- Initiative for 21st Century Literacies Research, Research, Department Memberadd
- Teacher Education, Popular Culture, Technology And Culture, Media Literacy, 21st Century Literacies, Adolescent Literacy, and 7 moreNew Literacies, Digital Composition, New Literacy Studies (Education), Digital Literacy, Digital Literacies, Participatory Culture, and Teachers' professional developmentedit
- I began my career in 1996 as an English Language Arts teacher in a small city in southwest Oklahoma. Since that time,... moreI began my career in 1996 as an English Language Arts teacher in a small city in southwest Oklahoma. Since that time, I have taught every level of adolescents and adults from middle school through doctoral students. I have taught in rural, urban, and suburban public school districts, and I have held various curriculum leadership positions. I taught 7th and 8th grade Language Arts at Fort Riley Middle School, Fort Riley, KS, where I was a finalist for 2008 Kansas Teacher of the Year. I am National Board Certified in Early Adolescence/English Language Arts and recently completed my term as the middle-level representative to the Executive Committee of the National Council of Teachers of English. Currently, I am an professor of adolescent literacy and English education and the Chuck and Kim Wilson Endowed Chair in Education at Oklahoma State University. Most recently, I was an associate professor of English Education at Florida State University. Additional research information can be found on the Initiative for 21st Century Literacies Research page.edit
- Todd Goodsonedit
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In Chapter 9, Whitman’s celebrated poem, Song of Myself, served as an invitation to explore the social and “essential self” through a Digital Self-Portrait: a media representation of identity reflected in and through online technology.... more
In Chapter 9, Whitman’s celebrated poem, Song of Myself, served as an invitation to explore the social and “essential self” through a Digital Self-Portrait: a media representation of identity reflected in and through online technology. The project consisted of a student-directed genre study (e.g., social media, digital video, online comics), explorations of modes, peer workshops, and literature circles around young adult literature (YAL) choices. YAL created an entry point into conversations about complex issues surrounding technology, social relationships and identity. Throughout this unit, students used their digital media savvy to probe socially embedded codes and explore identity. This is their story.
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As much as we might like to believe the classroom is a pure space set apart from the biases of American political rhetoric, we know that this is not the case. Our work as educators is impacted by the political narratives constructed by... more
As much as we might like to believe the classroom is a pure space set apart from the biases of American political rhetoric, we know that this is not the case. Our work as educators is impacted by the political narratives constructed by politicians and legislators The manipulation of cultural archetypes, including the representations of schools and teachers, in order to create compelling narratives in support of policy is also part of the context within which we work as educators. The past 25 years have been laden with reform efforts, but ...
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En se basant sur son experience personnelle, l'A. presente plusieurs strategies permettant de tirer profit du jeu theâtral en vue d'intensifier la formation phonetique dans l'enseignement des langues etrangeres. Il propose... more
En se basant sur son experience personnelle, l'A. presente plusieurs strategies permettant de tirer profit du jeu theâtral en vue d'intensifier la formation phonetique dans l'enseignement des langues etrangeres. Il propose notamment des exercices tels que la discussion sur la prononciation possible des personnages de la piece ecrite, l'audition des personnages de la piece avec evaluation et imitation, la mise en relief de l'accent de phrase et de l'intonation, le travail du domaine segmental a travers l'interpretation de chansons
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ABSTRACT This study examined how students’ science-specific argumentative writing skills and understanding of core ideas changed over the course of a school year as they participated in a series of science laboratories designed using the... more
ABSTRACT This study examined how students’ science-specific argumentative writing skills and understanding of core ideas changed over the course of a school year as they participated in a series of science laboratories designed using the Argument-Driven Inquiry (ADI) instructional model. The ADI model is a student-centered and writing-intensive approach to laboratory instruction. The study was conducted in two middle school and two high school courses offered at a university-affiliated laboratory school located in the southeast USA. The intervention took place over two semesters and consisted of at least eight laboratory activities in each course. Student learning gains were measured using a science content assessment and a science-specific argumentative writing assessment that were administered at the beginning, middle, and end of the school year. Changes in student performance on the two assessments over time indicate that the students’ science-specific argumentative writing skills and their understanding of core scientific ideas improved over the course of intervention. Furthermore, students who participated in a greater number of ADI activities demonstrated greater and more consistent improvement in their writing. The implications of the study describe ways to enhance students’ science proficiencies during school science laboratories and include recommendations for future research. © 2013 Wiley Periodicals, Inc. Sci Ed 97:643–670, 2013
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Daniel: You've got to be able to read the picture. Clarisse: Easy. It says “Lift Thine Eyes.” Daniel: Duh. Not just the words, you gotta be able to read the entire picture, like it has words on it. Like, look at all the... more
Daniel: You've got to be able to read the picture. Clarisse: Easy. It says “Lift Thine Eyes.” Daniel: Duh. Not just the words, you gotta be able to read the entire picture, like it has words on it. Like, look at all the people looking down. What do you think that means or what it's sayin'? Clarisse: That people aren't paying attention? Daniel: Right, that people are too caught up in their lives to see what's happening.
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Research Interests: Educational Technology, Teacher Education, Literature, Privacy, Adolescent Literacy, and 14 moreMedia Literacy, New Literacies, Writing, ICT, Computer Mediated Communication, Technology And Culture, Media, Digital Composition, Young Adults, New, Language Arts, Curriculum and Pedagogy, Expectation, and Type
This article reports on the discussions of race by third-grade students after reading a work of fiction. The study took place in two third-grade classrooms in the context of the read aloud, a popular instructional format in elementary... more
This article reports on the discussions of race by third-grade students after reading a work of fiction. The study took place in two third-grade classrooms in the context of the read aloud, a popular instructional format in elementary classrooms. The aim of the study was to describe the nature of discussions regarding race and to examine teacher-student perceptions of these discussions. Results showed that children were much more comfortable talking about race than were their teachers. Along with teacher and student ...
White and his latest book, Rooftop. Volponi worked for several years with incarcerated adolescents on Rikers Island, and he continues to work with at-risk adolescents in a variety of capacities. Volponi writes the stories as he has come... more
White and his latest book, Rooftop. Volponi worked for several years with incarcerated adolescents on Rikers Island, and he continues to work with at-risk adolescents in a variety of capacities. Volponi writes the stories as he has come to understand them: through the eyes and experiences of young adoles cents struggling to make it in the heart of New York. To hear Paul tell it is like hearing it straight from the kids themselves. Gut-wrenching, brutally honest, and so a matter-of fact are Volponi's characters, that an educator can't help but ...
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Case study of preservice secondary English teachers who learned about flipped instruction in a teacher education course.
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By adopting a multiliteracies stance, educators can reach struggling and disengaged students through popular culture texts. Using the comic book hero Spiderman as a vehicle to illustrate the importance of making connections as a strategy... more
By adopting a multiliteracies stance, educators can reach struggling and disengaged students through popular culture texts. Using the comic book hero Spiderman as a vehicle to illustrate the importance of making connections as a strategy for learning and reading, the authors highlight approaches that teach students how to identify traditional literary elements such as characterization and allusion in the non-traditional texts of cartoons, video games and film. Through an understanding of how to successfully integrate these texts, teachers can bridge popular culture to traditional texts, showing students how to make their own connections and move beyond rote memorization and recall into deeper thinking and reasoning.
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As the national spotlight continues to focus on adolescent literacy, school districts wrestle with the needs of the students, teachers, and schools along with the demands of national and state standards and assessments. This article... more
As the national spotlight continues to focus on adolescent literacy, school districts wrestle with the needs of the students, teachers, and schools along with the demands of national and state standards and assessments. This article shares how one school district successfully navigated the needs of all stakeholders to develop a plan of action, a Secondary Literacy Plan. By assessing the needs of each school individually and then creating a common vision on what a culture of literacy would look like in action, teacher leaders designed a district-wide strategy-based plan for the implementation of a literacy focus across all content areas in grades 6-12. For years, adolescent literacy languished from negligence based on the assumption that secondary students "already knew how to read." The federal report A Nation at Risk (Gardner, 1983), followed by the No Child Left Behind Legislation and the Reading Next report (Biancarosa & Snow, 2004) alerted the public to the multiple co...
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This article discusses the results of an exploratory research project in which library and information studies (LIS) faculty and education faculty were asked about their views on teaching pre-service school librarians and teachers 21st... more
This article discusses the results of an exploratory research project in which library and information studies (LIS) faculty and education faculty were asked about their views on teaching pre-service school librarians and teachers 21st Century Skills (as defined by the Partnership for 21st Century Skills) and librarian-teacher collaboration. Researchers used a case-study approach to investigate and compare the views and experiences of LIS faculty and education faculty at a research institution. Participants indicated their sense of which skills were taught in each discipline. In addition, they described their own experiences in collaborating with teachers and/or librarians, as well as their views on where collaboration was taught in their respective curricula, where it could be taught, and how it might be taught most effectively. Findings indicate that while education faculty members tend to have a broader view of LIS than do LIS faculty and see education and LIS as having largely o...
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In Chapter 9, Whitman’s celebrated poem, Song of Myself, served as an invitation to explore the social and “essential self” through a Digital Self-Portrait: a media representation of identity reflected in and through online technology.... more
In Chapter 9, Whitman’s celebrated poem, Song of Myself, served as an invitation to explore the social and “essential self” through a Digital Self-Portrait: a media representation of identity reflected in and through online technology. The project consisted of a student-directed genre study (e.g., social media, digital video, online comics), explorations of modes, peer workshops, and literature circles around young adult literature (YAL) choices. YAL created an entry point into conversations about complex issues surrounding technology, social relationships and identity. Throughout this unit, students used their digital media savvy to probe socially embedded codes and explore identity. This is their story.