Document Type
Article
Publication Date
9-8-2024
Keywords
Instructional practices and methods; Multimodal/digital/new literacies; Reading
Abstract
This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high-level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open-ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text.
Citation
Allred, J. B., Connors, S. P. & Goering, C. Z. (2024). Social annotation and dialogic teaching and learning in English language arts. Journal of Adolescent & Adult Literacy, 00, 1–11. https://doi.org/10.1002/jaal.1382
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Comments
The authors gratefully acknowledge the support of the Open Access Publishing Fund administered through the University of Arkansas Libraries and additional support from the College of Education and Health Professions at the University of Arkansas for this publication.