breaking the Boundaries of Restrictive Literacy Practices
Abstract
This chapter reaffirms books clubs as a sound pedagogical strategy and considers how digital and virtual book clubs may allow us to meet this globalized moment in which technology has become a staple of our everyday lives. The authors provide two examples of how to integrate digital and virtual book clubs in both elementary classrooms and teacher education. The first demonstrates the promise of cross-country virtual books clubs as a way to help pre-service teachers access children's literature and consider diverse perspectives. The second case illustrates how one rural elementary school successfully made the shift from face-to-face to digital books in order to build motivation to read and increase authentic discussion between students. The authors argue that digital and virtual book clubs can expand access to text, empower and motivate students of all ages, and mirror real world literacy practices. The authors advocate for book clubs as a necessary literacy practice, which should be part of the science of reading movement.
... A literatura sobre o tema aponta a existência de experiências bem-sucedidas ao nível da escola (Chaves Barrera & Marcela Chapetón, 2019;Santos, 2020;Scheckle, 2022): no Ensino Básico (Azevedo & Martins, 2011) e no Ensino Secundário, com adolescentes (Santos Gómez, 2022;Dantas, Cordón-García & Gómez-Díaz, 2017;Hicks-Brooks, 2021;Tijms, Stoop & Polleck, 2017;Whittingham & Huffman, 2009), em ambientes digitais (Moran, Ward, Billen, Wood & Yang, 2023;Scharber, 2009;Szempruch & Hinds, 2022), com grupos intergeracionais (Frey, Sublett, Stanley & Stearns, 2022) ou no Ensino Superior (Azevedo, 2023;Moreno-Mulas, García-Rodríguez & Gómez-Díaz, 2019). ...
O artigo apresenta e analisa as perceções e crenças de estudantes de educação de uma universidade pública portuguesa relativamente aos clubes de leitura. Os estudantes redigiram um comentário reflexivo pessoal para responder aos seguintes objetivos: 1) apresentar o ponto de vista pessoal fundamentado sobre clubes de leitura digitais e clubes de leitura presenciais; 2) escolher e justificar a escolha de um clube de leitura digital; 3) refletir sobre o posicionamento profissional acerca de clubes de leitura considerando que os estudantes serão futuros profissionais ligados à formação de crianças. Os resultados, baseados em análise documental, apontam para a valorização da experiência dos clubes de leitura presenciais e digitais e para a sua relevância no futuro profissional dos atuais estudantes, basicamente como estratégia para a criação de hábitos de leitura junto das crianças, promovidos pelos professores ou pelos pais.
Literacy topics fluctuate each year in how much attention they receive in research and practice. The What’s Hot in Literacy annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following three levels are used to report the findings: a) “extremely hot” or “extremely cold” (100% consensus), b) “very hot” or “very cold” (75% consensus), and c) “hot” or “cold” (50% consensus). Items are identified as “should be hot” or “should not be hot” if at least 50% of the respondents agree. The four “very hot” topics for 2021 are digital literacy, dyslexia, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. Discussion of these topics (and others that were deemed should be hot) and why they may be currently receiving more attention than others in the field is included. Findings can be utilized by both K-12 and higher education professionals alike.
During the pandemic, school and university students had to urgently move away from traditional classrooms to online learning in their homes. Student engagement that can be explained by self-determination theory (SDT) is important in online learning. Indeed, the founders of SDT recently stated that SDT-based future research should look closely at how to satisfy the basic needs in the theory in technology enhanced learning environments. We also know very little about K-12 student engagement in online learning. Therefore, this qualitative study used the SDT as a framework to understand K-12 school student engagement and disengagement in online learning. It used a thematic analysis to analyse interview data from 36 students and 18 teachers. The findings highlight that (i) online learning environments that supported more autonomy were more likely to engage students cognitively in developing two important lifelong skills of digital literacy and self-regulated learning; and (ii) those environments that lacked emotional attachment, equipment and resources, coupled with perceived digital incompetence and ineffective learning experience of the students suppressed cognitive and emotional engagement. Hence, this study suggests how to satisfy the need for competence and relatedness to prepare and implement online learning.
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self‐regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.
This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Qualitative data included pre/post interviews, reflection papers, and blog posts of book club conversations, which were all collected and analyzed. Holistic, in-depth exploration of the recurring themes and patterns occurred continuously during data analysis. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement. Results suggest that real-world application enhances preservice teachers' confidence and ability to engage as active readers and teachers of reading. These findings have important implications for 21st-century teacher education programs.
Era in which we live is known and referred as digital age.In this age technology is rapidly changed and developed. In light of these technological advances in 21th century, schools have the responsibility of training "digital citizen" as well as a good citizen. Digital citizens must have extensive skills, knowledge, Internet and technology access and schools must guide the students to be a digital citizens. Ribble and Bailey (2007) described the digital citizens features in schools that need to have in nine touchpoints. Based on these points, this research is aimed to develop a scale about digital citizenship.
The six elements of effective reading instruction don't require much time or money—just educators' decision to put them in place. "Every child a reader" has been the goal of instruction, education research, and reform for at least three decades. We now know more than ever about how to accomplish this goal. Yet few students in the United States regularly receive the best reading instruction we know how to give. Instead, despite good intentions, educators often make decisions about instruction that compromise or supplant the kind of experiences all children need to become engaged, successful readers. This is especially true for struggling readers, who are much less likely than their peers to participate in the kinds of high-quality instructional activities that would ensure that they learn to read. Six Elements for Every Child Here, we outline six elements of instruction that every child should experience every day. Each of these elements can be implemented in any district and any school, with any curriculum or set of materials, and without additional funds. All that's necessary is for adults to make the decision to do it.
Digital storytelling has emerged as an innovative practice that allows students deeper engagement with content while encouraging the use of critical thinking and technological skills needed to navigate the ever changing digital terrain of the 21st century. The integration of traditional and new literacy practices is evident throughout the process of creating a digital story. Students use and enhance their reading and writing skills during the creation of a story that ultimately plays out as a digital movie. Within this article, the authors describe how a traditionally trained fifth grade teacher moved beyond her initial avoidance of technology and reframed literacy instruction in her classroom to incorporate digital storytelling. The article provides an illustration of how traditional literacy practices can be merged with new literacy practices to enhance teaching and learning.
New literacies research offers valuable insights into young people's everyday literacy practices. Teachers can use the kinds of research outcomes reported here to build on new literacies in appropriate ways for academic purposes.
Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers enlisted the help of five high school students who kept daily logs of the websites they visited for 8 months. The logs provided a focus for weekly, semi-structured individual interviews that were recorded, transcribed, and used to inform the next week's interviews. A six-step multilayered analysis of the data shows that students use a range of Web-based resources and digital literacy skills to construct their online identities. While such practices are connected to students' offline worlds, a scholarly debate exists concerning their relevancy for preparing youth to be contributing members of society.
As residential Internet access in the United States shifts toward high-speed connections, a gap has emerged in rural high-speed access relative to urban high-speed access. Potential causes of this high-speed ``digital divide'' include rural—urban differences in people, place, and infrastructure. In this article, Current Population Survey data from 2000, 2001, and 2003 are combined with novel infrastructure data to determine the relative roles of these factors in the rural—urban divide. Bootstrapped decompositions of logit model results demonstrate that rural—urban differences in income and in network externalities, but not in infrastructure, are the dominant causes of the high-speed gap.
This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the authors call for a continuing empir-ical investigation into the roles that digital multimodal texts play in real-world contexts, and they offer one example of how such investigations might be approached. Drawing on data from the practice of multimedia digital storytelling, specifically a piece titled "Lyfe-N-Rhyme," created by Oakland, California, artist Randy Young (accessible at http:// www.oaklanddusty.org/videos.php), the authors detail the method and results of a fine-grained multimodal analysis, revealing semiotic relationships between and among dif-ferent, copresent modes. It is in these relationships, the authors argue, that the expressive power of multimodality resides. All about us, there are unmistakable signs that what counts as a text and what constitutes reading and writing are changing—indeed, have already changed and radically so—in this age of digitally afforded multimodality. To rehearse the obvious, it is possible now to easily integrate words with images, sound, music, and movement to create digital artifacts that do not necessarily privilege linguistic forms of signification but rather that draw on a variety of modali-ties—speech, writing, image, gesture, and sound— to create different 224
When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four‐N‐Framework as a guide to nurture and nudge each reader through virtual book club conversations.
Preservice teachers in educator preparation programs (EPPs) are rarely cognizant of programmatic structures outside their own EPP. This lack of awareness isolates preservice teachers within their own programs and university cultures. As teacher educators, the authors wondered: How might interacting with peers in other EPPs bolster our preservice teachers’ disciplinary literacies, praxis, and cultural competency? How might cross-institutional virtual interaction expand preservice teachers’ pre-professional
networking opportunities? Virtual book clubs offer a structured way for preservice teachers to experience peer interaction across institutions and cultural contexts. These book clubs provide opportunities for preservice teachers to explore a diverse array of cultural, societal, and professional perspectives as they prepare to enter teaching as young professionals.
A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts.
Given that most preservice teachers have grown up in a technological world, it is commonly accepted that they will bring their new literacies knowledge and skills into their future classrooms. However, little is actually known about preservice teachers’ perceptions of the place of new literacies in elementary schools. Therefore, the purpose of this paper was to investigate preservice elementary teachers’ perceptions of the need to support or teach new literacies in their future classrooms. Using survey design, descriptive analysis, and thematic analysis the following three findings were identified: (a) the participants of this study were insiders, (b) the participants favored teaching traditional, school-based literacies, and (c) the participants assumed that the purpose of education was to do well in school. The findings suggest that rather than assume preservice teachers will simply bring their new literacies practices into schools and help their future students engage in the multiple literacies needed for success in and out-of-school, teacher educators must explicitly prepare them to do so.
Based on research conducted in a fourth‐grade classroom, the author describes one teacher's process for integrating social studies and English language arts using a writers’ workshop approach. Furthermore, the fourth‐grade teacher was able to provide students with an opportunity to engage in multimodal composition. After conducting research independently and collaboratively, the students wrote scripts, located images, and recorded narration to create digital stories from the perspective of a Revolutionary War participant. Revision, editing, and further research occurred during the process. When completed, students’ digital stories were uploaded to a video‐sharing website where they could be viewed by authentic audiences.
Middle school students participated in a summer online book club as an opportunity to read and discuss texts during the summer months. The author provides considerations for educators who may be interested in conducting summer online book clubs with their students, based on student interviews and observations throughout the summer book club.
Young students must become proficient in the new literacies of 21st‐century technologies to be considered literate. This department explores how literacy educators can integrate information and communication technologies into the curriculum.
Literature circles, or book clubs, are a long-standing pedagogical tradition designed to support students' reading and response to literature. However, critics of these student-led literature discussions have argued that this format can limit opportunities for students to engage meaningfully with political, social, and cultural issues. The purpose of this article is to provide readers with a framework for designing critical book clubs that support students' development as empowered readers and writers who critique the world around them and advocate for social change. Drawing on findings from a yearlong study in which third-grade students interrogated representations of disability, difference, and stereotypes, the authors describe a four-phase model for scaffolding critical book clubs, as well as instructional strategies for supporting students' navigation of new forms of critical interactions with texts and their peers.
In this 'new media age' the screen has replaced the book as the dominant medium of communication. This dramatic change has made image, rather than writing, the centre of communication. In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy. Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences. Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.
By most government statistical definitions, Central Appalachia is one of the most impoverished regions in the United States. Many of the region’s residents are low-income, dependent on government benefits, have high rates of obesity and diabetes, and low rates of college educational obtainment. Central Appalachia is historically tied to the coal mining and railroad industries. Many scholars believe this historical bond created an internal colony of company-dependent residents who have been unable to transition successfully from those industry’s boom eras or escape the lingering effects of industry environmental, health and economic degradation. While coal mining stripped the land of Central Appalachia and often cheated its residents from access to economic well-being and opportunity by traditional American definitions, Central Appalachians have created a rich culture based on kinship, religion, fatalism and community pride. Today, significant questions arise regarding the impact of advanced communication technologies and the associated infiltration of a monolithic standard for American success; success defined by material gain idealized by middle-class suburban living. While advanced communication technologies are often praised for their capacity to advance education, employment and cross-cultural understanding, in regions such as Central Appalachia, they may undermine the foundation of culture the residents have built in order to survive decades of isolation and exploitation.
It is sometimes assumed that “digital natives” will more easily integrate new literacies into their classrooms once they begin their careers. This study followed preservice teachers at the junior level—who were taking part in a year-long field experience set in an urban high school. This field experience was set in the context of an English education methods course focusing on integrating new—literacies into the English classroom. Interviews, blog posts, and survey responses suggest that many of the preservice teachers (born around 1990) expressed some of the same traditional views about—using technology as teachers of an older generation. With some exceptions, most of the preservice teachers saw new literacies as best used to motivate students to learn traditional content.
This article describes a literature circle of seven pre-service teacher education students who read Al Capone Shines My Shoes (G. Choldenko, 2009). Students used the Internet to complete their roles, shared what they learned as they discussed the book, and then wrote about the digital experience. Four themes emerged from an analysis of the written responses with representative excerpts from these responses included. Implications and suggestions for using this kind of assignment with elementary age children are discussed.
As new times become hard times, there may be little time for multimodality in school unless educators confront the accountability culture. This commentary reviews the arguments for multimodal transformations of school literacy curricula and explores the potential of reflective talk about multimodal meaning-making as an assessment practice. Talking about how multimodality works may enable educators and students alike to talk back to an accountability culture that limits what counts as literacy.
The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet their literacy learning goals.
An explanation of how to develop lessons that meaningfully integrate iPads is presented, as well as lessons learned from the project. Considerations for integrating tablets, such as the iPad, into literacy instruction are provided.
Because iPads and similar tablets are relatively unexplored as tools for literacy learning, this work may provide a foundation for teachers and leaders making decisions about whether mobile devices such as these can be useful in literacy classrooms.
As readers encounter children's literature in new formats and modes of delivery, the basic processes of reading, sharing, discussing and analyzing texts will change. Because of these changes, new instructional approaches and resources will be required to support the development of young readers in a Reading Workshop 2.0 environment. In a Reading Workshop 2.0 environment, readers might read children's picturebooks and novels on e-readers, share their ideas on web-based discussion boards and analyze texts using digital tools and resources.
This article describes how third graders combine traditional literacy practices, including writer's notebooks and graphic organizers, with new literacies, such as video editing software, to create digital personal narratives. The authors emphasize the role of planning in the recursive writing process and describe how technology-based audio recordings, using iPods and LiveScribe pens, allow students to narrate, critically evaluate, and revise their stories before writing first drafts. The authors discuss the benefits of integrating recorded oral rehearsals into the writing process and explain how, with peer conferencing and teacher support, the audio drafts evolve into multiple written drafts, storyboards, and iMovies. Creating digital stories that are shared with proximate audiences (e.g, classmates and families) and distant, sometimes unknown audiences through a class blog, provide students with meaningful, engaging, 21st-century opportunities to communicate ideas through the use of multimodal resources.
What are new literacies and how do they mesh with core curriculum? Classroom teachers who find their students’ interests and bases of knowledge about new technologies expanding exponentially often ask this question. While broadening the definition of new literacies beyond internet literacy this article explores the history of new literacies and offers an answer to the question of how to blend new literacies while not losing the focus of the core curriculum. An example of how one teacher remixed new literacies, core curriculum, and intentional instruction to support critical literacy is shared to illustrate the reality and possible process of weaving new and existing literacy instruction.
The digital divide represents an important social problem accompanying the diffusion of the internet in the USA, and in other nations. Theoretically, the digital divide is closely related to conceptualisations, and the considerable past research, on the knowledge gap hypothesis. The digital divide is the gap that exists between individuals advantaged by the internet and those individuals relatively disadvantaged by the internet. Here we synthesise available findings about socio-economic and other characteristics of individuals who are users and non-users of the internet, explore data about whether the digital divide is widening, and discuss strategies for bridging the digital divide. We suggest that the access-divide, which has received the most attention to date, may eventually be replaced by a learning- divide, a content-divide, and by other types of divides through which the internet will continue to advantage certain individuals, and disadvantage others.
In this article, the authors discuss a rural middle school teacher's use of YouTube, digital stories, and blogs in a language arts curriculum. The authors also share the voices of middle school students as they learn through this technology in the classroom. Although a wide variety of technology integration exists in this middle school language arts classroom, the authors highlight the use of YouTube, digital stories, and blogs because they represent simple tools appropriate for any teacher's use and can easily be used together. The authors explain how to use these digital tools and provide examples of actual classroom practice.
This article explores one context in which language arts instruction can be enhanced through digital technologies. It describes how preservice elementary education teachers first investigated aspects of visual literacy and then engaged in digital and traditional multimodal forms of response to historical nonfiction literature. They read, interpreted images, posted online written and visual responses, created symbolic collages, role played, enacted dramatic tableaux, and conversed. Next, they selected from and redesigned these varied representational resources to create collaborative digital movies in which they further explored an aspect of the book. Three of the group projects are analyzed for the ways in which the students capitalized upon the particular affordances of the various modalities. Implications for elementary and middle school classroom instruction are described.
تستكشف هذه المقالة سياقاً تستطيع فيه التقنيات الرقمية أن تحسن تعليم الفنون اللغوية. وتصف كيف من أول الأمر استقصى معلمو المدرسة الابتدائية قبل الخدمة جوانب معرفة القراءة والكتابة البصرية وثمة انشغلوا في تعدودية النظم التقليدية والرقمية رداً على الأدب الواقعي التاريخي. ولقد قرأوا وتحللوا صوراً ووضعوا ردودهم على الشبكة العالمية كتابةً وبصريةً وخلقوا فسيفساء رمزية ومثلوا موقفاً ومسرحية دراما وحادثوا. وبعد ذلك اختاروا من هذه المصادر التمثيلية المتنوعة وأعادوا تصميمها كي يخلقوا كذا فيديو آي بود وعمقوا فيها مستكشفين جانباً من الكتاب. وقد تم تحليل ثلاثة مشاريع من المجموعة بحثاً عن الوسائل التي استغل فيها الطلاب الامتيازات المعينة من الطرق المتنوعة وقد تمت وصفة لاحتمالات التنفيذ في تعليم صفوف الابتدائية والاعدادية.
本文探讨一种可以通过数字技术促进语文教学的语境。文中描述小学教育的职前教师如何首先对视觉素养作多方面的研究，然后参与对历史性和非虚构性的写实文学的内容，以数字式及传统式的多模态形式作出回应的活动。他们一起阅读、解读图像、张帖线上文字和图解的回应、创作符号拼贴画、角色扮演、把戏剧化静态画面演活，和彼此交谈。接着，他们挑选和重新设计这些不同的表征资源，创制协作性网络电影，在电影中他们对该写实文学的某一方面作进一步的探讨。根据分组研习中的三个组别的资料，本文分析学生如何利用不同种类的模态所提供的特殊可用性。本文最后更说明这个研究对小学与中学课堂教学的含义。
Cet article explore un contexte dans lequel l'enseignement de la langue peut être amélioré grâce aux technologies numériques. Il décrit comment des enseignants d'école élémentaire en formation initiale ont examiné tout d'abord les aspects visuels de la lecture‐écriture, puis se sont engagés dans des formes multimodales de réponse numériques et traditionnelles avec une littérature classique non fictionnelle. Ils ont lu, interprété des images, collé en ligne des réponses écrites et visuelles, créé des collages symboliques, joué des rôles, fait de la mise en scène théâtrale, et débatti. Ils ont ensuite sélectionné puis redéfini ces diverses ressources de représentation pour créer des eFilms dans lesquels ils ont exploré davantage un aspect du livre. Trois de ces projets collectifs ont été analysés quant à la façon dont les étudiants ont capitalisé les possibilités qu'offrent ces différentes modalités. On décrit les implications pour l'enseignement élémentaire et le collège.
В статье представлен один из возможных контекстов для развития языковых навыков с помощью цифровых технологий. Сначала будущие учителя начальной школы знакомились с некоторыми аспектами визуальной грамотности, а затем реагировали на историческую документальную литературу в цифровом и традиционном полимодальном формате. Они читали, интерпретировали изображения, отправляли письменные и визуальные ответы по электронной почте, создавали символические коллажи, разыгрывали сценки и целые спектакли и просто беседовали. Затем они выбирали из всех эти ресурсов то, что считали необходимым для создания совместных электронных фильмов, в которых они еще глубже исследовали тот или иной аспект книги. В статье проанализированы три групповых проекта с точки зрения наиболее оптимального выбора ресурсов из всего имеющегося арсенала. Описано значение полученных выводов для начальной и средней школы.
Este artículo explora un contexto en el cual la instrucción de las disciplinas lingüísticas puede ser aumentado por medio del uso de tecnologías digitales. Describe cómo maestros de enseñanza primaria a nivel de preservicio primero investigaron aspectos de competencia visual, entonces respondieron a literatura histórica real usando tanto medios digitales como tradicionales. Leyeron, interpretaron imágenes, enviaron respuestas escritas y visuales en línea, crearon arte de colaje simbólico, asumieron diferentes papeles, ejecutaron escenografías dramáticas y conversaron. Luego seleccionaron y rediseñaron estos variados recursos figurativos para crear iPelículas (iMovies) en las que siguieron explorando un aspecto del libro. Tres de los proyectos en grupo se analizan para ver las maneras en que los alumnos se aprovecharon de lo que cada modalidad ofrecía en particular. Se describen las consecuencias para la instrucción en los salones de clase primaria e intermedia.
Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
This article examines two adult book club members’ responses to literary texts over a 23-month period to identify practices that contribute to productive book club participation. Members were interviewed regarding their book selection procedures, preparation for and perceptions of the discussions, and what they valued about the discussions. Discussions were analyzed in terms of book club members drawing on their knowledge and expertise to interpret texts, developing topics based on the number of different turns per topic, and adopting “point-driven” versus “story-driven” stances. Three basic factors are identified as contributors to productive book club participation: (1) the use of codified, vetted selection procedures; (2) collaborative sharing of knowledge and expertise to provide insights into books in ways that transcend members’ individual responses; and (3) the development of discussion topics through building on members’ interpretations.
Search engines are some of the most popular destinations on the Web—understandably so, given the vast amounts of information available to users and the need for help in sifting through online content. While the results of significant technical achievements, search engines are also embedded in social processes and institutions that influence how they function and how they are used. This special theme section of the Journal of Computer-Mediated Communication explores these non-technical aspects of search engines and their uses.
Literacy coaching: Transforming teaching and learning with digital tools and technology
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Affinito, S. (2018). Literacy coaching: Transforming teaching and learning with digital tools and technology. Heinemann.
Every child, every day.
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Technology in the literacy program. Best practices of literacy leaders: Keys to school improvement
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Breathing new life into book clubs: A practical guide for teachers
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The anti-education era: creating smarter students through digital learning
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