Reading Matters Winter 2018

International Society for Technology in Education. (2016).. Retrieved from: http:// www.iste.org/standards/standards/for-students-2016

both teachers and peers to provide legible, relevant feedback that can be utilized immediately. Specifically, students can post ideas or drafts to digital corkboards (with sites such as Lino or Padlet), to blogs (with sites such as Wordpress or Kidblog), or to an online word processor (with sites such as Google Docs or Live Writer) and receive feedback instantaneously. Feedback, mediated through digital tools, can come from peers, teachers, or other stakeholders such as students and educators in other locations. For example, while facilitating a literature-based blogging project between preservice teachers and fifth grade students, (Yearta, Stover, & Sease, 2015) found that the elementary students responded to the immediate feedback and experienced growth as writers. In this project, fifth grade students posted their thoughts to a blog and communicated with preservice teachers located in a neighboring county. Although the fifth grade students never met with the preservice teachers face-to-face, they utilized specific, individualized feedback and as a result, developed as writers. Final Thoughts When the comments we hear in our classroom begin to resemble those above, when our students ask if they can bring their writer’s notebooks on the upcoming field trip, when a formerly reluctant writer comes in from the weekend, itching to see feedback on his blog about the story he posted the night before, we can embrace the joy that takes hold in our hearts when we realize we are no longer teaching students to write. We are teaching writers how to improve their craft through authentic engagement in the writing process. The use of imagery, collaboration, and ongoing feedback in both traditional and digital formats helps students develop identities as writers who are motivated and engaged in writing. References Axelrod, Y. (2014). Images and text: Learning“beyond and within our four walls.”, 51-53. “Can you read throughmy piece withme? I need some feedback onmy conclusion.” “We wrote an article about our class field trip to the river, and we usedMarquis’ photo of the dragonfly.” “My nana said she likedmy story we emailed her. She can’t wait to readmore.”

Graves, D. H. (1983). Portsmouth, NH: Heinemann.

Lenters, K., &Winters, K.L. (2013). Fracturing writing spaces: Multimodal storytelling ignites process writing. (3), 227-237.

McGee, P. (2017). Feedback that moves writers forward: How to escape correcting mode to transform student writing. Thousand Oaks, CA: Corwin Literacy.

Reading Matters Technology Matters

Merchant, G. (2005). Electronic involvement: Identify performance in children’s informal digital writing.(3), 301-314.

Murray, D.M. (1968). A writer teaches writing: A practical method of teaching composition. Boston, MA: Houghton Mifflin.

National Council of Teachers of English. (2013). The NCTE definition of 21st century literacies. Retrieved September 19, 2017 from http://www.ncte.org/positions/ statements/21stcentdefinition

Roskos, K. & Neuman, S. B. (2012). Formative assessment: Simply no additives. (8), 534-538.

Stover Kelly, K. & Yearta, L. (2017). Bloomington, IN: Solution Tree.

Wood, K.D., Paratore, J., Kissel, B., & McCormack, R. (Eds.). (2015). What’s new in literacy teaching? Weaving time-honored practices with new research. Newark, DE: International Literacy Association. Wood, K. D., Taylor, B., & Stover Kelly, K. (2016). Thousand Oaks, CA: Corwin Press. Yearta, L., Stover Kelly, K., & Sease, R. (2015). Fifth graders blog with preservice teachers to discuss literature. , 54(1), 26-47.  Lindsay Yearta is an Assistant Professor of Education at Winthrop University. Her research interests include critical literacy, digital literacies, and the cultivation of authentic learning experiences to prepare all students for participation in a global society. Lindsay can be reached at yeartal@winthrop.edu. Katie Kelly is an Associate Professor of Education at Furman University and has authored numerous articles, book chapters, and two books. She can be reached at katie.kelly@furman.edu. Tanner Slagle is a senior Early Childhood Education major at Winthrop University. Tanner is completing his yearlong internship in a second-grade classroom in Rock Hill, and plans to enter the classroom next school year. His research interests include culturally relevant pedagogy, meeting the needs of divergent learners, and the Corridor of Shame along South Carolina’s Interstate 95. Tanner can be reached at slaglet2@winthrop.edu.

Boling, E., Castek, J., Zawilinski, I., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and Internet projects. (6), 504-506.

Bomer, K. (2010). Portsmouth, NH: Heinemann.

Calkins, L., & Ehrenworth, M. (2016). Growing extraordinary writers: Leadership decisions to raise the level of writing across a school and a district. (1), p. 7-18.

Cruz, M.C. (2008). Portsmouth, NH: Heinemann.Fletcher, R., & Portalupi, J. (2001). Portsmouth, NH: Heinemann.

Gabriel, R. & Gabriel, M. (2010). Power in pictures: How a schoolwide photo library can build a community of readers and writers. (8), 679-682.

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