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Native Student Technology in the Classroom: Exploring the Affordances of Twitter in Applying Critical Literacy to the English Curriculum
PROCEEDINGS

, , , California State University - Fresno, United States ; , California State University, Fresno, United States

Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Critical literacy is an increasingly popular concept, but educators often experience difficulties with implementing it in the classroom. Additionally, upon teaching the concept, educators often struggle to help students to apply critical literacy in a meaningful way. This exploratory action research study utilized Twitter to teach critical literacy and the eleventh grade English curriculum to a class of AP English students. Critical literacy was taught as a means of preparing students to question texts, understand inherent biases, consider alternative perspectives, and take action steps in order to transform students into text critics. Twitter was utilized as a platform to teach and apply critical literacy. Qualitative methods were used to collect data in the form of student and teacher Tweets, student and teacher reflections, and student interviews. Results showed significant affordances of student engagement and critical literacy learning. A discussion of the themes is provided.

Citation

Kunnath, J., Rocha, R., Jackson, A. & DeVoogd, G. (2015). Native Student Technology in the Classroom: Exploring the Affordances of Twitter in Applying Critical Literacy to the English Curriculum. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 115-118). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from .

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