Extending the classroom walls: using academic blogging as an intervention strategy to improve critical literacy skills with elementary students

Elizabeth Chamberlain

doi:10.1080/03004279.2015.1078831

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Extending the classroom walls: using academic blogging as an intervention strategy to improve critical literacy skills with elementary students

Journal article

Peer reviewed

Extending the classroom walls: using academic blogging as an intervention strategy to improve critical literacy skills with elementary students

Elizabeth Chamberlain

Education 3-13, Vol.45(2), pp.243-257

2017

DOI: https://doi.org/10.1080/03004279.2015.1078831

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Abstract

academic blogging

action research

Australian curriculum

critical literacy

elementary students

metacognition

Paideia Seminars

reflection

Academic blogging' is a way of extending the primary classroom walls and enhancing learning through collaborative reflective responses to open-ended questions from prescribed text. Students learn from each other, develop critical literacy skills, voice their opinions and ask questions through blogging. This pedagogical approach broaches the areas of social media etiquette, cognitive dissonance, Information Communication Technologies, collaborative learning and utilises virtual conversations to deepen student's understanding of text. Through the methodology of Action Research with the spiral steps of; Plan, Act, Observe and Reflect an intervention strategy is devised to improve the critical literacy skills of Year 5 students in the comprehension skills of metacognition and reflection. A strategy was devised that involved the creation of a class blogosphere to share reflective insights on a class novel. While the children's results were positive using this intervention strategy the teacher's own learning as an educator and researcher is evident through this action research project. © 2015 ASPE

Details

Title: Extending the classroom walls: using academic blogging as an intervention strategy to improve critical literacy skills with elementary students
Authors: Elizabeth Chamberlain (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: Education 3-13, Vol.45(2), pp.243-257
Publisher: Routledge
Date published: 2017
DOI: 10.1080/03004279.2015.1078831
ISSN: 0300-4279
Organisation Unit: School of Education - Legacy; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449565602621
Output Type: Journal article

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