Exploring the Effectiveness of an Online Writing Workspace to Support Literacy in a Social Studies Classroom

Carlin-Menter, Shannon

doi:10.2304/elea.2013.10.4.407

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…In schools where teachers and students use Google Docs, students can save their work in a Google Doc shared with their teacher. The use of such online workspaces has been shown to enhance students' literacy skills and knowledge acquisition, while simultaneously addressing CCSS (Carlin-Menter, 2013).…”

Section: Application Assignmentsmentioning

confidence: 99%

Strategies for Online Academic Research (SOAR)

Terrazas-Arellanes

Knox

Anderson‐Inman

et al. 2016

International Journal of Information Communication Technologies and Human Development

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The ability to conduct research is essential for meeting Common Core State Standards, for success in post-secondary education, and for access to many 21st-century careers. Although today's students increasingly turn to the Internet for information, they are often unprepared to engage effectively in academic research online. This article describes work at the University of Oregon's Center for Advanced Technology in Education in developing and testing nine Strategies for Online Academic Research (SOAR) designed for middle school students, with specific attention to the needs of students with learning disabilities. Included is information about the SOAR Student Toolkit, a multimedia website with step-by-step instructional modules for learning the nine strategies, as well as results from an evaluation in Connecticut. Results indicate that using the SOAR Student Toolkit improves online research performance for sixth-, seventh-, and eighth-grade general education students and students with learning disabilities. Implications for future research are discussed.

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Section: Application Assignmentsmentioning

confidence: 99%

Strategies for Online Academic Research (SOAR)

Terrazas-Arellanes

Knox

Anderson‐Inman

et al. 2016

International Journal of Information Communication Technologies and Human Development

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“…The multimodal meaning affordance assists digital diverse learners maximize their academic potential as they enrich their cognitive awareness. Educational researchers have shown (Carlin-Menter, 2013) that such practices that focus on varying semantic architectures assist students to better understand the metacognitive tasks required to express themselves and represent their thinking.…”

Section: Introductionmentioning

confidence: 99%

Maximizing Learning Potential with Multimodality: A Case Study

Haniya¹,

Tzirides²,

Montebello³

et al. 2019

WJER

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In today’s increasingly fast-moving digital world, learners are immersed in multimodal online communication environments in their daily life, through Facebook, Twitter, Instagram, Snapchat and others. This requires educators to reflect the environment in which these learners live, and thus design instructional practices from a multimodal perspective. Multimodality offers new opportunities for digital learners to express themselves, analyze problems and make meaning in multimodal ways as they interpret knowledge differently according to their various educational needs (Kalantzis & Cope, 2015). In this paper we will discuss the significance of integrating multimodality in e-Learning contexts to make meaning and improve learning. The paper will also present a case study of an online course from the College of Education at the University of Illinois Urbana Champaign to show how multimodality works in practice to cater to learner differences by offering a range of activity options and modes of meaning. We will also examine learners’ perceptions of adopting such an approach in the online course. We used survey techniques for data collection and quantitative and qualitative methods for data analysis. Results revealed illuminating insights about the importance of multimodality approach to increase learning potential for digital learners and provided suggestions for future iterations.

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