Abstract:Multiple-source inquiry that involves collaboration and deliberation is a complex construct; accordingly, valid measurement of these related competencies should require students to demonstrate their collaborative inquiry and social deliberation skills as part of an integrated performance. In this article, we report findings from the first phase of an assessment project designed to develop and evaluate the use of a virtual world platform that simultaneously captures collaboration, online inquiry, and social del… Show more
“…Due to their interactive and multimodal nature, video games offer opportunities for students to analyze narrative, genre, and audience in novel ways that build upon analytical work with less explicitly interactive texts such as novels or poems, a form of activity and skill traditionally valued in secondary English (Applebee, 1974). Furthermore, students’ engagement with paratexts surrounding video games facilitated analysis and synthesis across documents and modes, a skill that literacy researchers are increasingly attending to (Coiro et al, 2019).…”
English language arts (ELA) teachers and literacy researchers are increasingly attending to the ways that digital technologies may be integrated into the curriculum. Video games, which now feature extensive narrative structures, interactive play systems, and complex multimodal semiotics, offer one avenue through which ELA teachers can expand upon the texts and literacy practices included in language arts curricula. However, professional resources and research on the use of video games in literacy classrooms remain scarce. To understand how educators have begun to integrate games into ELA curriculum and instruction, the authors conducted a state‐of‐the‐art review of the emerging literature on video games in secondary ELA classrooms. Through an inductive search and coding process, 21 studies were identified and analyzed. Two major findings emerged regarding both the specific instructional practices that instructors in the studies employed and the overall effects on students' learning described in the studies. First, the studies highlighted examples of video game instruction through the use of game analysis, game design and production, text production, and inquiry/research. Second, studies emphasized students’ expanded conceptions of literacies, development of literacy practices, growth of critical and analytical thinking skills, enhanced engagement, and increased opportunities for peer collaboration and mentoring. The authors discuss the implications of these findings for literacy instruction and research.
“…Due to their interactive and multimodal nature, video games offer opportunities for students to analyze narrative, genre, and audience in novel ways that build upon analytical work with less explicitly interactive texts such as novels or poems, a form of activity and skill traditionally valued in secondary English (Applebee, 1974). Furthermore, students’ engagement with paratexts surrounding video games facilitated analysis and synthesis across documents and modes, a skill that literacy researchers are increasingly attending to (Coiro et al, 2019).…”
English language arts (ELA) teachers and literacy researchers are increasingly attending to the ways that digital technologies may be integrated into the curriculum. Video games, which now feature extensive narrative structures, interactive play systems, and complex multimodal semiotics, offer one avenue through which ELA teachers can expand upon the texts and literacy practices included in language arts curricula. However, professional resources and research on the use of video games in literacy classrooms remain scarce. To understand how educators have begun to integrate games into ELA curriculum and instruction, the authors conducted a state‐of‐the‐art review of the emerging literature on video games in secondary ELA classrooms. Through an inductive search and coding process, 21 studies were identified and analyzed. Two major findings emerged regarding both the specific instructional practices that instructors in the studies employed and the overall effects on students' learning described in the studies. First, the studies highlighted examples of video game instruction through the use of game analysis, game design and production, text production, and inquiry/research. Second, studies emphasized students’ expanded conceptions of literacies, development of literacy practices, growth of critical and analytical thinking skills, enhanced engagement, and increased opportunities for peer collaboration and mentoring. The authors discuss the implications of these findings for literacy instruction and research.
“…For example,the lack of familiarity with real‐time collaborative environments…and working and talking together remotely in a digital platform with someone you have not met previously may introduce additional challenges beyond working and talking together with someone new in more familiar face‐to‐face situations. (Coiro et al, 2019, p. 287)…”
Section: A Shifting Landscape Of Digital Literacy Practices and Perspmentioning
confidence: 97%
“…A third collection of design considerations may help characterize other contextual features related to the reading activity (as depicted along the right of the outside ring in Figure 1). For example, studies involving digital reading have explored quantitative or qualitative differences related to whether the reading task was timed or untimed (Colwell, 2013); whether readers worked individually, with a partner, or in small or large groups (Hampel, 2006); whether readers read to accomplish personal or task goals (List & Alexander, 2019); and/or whether readers engaged with texts, other people, or dynamic avatars in face-to-face situations , collaborative online documents (Abrams, 2019), or virtual worlds (see Coiro et al, 2019). In each of these studies, contextual design features had an impact on interaction, Thus, this set of contextual considerations (pictured at the lower right of Figure 1) is positioned in near proximity to the reader element as a reminder that readers may take on different identities and bring diverse competencies and motivations to different communities of practice.…”
Section: Contextmentioning
confidence: 99%
“…These assessments emphasize cognitive and social skills required for successful comprehension (e.g., Sabatini, O’Reilly, & Doorey, 2018) and collaborative problem solving (e.g., Griffin & Care, 2015; OECD, 2017). Some assessments are designed to tap integrated performances spanning multiple digital literacy competencies, such as locating, evaluating, and synthesizing information across multiple documents and writing a source‐based argumentative essay (see Coiro et al, 2019). Others involve the sequencing or decomposition of digital reading tasks (e.g., identifying multiple perspectives, judging source reliability), which permits estimations of proficiency with or relations among key reading components such as literal comprehension, inference generation, summarization, or reasoning about text information (e.g., Goldman et al, 2019; Sabatini, O’Reilly, Halderman, & Bruce, 2014).…”
Section: A Shifting Landscape Of Digital Literacy Practices and Perspmentioning
confidence: 99%
“…Consequently, psychometricians might select different combinations of features represented in the proposed heuristic to accurately measure the complex integration of comprehension skills and practices required in particularized digital reading environments. In turn, recent advances in technology can be leveraged to capture and track detailed evidence of both content understanding and targeted comprehension processes in digital environments (see, e.g., Coiro et al, 2019; Kerr, Andrews, & Mislevy, 2017).…”
Section: A Multifaceted Heuristic To Characterize the Complexity Of Dmentioning
In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy.
Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
