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Recipient of the 2021 Divergent Book Award for Excellence in 21st Century Literacies Research given by the Initiative for 21st Century Literacies Research
Today's secondary virtual teachers are tasked with designing and implementing effective literacy instructional approaches for adolescent online learners. Neglecting to consider the magnitude of possessing literacy skills needed in today's world and not teaching literacy effectively may lead to challenges for students in school and beyond. For most educators, one's toolbox of literacy instructional strategies center around approaches intended for the traditional brick-and-mortar classroom. But methods of reading and writing within the online classroom differ from those within the traditional school setting. Though online students are often separated by time and space, it's entirely possible for virtual teachers to utilize literacy strategies that actively entice and encourage student learning and engagement. This text provides virtual teachers a variety of strategies for translating traditional literacy instruction and assessment into the online classroom.
Table des matières
Introduction
CHAPTER 1: Setting the Foundation for a Successful Course: Strategies for Building Relationships and Community
CHAPTER 2: Motivating Readers and Writers in the Online Classroom
CHAPTER 3: Uncovering Reading and Writing Identities
CHAPTER 4: Getting Ready to Read and Write
CHAPTER 5: Questioning
CHAPTER 6: Online Classroom Conversation and Collaboration
CHAPTER 7: Engaging Critical Literacies in the Online Classroom
CHAPTER 8: Assessing Reading Comprehension
CHAPTER 9: Engaging in the Writing Process
CHAPTER 10: Engaging Online Students in Multiple Forms of Writing
CHAPTER 11: Conducting Writing Assessments in the Online Classroom
REFERENCES
ABOUT THE AUTHORS
A propos de l'auteur
Brooke B. Eisenbach is associate professor of Middle and Secondary Education at Lesley University in Cambridge, MA. She is a former middle school English and Young Adult Literature teacher and taught students aged twelve to nineteen within an English I virtual school course.
Paula Greathouse is associate professor of Secondary English Education at Tennessee Tech University in Cookeville, TN. She is a former secondary ELA and Reading teacher and was the co-creator and teacher of the dropout prevention online English program in her former school district.
Résumé
This book provides middle and high school virtual teachers a variety of strategies for translating traditional literacy instructional practices from the brick-and-mortar classroom to the online learning context.
