Embracing Complexity: How to Floss and Twitch Your Way through Ambiguity during Shared Writing

Around 95 percent of teenagers own a smartphone, 91 percent of students use the internet daily, 97 percent of teenage boys play videogames, and 45 percent of young adolescents report "nearly always" being online (Anderson & Jiang, 2018; Bosse et al., 2020). The middle level students wh...

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Bibliographic Details
Published in:Voices from the middle 2021-12, Vol.29 (2), p.29-33
Main Authors: Abendroth, Kathleen J., Damico, Holly L.
Format: Article
Language:English
Subjects:
21st century
Adolescents
Ambiguity
Collaboration
Computer & video games
Dictionaries
Education
Educational aspects
Group work in education
Individualized Education Programs
Individualized Instruction
Keywords
Language
Language Proficiency
Linguistics
Literacy
Literacy programs
Methods
Middle school students
Motivation
Speech
Student writing
Team learning approach in education
Technology application
Teenagers
Video games
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Summary:Around 95 percent of teenagers own a smartphone, 91 percent of students use the internet daily, 97 percent of teenage boys play videogames, and 45 percent of young adolescents report "nearly always" being online (Anderson & Jiang, 2018; Bosse et al., 2020). The middle level students who participated in this activity had individualized education plans for speech-language services, but the groups were heterogeneous in terms of grade level and type of impairment. Creating a dictionary increased cohesion across asynchronous groups and offered a predictable format that students could use across varying levels of language proficiency, age, and grade level. Collaborative literacy activities are flexible; they work well across a range of service delivery models, ages, and developmental levels.
ISSN:1074-4762
1943-3069
DOI:10.58680/vm202131604