Through Firewalls and Beyond: A Focus on What Pre-service Teachers Learned in an Online Book Club

Wilson, Jennifer C.

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Through Firewalls and Beyond: A Focus on What Pre-service Teachers Learned in an Online Book Club

Wilson, J.C. (2010). Through Firewalls and Beyond: A Focus on What Pre-service Teachers Learned in an Online Book Club. Journal of Technology and Teacher Education, 18(4), 671-691. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/30340.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 4, October 2010
Society for Information Technology & Teacher Education Chesapeake, VA

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Table of Contents

Author

Jennifer C. Wilson, Texas A&M- San Antonio, United States

Abstract

This study represents an attempt to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving email exchanges about the book. Primary data came from the exchanges and surveys filled out by the preservice teachers, supplemented by transcripts of the sole face-to-face meeting that occurred at the end of the experience. Thematic qualitative analysis indicated that the preservice teachers took on different roles when interacting with young students and those roles seemed associated with the kind and success of the discussion that ensued. In addition, dyads had specific discourse patterns that were indicative of a successful (many exchanges, depth of talk, and/or relationship building) or less successful (few emails, lack of connection to text, or relationship building) partnership.

Keywords

References

Albright, J., Purohit, K., & Walsh, C. (2002). Louise rosenblatt seeks QtAznBoi@aol.com for lTr: Using chat rooms in interdisciplinary middle school classrooms. Journal of Adolescent and Adult Literacy, 45, 692-705.
Almasi, J. (1995). The nature of fourth graders’ sociocognitive conflicts in peerled and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.
Brooks, W., Browne, S., & Hampton, G. (2008). There ain’t no accounting for what folks see in their own mirrors: Considering colorism within a sharon flake narrative. Journal of Adolescent & Adult Literacy, 51, 660-669. Clements, A. (1998). Frindle. New York: simon & Schuster.
Cook, J. (2001). Bridging the gap between empirical data on open-ended tutorial interactions and computational models. International Journal of Artificial Intelligence in Education, 12, 85-99.
DeWinter, J. (2008). Press enter to “say”: Using second life to teach critical media literacy. Computers and Composition, 25, 313-322.
Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23(10), 4-29.
Finders, P. (1996). Queens and teen zines: early adolescent females reading their way toward adulthood. Anthropology and Education Quarterly, 27, 71-89.
Goatley, V., Brock, C., & Raphael, T. (1995). Diverse leaners participating in regular education “book clubs”. Reading Research Quarterly, 30, 352-380.
Guzzetti, B. J. (2006). Cybergirls: negotiating social identities on cybersites. ELearning, 3,
Guzzetti, B. J., & Gamboa, M. (2005). Online journaling: The informal writings of two adolescent girls. Research in the Teaching of english, 40(2), 168206.
Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13, 401-430.
Hammond, M. (1998). Learning though online discussion: What are the opportunities for professional development and what are the characteristics of online
Knobel, M., & Lankshear, C. (2003). New literacies: Changing knowledge in classroom learning. Philadelphia, PA: open University Press.
Lewis, C. (2001). Literacy practices and social acts: Power, status, and cultural norms in the classroom. Mahwah, nJ: erlbaum.
Lewis, C., & Fabos, B. (2005). Instant messenging, literacies, and social identities. Reading Research Quarterly, 40, 470-501.
Maloch, B. (2002). Scaffolding student talk: one teacher’s role in literature discussion groups. Reading Research Quarterly, 37, 94-112.
Maloch, B. (2004). One teacher’s Journey: Transitioning into literature discussion groups. Language Arts, 81, 312-322.
Mehan, H. (1985). The structure of classroom discourse. In van Dijk, T. (ed.), Handbook of discourse analysis (Vol. 3, pp. 119-131). London: Academic Press.
Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Thousand oaks, CA: sage Publications.
Moje, E. (2000). To be a part of the story: The literacy practices of gansta adolescents. Teachers College Record, 102, 652-690.
Noddings, N. (1999). Stories and conversation in schools. In J. Kane (ed.), Education, information, and transformation: Essays on learning and thinking (P. 319-336). Upper saddle river, nJ: Merrill.
Parish, P. (1974/1995). Play ball, Amelia Bedelia! new York: Harper.
Park, B. (1999). Junie B. Jones and the yucky blucky fruitcake. New York: random House Books for Young readers.
Reinking, D. (1997). Me and my hypertext:) A multiple digression analysis of technology and literacy (sic). The Reading Teacher, 50, 626-643.
Richardson, W. (2008). Footprints in the Digital Age. Educational Leadership, 66(3), 16-19.
Selfe, C. (1990). Technology in the english classroom: Computers through the lens of feminist theory. In C. Handa (ed.), Computers and community: Teaching composition in the twenty-first century (pp. 118-139). Portsmouth, nH: Boynton/Cook.
Tolan, S. (2004). Surviving the Applewhites. New York: Harper Collins Children’s Book Group.
Wade, S., & Fauske, J. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39, 137-153.
Wells, C. G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
Xu, S. (2004). Teachers’ reading of students’ popular culture texts: The interplay of students’ interests, teacher knowledge, and literacy curriculum. Yearbook of the National Reading Conference, 53, 417-431.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Albright, J., Purohit, K., & Walsh, C. (2002). Louise rosenblatt seeks QtAznBoi@aol.com for lTr: Using chat rooms in interdisciplinary middle school classrooms. Journal of Adolescent and Adult Literacy, 45, 692-705.

[2] Almasi, J. (1995). The nature of fourth graders’ sociocognitive conflicts in peerled and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.

[3] Brooks, W., Browne, S., & Hampton, G. (2008). There ain’t no accounting for what folks see in their own mirrors: Considering colorism within a sharon flake narrative. Journal of Adolescent & Adult Literacy, 51, 660-669. Clements, A. (1998). Frindle. New York: simon & Schuster.

[4] Cook, J. (2001). Bridging the gap between empirical data on open-ended tutorial interactions and computational models. International Journal of Artificial Intelligence in Education, 12, 85-99.

[5] DeWinter, J. (2008). Press enter to “say”: Using second life to teach critical media literacy. Computers and Composition, 25, 313-322.

[6] Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23(10), 4-29.

[7] Finders, P. (1996). Queens and teen zines: early adolescent females reading their way toward adulthood. Anthropology and Education Quarterly, 27, 71-89.

[8] Goatley, V., Brock, C., & Raphael, T. (1995). Diverse leaners participating in regular education “book clubs”. Reading Research Quarterly, 30, 352-380.

[9] Guzzetti, B. J. (2006). Cybergirls: negotiating social identities on cybersites. ELearning, 3,

[10] Guzzetti, B. J., & Gamboa, M. (2005). Online journaling: The informal writings of two adolescent girls. Research in the Teaching of english, 40(2), 168206.

[11] Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13, 401-430.

[12] Hammond, M. (1998). Learning though online discussion: What are the opportunities for professional development and what are the characteristics of online

[13] Knobel, M., & Lankshear, C. (2003). New literacies: Changing knowledge in classroom learning. Philadelphia, PA: open University Press.

[14] Lewis, C. (2001). Literacy practices and social acts: Power, status, and cultural norms in the classroom. Mahwah, nJ: erlbaum.

[15] Lewis, C., & Fabos, B. (2005). Instant messenging, literacies, and social identities. Reading Research Quarterly, 40, 470-501.

[16] Maloch, B. (2002). Scaffolding student talk: one teacher’s role in literature discussion groups. Reading Research Quarterly, 37, 94-112.

[17] Maloch, B. (2004). One teacher’s Journey: Transitioning into literature discussion groups. Language Arts, 81, 312-322.

[18] Mehan, H. (1985). The structure of classroom discourse. In van Dijk, T. (ed.), Handbook of discourse analysis (Vol. 3, pp. 119-131). London: Academic Press.

[19] Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Thousand oaks, CA: sage Publications.

[20] Moje, E. (2000). To be a part of the story: The literacy practices of gansta adolescents. Teachers College Record, 102, 652-690.

[21] Noddings, N. (1999). Stories and conversation in schools. In J. Kane (ed.), Education, information, and transformation: Essays on learning and thinking (P. 319-336). Upper saddle river, nJ: Merrill.

[22] Parish, P. (1974/1995). Play ball, Amelia Bedelia! new York: Harper.

[23] Park, B. (1999). Junie B. Jones and the yucky blucky fruitcake. New York: random House Books for Young readers.

[24] Reinking, D. (1997). Me and my hypertext:) A multiple digression analysis of technology and literacy (sic). The Reading Teacher, 50, 626-643.

[25] Richardson, W. (2008). Footprints in the Digital Age. Educational Leadership, 66(3), 16-19.

[26] Selfe, C. (1990). Technology in the english classroom: Computers through the lens of feminist theory. In C. Handa (ed.), Computers and community: Teaching composition in the twenty-first century (pp. 118-139). Portsmouth, nH: Boynton/Cook.

[27] Tolan, S. (2004). Surviving the Applewhites. New York: Harper Collins Children’s Book Group.

[28] Wade, S., & Fauske, J. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39, 137-153.

[29] Wells, C. G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.

[30] Xu, S. (2004). Teachers’ reading of students’ popular culture texts: The interplay of students’ interests, teacher knowledge, and literacy curriculum. Yearbook of the National Reading Conference, 53, 417-431.

Through Firewalls and Beyond: A Focus on What Pre-service Teachers Learned in an Online Book Club

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