Jenna McWilliams|Daniel T. Hickey|Mary Enzman Hines|Jennifer M. Conner|Stephen L. Bishop
Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and The Crucible in the Secondary English Classroom
Indiana University – Purdue University Columbus|Indiana University Bloomington|Indiana University Bloomington|Indiana University – Purdue University Columbus|Indiana University Bloomington|Indiana University – Purdue University Columbus|Indiana University Bloomington|Indiana University – Purdue University Columbus|Indiana University – Purdue University Columbus|Indiana University Bloomington
introduction educational researchers media theorists sociologists defining constellations practices constitute literacy new social digital participatory culture jenkins et al 2009 namle 2009 alvermann 2008 teachers faced challenge preparing students success new literacy practices still meeting accountability demands nclbera schooling systems beach campano edmiston borgmann 2009 kinds reading writing assignments prepare learners engage vast range knowledgebuilding problemsolving communities increasingly characterize educational vocational social experiences many adults bridge gap new literacies kinds practices students called upon demonstrate formal standardized assessments last two years research group made students faculty affiliated indiana universitys learning sciences program secondary english teachers working several high schools southeast indiana administrators schools developed refined approach literacy instruction embraces expanded notion literacy supports engagement new media literacy practices also helping learners successful english classroom paper summarizes one unit makes use microblogging tool twitter fan fiction practices crafting traditional literary analysis essay embedded collaborative multimodal practices ways encourage students treat texts living personally socially relevant artifacts embedding achieved organizing participation activities support following learning objectives