Date Approved

1-13-2020

Embargo Period

1-13-2020

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Lee, Valarie

Second Advisor

Browne, Susan

Third Advisor

Madden, Marjorie

Subject(s)

Children's literature--Study and teaching; Educational technology

Disciplines

Elementary Education | Language and Literacy Education

Abstract

The purpose of this research was to study how students collaborate and construct learning using new literacies to understand literature. Specifically, this study investigated how responding to literature digitally shapes students' responses and what students perceive to be effective forms of collaboration. Surveys, interviews, students' constructed responses, anecdotal notes, and a teacher research journal were all analyzed and coded for emerging themes. The findings show that responding to literature digitally can increase classroom efficiency, student engagement, and student motivation. Online discussions also provided opportunities for students to effectively communicate and increased their ability to collaborate. As the study progressed, it was evident that students used new literacies to create a deeper meaning of their learning. Digital tools also caused a shift in traditional teacher and student roles as students used digital tools to redefine literary responses. Overall, the findings from this study support previous research which suggests that the Internet and other forms of information and communication technologies (ICTs) enhance and redefine literacy instruction and learning.

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