Fostering Participatory Literacies in English Language Arts Instruction Using Student-Authored Podcasts

Buckley-Marudas, Molly; Ellenbogen, Charles

doi:10.4018/978-1-7998-0000-2.ch002

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Finally, Charles and Molly co-presented on their podcasting project at another national convention, where they were invited to write a chapter about their work. This chapter is now published and available to professionals interested in podcasting in the classroom (Buckley-Marudas & Ellenbogen, 2019). This finding highlighted that the work was immediately relevant to the field and that practitioners' novel, real-time research made…”

Section: Professional Field At Largementioning

confidence: 92%

Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

Buckley‐Marudas

Dutton

Ellenbogen

et al. 2021

CJAR

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This article shares insights from the experiences of three high school practitioners and two university faculty who participated in a school-university-based action research program as a voluntary part of the teachers’ professional development. The three high school practitioners conducted action research projects around questions that stemmed from and were relevant to their own teaching practice. As part of the action research program, the practitioners were paired with university faculty to support the research. Building on practitioner inquiry traditions and critical case study methodologies, this study used qualitative methods to explore the experiences of practitioner action research processes. Drawing on in-person meeting notes and reflective memos, four key ideas emerged: Infrastructure, We are all Partners in Education, Engaging Pathway for Experienced Teachers, and Challenges. Insights gained from this inquiry will have implications for professional practices in the areas of school-university partnership, professional development, and action research process.

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Section: Professional Field At Largementioning

confidence: 92%

Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

Buckley‐Marudas

Dutton

Ellenbogen

et al. 2021

CJAR

Self Cite

View full text Add to dashboard Cite

show abstract

“…Teacher educators and researchers have employed digital storytelling projects for numerous purposes, including engagement with peers (Chigona, 2013;Mannion & Liontas, 2022), identity work (Gachago, Cronje, et al, 2014;Vitanova, 2016), reflection on and expression of personal experiences (Ng & Nicholas, 2015;Radford & Aitken, 2014), exploration of social issues (Alcantud Diaz, 2016;Buckley-Marudas & Martin, 2020;Matias & Grosland, 2016), and development of teacher knowledge (Kildan & Incikabi, 2015;Røkenes, 2016) or competences (Çetin, 2021). Other objectives have included exploration of education majors' experiences with and perceptions of digital storytelling (Özüdoğru & Çakır, 2020a;Park, 2019;Yigit, 2020) and investigation of the contents of education majors' digital stories (Bozdogan, 2012;Davis et al, 2017).…”

Section: Digital Storytelling In Teacher Education Researchmentioning

confidence: 99%

SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

2023

TESOL Communications

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Multiple studies in the field of teacher education have demonstrated the potential of digital storytelling to facilitate acquisition of teacher knowledge, critical examination of sociocultural or sociopolitical issues, and exploration and expression of identity or personal experiences. Some studies have also focused on the digital storytelling experiences and perceptions of education majors, particularly those at the undergraduate or master's degree level. This qualitative case study is an exploration of the perceptions and experiences of Second Language Acquisition doctoral students who collaboratively created digital stories to promote the use of different types educational technology (ET) in second/foreign language education. Thematic analysis of data indicated participants enjoyed their experiences, acquired ET knowledge, and learned about digital storytelling as a teaching-learning tool. Primary challenges they faced were employing unfamiliar ET and coordinating efforts with group mates. Discoveries support the use of digital storytelling as a motivational means of developing teacher knowledge while serving as a model of its use as a teaching-learning tool. Recommendations include creating opportunities for education majors to engage in reflection on their experiences, ensuring they can employ necessary ET (e.g., video editing software), and creating conditions for productive group work.

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Learning Social Justice From Ambedkar's Short Animation Video

Latifah,

Budiyanto

2023

icontrees

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The life and work of Dr. Bhimrao Ambedkar, a prominent Buddhist activist and scholar, have not only left behind a lasting legacy of ideas and access to social justice for the Indian people, but also served as a source of inspiration for citizens across the globe. Regrettably, many young Indonesians, particularly those in the Buddhist community, are unfamiliar with his life story. Consequently, this study seeks to describe the use of a short biographical animation video about Ambedkar's life in the Religious Studies curriculum at Kertarajasa Buddhist College (STAB Kertarajasa). This short biographical animation video will be employed as a teaching tool to explore topics related to religious diversity around the world and the role of religion as a driving force for social change. Through this case study, the objective of this lesson is to enhance students' understanding of the various expressions of religion worldwide, with a particular emphasis on Hinduism and Buddhism in India. Additionally, Ambedkar's powerful vision for achieving social justice provides guidance for prospective teachers in cultivating a critical mindset. The ability to think critically is crucial for aspiring educators, as they must be proactive agents of change. By fostering a critical mindset, these prospective teachers will be better equipped to embrace change and develop innovative and creative solutions. This paper outlines a learning best practice that utilizes a case study of Ambedkar's life struggle as a means of promoting social equality, religious freedom, and critical education for student-teachers at a Buddhist college through digital storytelling. Key words: Ambedkar, Buddhism, Philosphy of Education, Religious Studies, Religious Dialog, Social Justice.

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Fostering Participatory Literacies in English Language Arts Instruction Using Student-Authored Podcasts

Cited by 3 publications

References 14 publications

Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

SLA Doctoral Students' Collaborative Digital Storytelling Experiences and Perceptions

Learning Social Justice From Ambedkar's Short Animation Video

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