Recentering the Middle School Classroom as a Vibrant Learning Community: Students, Literacy, and Technology Intersect
Journal of Adolescent & Adult Literacy Volume 49, Number 8, ISSN 1081-3004
Technology reshapes our thinking about learning in multiple ways. This article proposes that middle school students can use asynchronous online discussions to improve their responses to literature, increase their engagement with the classroom community, and recenter the classroom around student voices. Working in small groups, students read the same novel. They are prompted to post their responses to the young adult literature in a closed, egalitarian online network. The authors examined online transcripts, interviewed students, and observed lesson sequences in eighth-grade humanities classrooms over three years. They found that threaded discussions helped these middle school students to: (1) Engage with and learn new literacies; (2) Examine literature through a more critical lens; and (3) Socially construct knowledge to create a more authentic community of learners. The authors also found that the role of the teacher is transformed by technology to scaffold instruction through participation in online conversations.
Grisham, D.L. & Wolsey, T.D. (2006). Recentering the Middle School Classroom as a Vibrant Learning Community: Students, Literacy, and Technology Intersect. Journal of Adolescent & Adult Literacy, 49(8), 648-660.
Cited ByView References & Citations Map
The Digital Divide: One Middle School Teacher Attempts to Connect with His Students in Online Literature Discussions
Language and Literacy Spectrum Vol. 20 (2010) pp. 24–38
Büşra Özmen & Bünyamin Atıcı, Fırat University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
Expanding the possibilities of discussion: A critical approach to the use of online discussion boards in the English classroom
Sean Ruday, Longwood University, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 4 (December 2011) pp. 350–361
Dana Grisham, National University, United States; Thomas DeVere Wolsey, Walden University, United States; Melissa Provost, Portsmouth Middle School, Portsmouth NH, United States; Bridget Dalton, Vanderbilt University, United States; Jill Castek, University of California, Berkeley, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3224–3227
Thomas D. Wolsey, Walden University, United States; Dana Grisham, California State University, East Bay, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2416–2423
Bethany Smith & Lori Holcomb, NC State University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2970–2973
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.