Weblogs and Literary Response: Socially Situated Identities and Hybrid Social Languages in English Class Blogs
Journal of Adolescent & Adult Literacy Volume 51, Number 7, ISSN 1081-3004
Students engaged in literary response on weblogs they wrote and maintained for an 11th-grade English class. Three focal students, all members of a “regular” American Literature class in a school that is highly invested in The College Board's Advanced Placement program, forge hybrid social languages from the discourse of formal literary analysis and the discourse of digital writing. In doing so, they position themselves as “serious literature students” by employing tools of literary analysis modeled and expected by English teachers at this school, and as “web-literate communicators” by playing with language in ways that would not ordinarily be sanctioned as appropriate in English classes. In addition, each student borrows from other intertextual social languages to read class texts in new and unsanctioned ways, sometimes consciously and unconsciously pushing against dominant school culture. (Contains 3 tables.)
West, K.C. (2008). Weblogs and Literary Response: Socially Situated Identities and Hybrid Social Languages in English Class Blogs. Journal of Adolescent & Adult Literacy, 51(7), 588-598. Retrieved March 26, 2019 from https://www.learntechlib.org/p/65417/.
Using Forum-Based Writing to Learn in the English Classroom: An Investigation of Student Comprehension and Collaboration
Michael Cook, Clemson University, United States; Kevin Oliver, Ruie Pritchard & Sara Lee, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1974–1979
Synthèse critique des connaissances sur l'écriture électronique à l'aide du blogue au primaire et au secondaire
Stéphane Allaire, Pascale Thériault, Evelyne Lalancette & Evelyne Lalancette, Université du Québec à Chicoutimi
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 37, No. 1 (Apr 21, 2011)
Steve Rhine, Willamette University, United States; Mark Bailey, Pacific University, United States
Journal of Technology and Teacher Education Vol. 19, No. 4 (October 2011) pp. 423–447
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