Multiliteracies on Instant Messaging in Negotiating Local, Translocal, and Transnational Affiliations: A Case of an Adolescent Immigrant

Lam, Wan Shun Eva

doi:10.1598/rrq.44.4.5

Cited by 229 publications

(152 citation statements)

References 41 publications

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“…From elementary school students developing friendship while learning to write on computers (Vass, 2002), to immigrant adolescents choice of "communicative repertoires" in digital writing practices (Lam, 2009), to foreign language students interacting in group settings (M. Li & Zhu, 2013), there is a wealth of opportunities for researchers and educators to examine the learning opportunities technology brings to traditional classroom setting. As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation at all levels.…”

Section: Resultsmentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

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Section: Resultsmentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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“…According to Kern, literacy must be defined on the basis of a socio-cultural understanding which "stresses the importance of interpretation, collaboration, cultural conventions, cultural knowledge, problem solving, reflection and self-reflection, and language use" (Min Wang, 2015). Following the direction laid by Kern, a number of modern scholars refine the notion of literacy (Gee, 2012;Lam, 2009). …”

Section: "Cultural Literacy Unlike Expert Knowledge Is Meant To Be mentioning

confidence: 99%

Language And Literary Literacy As Components Of Learner’s Functional Literacy

Aleksandrova¹

2017

European Proceedings of Social and Behavioural Sciences

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The processes of globalization typical to the post-industrial era challenge a new consideration of literacy that satisfies the expectations of an individual and society. The article discusses various interpretations of the concepts of "language literacy", "literary literacy", and adduces their definitions as the subjectspecific components of the functional literacy of schoolchildren. At different times the concept of language literacy meant the ability to read, mastery of spelling and punctuation rules. Such understanding does not fully meet the existing theories of functional literacy and cultural identity. The reading of works of art is the most important indicator of the culture of any national community, and a means of storing and transferring the most significant cultural codes. This kind of activity requires special competences and skills, and a specific type of literacy, which can be defined as literary literacy, the type which the authors consider as an integral part of reading literacy.

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“…Domestic workers have been studied as well (Parreñas, 2001;Romero, 2002), as have gender issues (Mahler & Pessar, 2006;Sánchez, 2008), religion (Levitt, 2007(Levitt, , 2008Stepick, Rey, & Mahler, 2009), and digital media and literacy (Lam, 2009;McGinnis, 2007). U.S. schooling and transnational contexts have been studied to some extent (Brittain, 2002;Macías, 1990;Rodríguez, 2009;Sánchez, 2009) and, of course, issues related to identity and culture (Glick Schiller & Fouron, 2001;Nagel & Staeheli, 2003;Sánchez, 2001).…”

Section: The Ties Of Transnationalismmentioning

confidence: 99%