Using Digital Tools to Foster Critical Inquiry

How do adolescents use digital media as tools in ways that go beyond simply extracting information or playing games to engaging in the literacy practices involved in critical inquiry activities?published or submitted for publicationis peer reviewe

Students' Use of Languaging in Rewriting Events from The Things They Carried

This article describes high school students’ responses to events in the novel, The Things They Carried, leading to their collaborative rewriting to create their own narrative versions of these events. It draws on “enactivist” theory of languaging, an approach to language that focuses on its use as social actions to enact and build relationships with others (Cowley, 2011; Linell, 2009). The focus is on “in-between” meanings constituted by “shared intentionality” (Di Paolo & De Jaegher, 2012) in readers’ transactions with authors’ portrayals of events in texts as well as in responding to uses of languaging in characters’ interactions. Analysis of four students’ rewriting events from the novel indicated that they drew on their responses to the novel to portray tensions in their characters’ interactions as well as their own experiences of coping with these tensions. Students also benefitted from collaboratively creating their narratives through sharing their different perspectives on events in the texts, suggesting the value of using collaborative rewriting activities to enhance students’ literary responses and awareness of how languaging functions to enact relationships

Letter from the Center for the Study of Canada, SUNY Plattsburgh

Letter from Richard Beach and Martin Lubin of SUNY Plattsburgh to Giguère regarding acceptance into the second annual Québec Summer Seminar.https://digitalcommons.usm.maine.edu/giguere-conferences-and-presentations-1968-1997/1051/thumbnail.jp

Fissures in standards formulation: The role of neoconservative and neoliberal discourses in justifying standards development in Wisconsin and Minnesota.

An analysis of English/language arts standards development in Wisconsin and Minnesota in the late 1990s and early 2000s shows a process of compromise between neoliberal and neoconservative factions involved in promoting and writing standards, with the voices of educators conspicuously absent. Interpretive and critical discourse analyses of versions of English/language arts standards at the high school level and of public documents related to standards promotion reveal initial conflicts between neoconservative and neoliberal discourses, which over time were integrated in final standards documents. The content standards finally released for use in guiding curriculum in each state were bland and incoherent documents that reflected neither a deep knowledge of the field nor an acknowledgement of what is likely to engage young learners. The study suggests the need for looking more critically at standards as political documents, and a greater consideration of educators' expertise in the process of their future development and revision

Impact of Minnesota's "Profile of Learning"

In 1990, the Minnesota State Board of Education declared its intention to develop a "results-oriented graduation requirement" based on student achievement as opposed to the usual credit/course completion requirement. In addition to a traditional test of basic skills, the state began developing the Profile of Learning, a set of performance-based standards grounded in a constructivist educational philosophy, an approach that differs from the content-based standards found in many states. The Profile was controversial from its inception. Conservatives characterized the Profile as too process- oriented and as lacking subject-matter content; teachers reported that the Profile required a significant amount of additional teacher preparation time; and parents, who were not adequately informed about the Profile, questioned the purpose of the Profile. Teachers were frustrated with the confusing and sometimes contradictory directions they received from the Minnesota Department of Children, Families, and Learning charged with implementing the Profile. In 2000-2001, we surveyed and interviewed selected secondary English and social studies teachers in the state about their perceptions of the Profile’s impact on teaching and learning. Among the positive perceptions was an increase in students’ higher order thinking, students’ understanding of criteria for quality work, and teachers conversations with one another about instructional issues. Increased teacher preparation time and decreased enjoyment of teaching were among the negative perceptions. Teachers also experienced difficulty adopting performance assessment techniques. When teachers believed they received effective preparation and adequate resources for working with the Profile, they were much more likely to report beneficial effects in terms of teaching and learning. The majority of teachers, however, rated their preparation and resources as "fair" or "poor." Results are discussed in terms of school and instructional change