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WORKING PAPERS in LITERACY, CULTURE, and LANGUAGE EDUCATION (WPLCLE) VOLUME 3, April 2014 WORKING PAPERS IN LITERACY, CULTURE, AND LANGUAGE EDUCATION (WPLCLE) VOLUME 3, April 2014 Department of Literacy, Culture, and Language Education School of Education Indiana University Bloomington EDITORIAL BOARD Founder & Editor‐in‐Chief Serafín M. Coronel‐Molina Managing Editor Leslie Rowland Assistants to the Editors Beth Buchholz Hsiao‐Chin Kuo Alfreda Clegg Erin Lemrow Ying‐Sin Chen Jaehan Park Linda Coggin Stacy Penalva Vesna Dimitrieska Julie Rust Hsiao‐Chun Huang Christy Wessel‐Powell Retno Hendryanti Jae‐Seok Yang Arnell Hammond Pei‐Shan Yu Christina Ivanova Amber Warren Tolga Kargin Bita H. Zakeri Advisory Board Donna Sayers Adomat Larry Mikulecky Stephanie Carter Martha Nyikos James Damico Faridah Pawan D. Ted Hall Beth Lewis Samuelson Mary Beth Hines Raymond Smith Mitzi Lewison Karen Wohlwend Carmen Medina Website Administrators Rebecca Barrett Serafín M. Coronel‐Molina Copyright © 2014 Working Papers in Literacy, Culture, and Language Education (WPLCLE), and the respective authors. All rights reserved. No part of this work may be reproduced in any form by any means, including photocopying and recording, or by any information storage or retrieval system (except for brief quotations in critical articles or reviews) without written permission from WPLCLE or the respective authors. Working Papers in Literacy, Culture, and Language Education (WPLCLE) School of Education, Indiana University W.W. Wright Education Building 201 N. Rose Ave., Room #3044 Bloomington, IN 47405‐1006 Phone: (812) 856‐8270 Fax: (812) 856‐8287 E‐mail: [email protected] Website: http://education.indiana.edu/graduate/programs/literacy-culture-language/specialty/wplcle/index.html TABLE OF CONTENTS Contributors ........................................................................................................................................................... ii Introduction ............................................................................................................................................................ 1 Serafín M. Coronel‐Molina Discourse resources in discussions of student writing: Another look at the speaking– writing connection .................................................................................................................................................. 4 Beth Lewis Samuelson “Actually, that’s not really how I imagined it”: Children’s divergent dispositions, identities, and practices in digital production ................................................................................................................ 25 Beth Buchholz Making the invisible visible: White preservice teachers explore social inequities with the Critical Web Reader .............................................................................................................................................. 54 Julie Rust & Christy Wessel‐Powell Digital literacy: A sociological analysis ........................................................................................................ 75 Kerri Rinaldi The impact of an arts‐integrated curriculum on student literacy engagement ........................ 95 Rachel P. Feldwisch, Kristie L. Coker, Shanna M. Stuckey, Ashley A. Rittenhouse, Kassi K. Kite & Joshua S. Smith Reflections on the SWSEEL Russian program from a sociocultural perspective: Challenges and benefits ........................................................................................................................................................... 113 Martina M. Barnas & Snezhana Zheltoukhova PAGE | i Contributors (Alphabetical by first author) Martina M. Barnas is currently a Research Assistant in the School of Education, Indiana University, Bloomington. Snezhana Zheltoukhova is a doctoral candidate in the Second Language Acquisition Program, University of Wisconsin, Madison. The authors would like to thank Ariann Stern‐Gottschalk, Elena Clark, and Viktor Kharlamov for fruitful discussions. Beth Buchholz has finished her doctoral coursework and is currently working on her dissertation. Her research interests focus on how teachers build on nonvalidated forms of student knowledge in this era of standards and accountability. She is most interested in exploring how “writing”—in all of its diverse (and technological) forms—can position children as creators rather than consumers of knowledge, and in turn invite children to assert more empowering academic identities. Rachel P. Feldwisch and Kristie L. Coker were research assistants at the Center for Urban and Multicultural Education (CUME) at the time of this research and are currently doctoral students in the School of Education at Indiana University, Bloomington. CUME is an educational research center affiliated with the School of Education at Indiana University– Purdue University Indianapolis. Shanna M. Stuckey is the Education Research Coordinator for CUME, and Ashley A. Rittenhouse and Kassi K. Kite were undergraduate research assistants at CUME when this study was conducted. Joshua S. Smith is the former director of CUME. Dr. Smith now holds the position of Dean of the School of Education at Loyola University, Maryland. Kerri Rinaldi holds a Master’s degree from the University of Pennsylvania in Language, Literacy, and New Media. Currently she is a faculty reader at Drexel University’s Writing Center and works collaboratively with graduate students to improve their writing practices. She is also a freelance writer and academic editor. Her research interests lie in adult literacy, self‐initiated writing practices, and writing‐center pedagogy. Julie Rust spent four years teaching middle school and high school English before becoming a Ph.D. candidate in the Department of Literacy, Culture, and Language Education at Indiana University. Her work with adolescents triggered a curiosity about the ways that new media and popular culture are enacted in literacy classrooms. Current research projects revolve around the ways in which play merges with what is considered “legitimate learning” in ELA classrooms, as well as the negotiations that teachers make when planning for student engagement with new media and “the content.” Beth Lewis Samuelson is an Assistant Professor of Literacy, Culture and Language Education at the Indiana University School of Education, where she teaches classes in literacy theory and in the English as a Second Language and World Languages teacher education programs. She is an educational linguist with a strong background in language PAGE |ii CONTRIBUTORS PAGE | iii learning and cross‐cultural experience in non‐Western contexts. She was a 2006 Spencer/National Academy of Education Postdoctoral Fellow and a finalist in the 2006 National Council of Teachers of English Promising Researcher competition. From 2008 to 2011, Dr. Samuelson was the faculty advisor to the Books & Beyond Project, a cocurricular service‐learning project that supports storytelling and book publishing by elementary and middle school students in the United States and Rwanda. Her research interests include language awareness and the flows of English literacy practices across global boundaries. She has particular interests in understanding the nature of metaknowledge about language and the role that it plays in literacy learning and communication. Christy Wessel‐Powell is a Ph.D. student in the Department of Literacy, Culture, and Language Education at Indiana University’s School of Education. Prior to coming to IU she began her teaching career through the Teach for America program. She taught kindergarten for six years in public, private, and charter school settings in Chicago, Philadelphia, and Brooklyn, New York, as well as internationally. Her current academic interests center around literacy, advocacy and legislation, and include the intersections of popular media, policy, and classroom practices in teaching literacy, adult self‐education with popular nonfiction and subsequent social action, early childhood education, particularly within reading and writing workshops, critical pedagogy, and comparative education, particularly with regard to the charter school movement. Introduction Serafín M. Coronel‐Molina The Working Papers in Literacy, Culture, and Language Education (WPLCLE) is an annual peer‐reviewed online publication that provides a forum for faculty and students to publish research papers within a conceptual framework that values the integration of theory and practice in the field of Literacy, Culture, and Language Education. The mission of this journal is twofold: (1) to promote the exchange of ideas and dissemination of research, and (2) to facilitate academic exchange between students, faculty, and scholars from around the world. Publications in WPLCLE are full‐length articles dealing with the following areas of research: first‐ and second‐language acquisition; macro‐ and micro‐sociolinguistics in education; linguistic anthropology in education; language policy and planning from local and global perspectives; language revitalization; pragmatics in language teaching and learning; literacy, biliteracy, multiliteracy, hybrid and multimodal literacies, new literacies or electronic/media/digital literacies; bilingual, multilingual and multicultural education; classroom research on language and literacy; discourse analysis; technology in language teaching and learning; language and gender; language teacher professional development; quantitative and qualitative research on language and literacy education; language related to curriculum design, assessment
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