Search results for author:"Lisa Zawilinski"
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Educational Researcher Vol. 38, No. 4 (May 2009) pp. 264–269
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that ...
Reading Teacher Vol. 62, No. 8 (May 2009) pp. 650–661
This article describes instructional practices with blogs in elementary classrooms. Schools need to prepare students for the new literacies required when reading on the Internet; blogging is an easy way to begin. A theoretical rationale for blogging ...
Reading Teacher Vol. 61, No. 6 (March 2008) pp. 504–506
Popular technologies offer new and exciting ways to capitalize on the strengths of authentic writing, the power of the writing process, and the engagement of collaborative writing. Blogs are one of those technologies. Blogs are websites that allow...
(2012) pp. 1–222
The purpose of this study was to explore young students' use of a blog to communicate and share information. A mixed methods study was conducted to explore blogging skill gains at each of grades one and five, between classrooms that engaged in a...
Donald J. Leu; J Gregory McVerry; W Ian O'Byrne; Carita Kiili; Lisa Zawilinski; Heidi Everett-Cacopardo; Clint Kennedy; Elena Forzani
Journal of Adolescent & Adult Literacy Vol. 55, No. 1 (September 2011) pp. 5–14
This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: (1) literacy has become deictic; (2) effective online...
Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 28, No. 3 (2012) pp. 279–306
This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered...
Journal of Adolescent & Adult Literacy Vol. 59, No. 6 (2016) pp. 695–708
Three teacher educators who inverted/flipped instruction in their literacy courses describe their experience in this article. Inverted, or flipped, instruction is a blended learning approach that increases opportunities for active engagement in...