Reading Students' Visual Texts Created in English Language Arts Classrooms

This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already within student possession to function as learning tools as well. Arts-based instruction is briefly discussed as an important element for students' full participation in the multiliteracies that make up much of communication in modern society. While literacy in the form of reading and writing must always be the goal of the ELA teacher, it is also important to recognize the role of multiple literacies as legitimate forms of text. The chapter also includes specific ideas for students' smartphone compositions that teachers may consider.

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Affordances and Constraints of Mobile Phone Use in English Language Arts Classrooms

10.4018/978-1-7998-5805-8 ◽

2021 ◽

Keyword(s):

Mobile Phone ◽

Language Arts ◽

English Language Arts ◽

English Language ◽

Mobile Phone Use ◽

Language Arts Classrooms

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Correction to: Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

Reading & Writing Quarterly ◽

10.1080/10573569.2015.1117901 ◽

2015 ◽

Vol 32 (4) ◽

pp. 397-397

Keyword(s):

High School ◽

Social Studies ◽

Language Arts ◽

English Language Arts ◽

English Language ◽

Text Reading ◽

Language Arts Classrooms

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Emerging Models of Practice in Flipped English Language Arts Classrooms

Applying the Flipped Classroom Model to English Language Arts Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2242-3.ch009 ◽

2017 ◽

pp. 160-176 ◽

Cited By ~ 1

Author(s):

Troy Cockrum

Keyword(s):

Language Arts ◽

English Language Arts ◽

Flipped Classroom ◽

English Language ◽

News Coverage ◽

Multiple Models ◽

Accurate Picture ◽

Flipped Classrooms ◽

Language Arts Classrooms ◽

K 12

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.

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Emerging Models of Practice in Flipped English Language Arts Classrooms

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch100 ◽

2019 ◽

pp. 2094-2106

Author(s):

Troy Cockrum

Keyword(s):

Language Arts ◽

English Language Arts ◽

Flipped Classroom ◽

English Language ◽

News Coverage ◽

Multiple Models ◽

Accurate Picture ◽

Flipped Classrooms ◽

Language Arts Classrooms ◽

K 12

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.

Download Full-text