Dissertation/Thesis Abstract

Reading for Deep Understanding: Knowledge Building and Conceptual Artifacts in Secondary English
by Nachowitz, Marc, Ph.D., State University of New York at Albany, 2012, 256; 3517110
Abstract (Summary)

The purpose of this design-based experiment is two-fold: to see if classroom pedagogies can be developed to improve student achievement in English literature as well as prepare them for 21st Century literacies. Applying Bereiter and Scardamalia's theory of Knowledge Building to English curricula, this experiment tracked the progress of a sixth grade Language Arts class as they engaged in creating theories of literary interpretation supported by Knowledge Forum, a computer-supported, on-line learning environment. The study revealed several key findings concerning how knowledge-building can support student's attainment of "high literacy" in the reading of literature, including maintaining idea diversity, the importance of tentativeness, the manifestations of conceptual artifacts that foster students' co-creation of literary theories, and students constructive use of digital scaffolds appropriate for progressive, literary discourse. Knowledge building supported by Knowledge Forum demonstrated positive effects on student internalization of high literacy skills of thinking, writing, speaking, and listening to others students as they developed more sophisticated literary understandings.

Indexing (document details)
Advisor: Langer, Judith
Commitee: Applebee, Arthur, Zhang, Jianwei
School: State University of New York at Albany
Department: Educational Theory and Practice-Curriculum and Instruction
School Location: United States -- New York
Source: DAI-A 73/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Language arts, Secondary education, Literacy, Reading instruction
Keywords: Conceptual artifacts, Design experiment, English education, Knowledge buillding, Literacy
Publication Number: 3517110
ISBN: 9781267471642
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