Literaturnachweis - Detailanzeige
Autor/inn/en | Hunter, Jevon D.; Silvestri, Katarina N.; Ackerman, Madison L. |
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Titel | ''Feeling Like a Different Kind of Smart'': Twitter as Digital Literacy Mediates Learning for Urban Youth and Literacy Specialist Candidates |
Quelle | In: School-University Partnerships, 11 (2018) 1, S.36-45 (10 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1935-7125 |
Schlagwörter | Social Media; Adolescent Literature; Novels; Urban Youth; High School Students; Graduate Students; Literacy; Learner Engagement; Time on Task; Reading Comprehension; Preservice Teachers; Qualitative Research; College School Cooperation; Focus Groups; Reader Text Relationship; Data Analysis Soziale Medien; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Novel; Roman; Urban area; Urban areas; Youth; Stadtregion; Stadt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Alphabetisierung; Schreib- und Lesefähigkeit; Zeitaufwand; Leseverstehen; Qualitative Forschung; Auswertung |
Abstract | This article shares the qualitative research findings of an emerging professional development schools partnership that investigated the way Twitter, as a type of digital literacy, mediated literature discussions of Lois Lowry's "The Giver" between urban high school students and master's degree literacy specialist candidates. The findings were organized into three themes that indicated Twitter's productive use for literacy engagement among participants: (a) extending time-on-task engagement by encouraging text-specific discussions; (b) organizing cognitive engagement through questions to enhance text comprehension; and (c) facilitating affective engagement by generating enthusiasm and a desire to be part of a broader, more authentic literacy community. Collectively, these findings have implications for designing socially mediated digital literacy activities that lead to theorizing about the potential of adolescent online literacies in classrooms, leveraging 21st century literacy-based technologies for academic learning, and expanding the literacy pedagogy of preservice teachers. (As Provided). |
Anmerkungen | National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_univer |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |