Teaching Digital Literary Literacies in Secondary English Language Arts

Rainey, Emily C.; Storm, Scott

doi:10.1002/jaal.677

Cited by 12 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Yet, learning such advanced literacy skills may be impeded if students lack automaticity in the foundational reading and writing skills (LaBerge & Samuels, ; Perfetti, , ; Trapman, van Gelderen, van Steensel, van Schooten, & Hulstijn, ). Given the multimodal and discipline‐specific nature of texts that students need to comprehend (and produce) in high school, mastery of the basic reading and writing skills may not be sufficient but is indeed essential for literacy success across high school disciplines (Rainey & Storm, ; Wilson, ). Although secondary educators may assume that their students can effectively wield the foundational literacy skills taught in elementary school, such as decoding, word attack, and spelling, they may need to explicitly teach these skills (Cain & Oakhill, ; Joseph & Schisler, ; Riddle Buly & Valencia, ).…”

Section: The Construct Of Adolescent Literacymentioning

confidence: 99%

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Sinclair

Jang

Vincett

2018

Reading Research Quarterly

View full text Add to dashboard Cite

This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10. Students from diverse home‐language backgrounds and those who had immigrated to Canada tended to have strong literacy profiles and positive trajectories. The analyses also indicate that students who used very little or no English at home, even those who had a strong literacy skill profile in grade 6, may benefit from additional literacy support in high school. In terms of instructional programming variables, participation in an English as a Second Language program was associated with little change in students’ literacy profiles over time, and career‐oriented streaming showed a strong negative impact on literacy skill development. In terms of language‐in‐education policy and practice, the findings support the idea that, generally speaking, students from multilingual home‐language environments retain strong literacy profiles between elementary and high school. The findings also emphasize the importance of quality instructional programming.

show abstract

Section: The Construct Of Adolescent Literacymentioning

confidence: 99%

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Sinclair

Jang

Vincett

2018

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Students will inevitably be in these spaces, and schools are safe locations that should be well-equipped to gradually build students' connective literacy skills. As connected technology use expands in classrooms, it is important to examine how students develop proficiency in connective literacies, and the ways teachers support that process (Rainey & Storm, 2017).…”

Section: Future Directionsmentioning

confidence: 99%

Adolescents' perspectives about their digital and connective literacies

Washburn

Myers

2023

J Adolescent & Adult Lit

View full text Add to dashboard Cite

As a term, “connective literacies” refers to the reading, writing, speaking, listening, viewing, and critical thinking skills necessary for students to engage and interact meaningfully, productively, and safely in a variety of digitally connected spaces. Using a critical literacies approach to honor the voices of adolescents as producers and consumers of online texts, in the present study, researchers conducted two focus groups of nine eighth‐grade students. Adolescents shared their insights about their use of connective literacy skills in and outside of school, including how they use digital technologies, and how they connect with others in digital spaces. Researchers share and discuss five thematic findings, using transcript excerpts as illustrations to present adolescents' perspectives. Finally, we offer future directions for educators, policymakers, researchers, families, and students to advance adolescents' connective literacy skills.

show abstract

“…Öğretmen ve öğrenciler, Türkçe dersi ile ilişkilendirilmiş teknolojiyi değil; sadece teknoloji kullanımını sorun olarak görmektedirler. Oysaki teknolojiyle ilişkilendirilmiş temel dil becerileri üzerine birçok çalışma (Deacon, Parkin ve Schneider, 2017;Ediger, 2016;Hutchison ve Woodward, 2014;Rainey ve Storm, 2017;Relles ve Tierney, 2013;Smith, 2013;Soobin, Warschauer, Binbin ve Lawrence, 2014;Union, Union ve Green, 2015) bulunmaktadır.…”

Section: Teknolojiunclassified

Türkçe Öğretim Sürecinde Dijital Bölünme

Bal¹,

USLU

2018

Sakarya University Journal of Education

View full text Add to dashboard Cite

The aim of this study is to discuss the digital divide between teachers and students in Turkish teaching process and to show the effect of digital divide on Turkish teaching process. The research was designed by case study from qualitative research methods. There are two different groups of participants of the selected study with easy access case sampling:(1) The teachers whose readiness level is high in linking Turkish teaching process with technology and their students whoose readiness level is low to use technology. (2) The teachers whose readiness level is low in linking Turkish teaching process with technology and their students whoose readiness level is high to use technology. Semi-structured interview form, questionnaire was used as data collection tool. The collected data were analyzed using a qualitative data analysis program. The research has resulted in a digital divide between Turkish teachers and students in terms of awareness, skill and willingness. In order to prevent the negative effects of digital divide in the teaching process, it is tought that teachers and students whoose readiness level is to use technology and the in-school and out-of-school technological possibilities take into consideration.

show abstract

Teaching Digital Literary Literacies in Secondary English Language Arts

Abstract: This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections.

Cited by 12 publications

References 4 publications

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Adolescents' perspectives about their digital and connective literacies

Türkçe Öğretim Sürecinde Dijital Bölünme

Contact Info

Product

Resources

About