The Potential of Digital Technologies to Support Literacy Instruction Relevant to the Common Core State Standards

Hutchison, Amy; Colwell, Jamie

doi:10.1002/jaal.335

Cited by 30 publications

(12 citation statements)

References 24 publications

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“…Some effective embedded instruction research studies have showed a positive impact on learning IPS skills (Argelagós & Pifarré, 2012;Britt & Aglinskas, 2002;Frerejean et al, 2016;Hutchison & Colwell, 2014), on enhancing students' performance on domain contents (Raes et al, 2012), and on transferring IPS skills to other contexts (Walraven, Brand-Gruwel, & Boshuizen, 2010).…”

Section: Instructional Applicationsmentioning

confidence: 99%

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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Internet has become one of the most important information sources for students' personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem-this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students' success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.

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Section: Instructional Applicationsmentioning

confidence: 99%

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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“…Writing multimodal poetry for an audience of class mates helped a 10th grade student resist marginalizing narratives that oppressed his identity as gay and Asian (Curwood & Gibbons, 2009). The digital nature of multimodal compositions makes them particularly sharable both inside and out side classrooms, giving students opportunities to com pose for audiences beyond their teachers (Hutchison & Colwell, 2014;Lammers & Marsh, 2015;Nash, 2018). In openly networked (Ito et al, 2013) classrooms in which teachers have connected their classroom spaces to on line affinity spaces, students shared their writing with wider audiences (Lammers & Van Alstyne, 2019).…”

Section: Multimodality and Participationmentioning

confidence: 99%

Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space

Marsh¹

2021

J Adolescent & Adult Lit

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In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed by affinity space and multimodality frameworks, this article adds to a small pool of classroom affinity space studies. Through grounded theory analysis, findings reveal that a multimodal project provided students opportunities to participate as interactive audience members, pursue less typical routes to status, and express identity; their teacher experienced an opportunity to participate more flexibly. Pertinent to a rise in online learning and increasingly prevalent and complex ways to create multimodal content, findings illuminate classroom affinity space features focused on broadening participation.

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“…Students are constantly surrounded by it, and it is important that they know how to interact with it; it's important that they are fluent in New Literacies and Digital Literacies. According to Hutchison & Colwell, more effort is needed to connect student's out of school literacy practices with thier in school literacy practices (Hutchison & Colwell, 2014). With the fast pace of technology there are tons of resources available to students and teachers.…”

Section: Why E-textbooksmentioning

confidence: 99%

Designing for Comprehension: A Comparison of Interactive and Non-Interactive Textbooks

Brown¹

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This study was conducted with one main question in mind, and two secondary questions. Primary Research Question: Do e-textbooks with interactive activities (specifically videos with related questions for the participant to watch and answer) or e-textbooks with non-interactive activities (written examples/statements with related questions for the participant to read and answer) have a more positive impact on user comprehension? Secondary Research Question: Does the amount of effort the participant puts into the activities have an impact on his/her comprehension? Tertiary Research Question: Does not note taking has an impact on comprehension? To answer these questions two versions of the same e-textbook was created; one had interactive activities while the other had non-interactive activities. In addition, participants

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The Potential of Digital Technologies to Support Literacy Instruction Relevant to the Common Core State Standards

Abstract: Digital tools have the potential to transform instruction and promote literacies outlined in the Common Core State Standards. Empirical research is examined to illustrate this potential in grades 6‐12 instruction.

Cited by 30 publications

References 24 publications

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space

Designing for Comprehension: A Comparison of Interactive and Non-Interactive Textbooks

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