Voice and New Literacies: Student Perceptions of Writing Instruction in a Secondary English Classroom

Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students’ writing and participants’ perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students’ writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, teacher feedback, and participant response. Findings indicate that further attention is needed with respect to text structure development, writing pedagogy, and voice in writing; teachers’ response to students’ writing in digital environments; and motivation and adolescent writing

Digital Internships: Enriching Teaching and Learning with Primary Resources

Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met. Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience. Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework. Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade level

Learning In Between: Partnerships as Sites of Discovery

This article explores the benefits of one-to-one, undergraduate partnerships with public school students in teacher education courses. These partnerships, enacted through letter writing in paper notebooks and through a digital internship, involved teacher candidates communicating individually through writing and in product creations with public school students. The teacher educators unpack the discoveries they think enhanced the learning for teacher candidates including one-to-one teaching, asynchronous timing, authentic purpose, and co-construction of knowledge. A goal of the partnerships was to make purposeful experiences for teacher candidates in the spaces between their own school experience and their future teacher selves; which is, in large part, the work of teacher education

Digital Poetry Practicum: Preservice English Language Arts Teachers’ Dispositions of New Literacies

This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009) specific to the use of emerging technologies within the ELA classroom. The findings of this study show that online spaces can develop dispositions of New Literacies (Knobel & Lankshear, 2007) and can bridge theory and practice in teacher preparation programs

Relational response: Preservice teachers providing writing feedback in three middle school partnerships

Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teaching preservice teachers, in all disciplines, to respond to students’ writing is a complex task, one that requires intentional instruction and practice. In this article, we use practitioner inquiry to analyze our experiences and teaching approaches with preservice teachers who provided feedback to middle school writers through three public school partnerships. The partnerships employed varied modes of communication, including digital platforms, paper notebooks, letter writing, one-to-one tutoring, and face-to-face school visits. Response patterns suggest authentic experiences that explicitly teach and support writing practice spur the ability of preservice teachers in crafting relational, generative feedback to student writers while considering the affective experience

Extending the supply chain visibility boundary: utilizing stakeholders for identifying supply chain sustainability risks

Purpose – The purpose of this paper is to investigate how buying firms facing low supply chain visibility can utilize their stakeholder network to identify salient supply chain sustainability risks (SCSR). Design/methodology/approach – The study employs a design science approach to develop a procedural model for identifying SCSR as a new artifact. A small-scale field-testing study in a food supply chain of a Swiss retail firm demonstrates its applicability and pragmatic validity. Findings – When stakeholder knowledge external to the supply chain is regarded as a valuable resource, a generic understanding of a buying firm’s supply chain suffices to identify SCSR hotspots without creating complexity for the SCSR management. Research limitations/implications – The paper contributes to the study of SCSR by identifying mechanisms buying firms can employ to identify SCSR hotspots and fostering the nascent understanding of responsibility attribution by stakeholders. Moreover, the emerging theory of the supply chain is enriched by paving a way to extend the supply chain visibility boundary. The procedural model is presumably most useful in contexts of elevated stakeholder pressure and low supply chain visibility. Future research should seek to validate and improve the effectiveness of the newly designed artifact. Practical implications – The procedural model is directly applicable in corporate practice to the identification of SCSR. Moreover, its application fosters the understanding of a firm’s supply chain and its stakeholder network. Originality/value – SCSR is an increasingly important phenomenon in corporate practice that has received only scarce research attention. The design science approach represents a valuable means for generating theoretical insights and emergent solutions to the real-world problem of SCSR identification. Keywords Sustainability, Risk management, Stakeholder management, Design science, Supply chain visibilit