Literaturnachweis - Detailanzeige
| Autor/inn/en | Adams, Brittany; Wilson, Nance S. |
|---|---|
| Titel | Investigating Student's During-Reading Practices through Social Annotation |
| Quelle | In: Literacy Research and Instruction, 61 (2022) 4, S.339-360 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Adams, Brittany) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| DOI | 10.1080/19388071.2021.2008560 |
| Schlagwörter | Documentation; Metacognition; Critical Literacy; Computer Mediated Communication; Group Discussion; Electronic Learning; Communities of Practice; College Students; Reading Strategies; Reading Comprehension; Teacher Role |
| Abstract | Examination of social annotation during assigned readings in this study brings together research about digital reading, learning communities, metacognition, and critical literacy. Social annotation allows readers to engage with text collaboratively to build understanding during reading. The authors conducted a content analysis of over 400 annotations made by 12 novice teachers to discover their metacognitive, social, and critical practices during reading. Findings suggest that text-to-text connections are a powerful practice for developing contextual knowledge, that practice-based identities enacted by participants during reading further supported their knowledge development, and that metacognition and strategy instruction are essential for critical literacy development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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