Claire+Amos

 **The Four Roles of the Literate Person **  Blog (Blogger) || 
 * TRLI Project findings – Claire Amos **
 * **Title: Beyond the virtual classroom – Developing literacy through the use of online communities in English. ** ||
 * Contributing Teacher: || Claire Amos ||
 * Contact Email: || am@eggs.school.nz ||
 * School: || Epsom Girls Grammar School ||
 * Year levels involved: || Year 11 ||
 * Literacy Roles: || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Name of software or digital resource used: || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Wiki (pbworks)

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;"> || <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">How the students analyse a text. Strategies and contextual understanding. || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * ** The doing part - Code Breaker ** || ** Making meaning and Thinking - Text Participant ** ||
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">Decoding and encoding texts. || <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">Being involved in knowing what the text means. ||
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">Linguistic structures and features and || <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">Contextual understanding. ||
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">strategies || * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">discussing content
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">grammar skills
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">correct English usage
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">spelling and strategies
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">punctuation
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">paragraphs
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">conventions within a text
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">sentences and their structure etc
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">recognising and using the fundamental feature and architecture of written texts including alphabet, sounds, in words spelling, conventions and patterns in sentence structure and text ||
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;"> || * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">following events
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">understanding information in the text
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">relating own experiences to the text
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">comparing own experiences with those in the text and other texts
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">relates the text to themselves and others
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">comprehends the meaning of the text
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">understanding and composing written, visual and spoken texts from within the systems of particular cultures, institutions, families, communities, nation-states etc ||
 * ** Text User ** || ** Text Analyst ** ||
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">How the student uses the text - spoken, written, visual, reading and listening.
 * * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing the purposes - Using the text appropriately
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">critical analysis
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing the kind of text that is used
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">questioning and asking about the meaning that is conveyed
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">as well as the audience
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">impressions own and others
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing the structure of texts
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">analysing own texts - editing
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing the different text types
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">developing cohesion and meaning
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing how to use a particular text to their advantage to present or report at assembly, debate, write complaint letter, send email, present at public conference
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">convey a message
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">influence others - argument persuasion
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">recognising particular views or position
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing how the text can influence the student and others, and in what way understanding roles, position, power structures, stereotypes, influences and cultural aspects portrayed in texts
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">discussion
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing what is implied in a text
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">tell a story narrative - entertain
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing the context of the text
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">retell information -recount events, history, etc
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">understanding and acting on the knowledge that texts are not neutral
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">planning, editing, proofreading etc
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">texts represent particular views texts silence other points of view
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing about and acting on different cultural and social functions that various texts perform both inside and outside of school
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">texts influence people's ideas
 * <span style="font-family: 'ISGANI+Arial','sans-serif'; font-size: 13px;">knowing that these functions shape the way texts are structured, their tone, their degree of formality and their sequence of components ||  ||
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<span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• How were decisions made about using this specific software/DLO? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Briefly describe the context (unit or learning sequence) in which you used the software/DLO. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Please provide details of : <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• A plain language description of the selected software/DLO. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• Why you chose this specific software or DLO (i.e. what were the advantages of this specfic software/DLO?) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• Where in the learning sequence you included the selected software/DLO? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• Why you chose to use the software/DLO at this point? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">This project looks at how student blogs and class wikis can be utilized to raise literacy levels in the context of formal writing (AS 90053) preparation and practice. The project focuses on how ICT is used beyond the classroom (as we are presented with the challenge of limited access to computers in the classroom). <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">In this proposed inquiry project I am aiming to critically reflect on the practice of formal writing, as a formative task, through the use of an online classroom community (the class wiki) which provides students with the topics and related live links to resources for a range of formal writing topics. The formal writing practise was completed in the context of individual student blogs. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The aim was to reflect on the effects of these practices on the learner, to see the impact this approach has on student participation, engagement and improvement of literacy levels as illustrated in their production of formal writing. I am also hoping to measure how realistic and successful this approach is in comparison to more traditional in class written practice and potentially measuring whether using an environment (that of the online community) that our students feel comfortable in, enhances the development of their literacy levels. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">From this project I aim to seek evidence to inform future practice and confirm (or challenge) what I see as best-practice for this generation of students. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I will then look to measure any shifts or developments in terms of participation, engagement and literacy. Methods I have considered for doing this include: sampling writing according to formal writing criteria, AsTTle, these results would then be triangulated with interviews/discussions with students, as well as more informal observations. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I believe the proposed inquiry project would definitely increase my understanding of effective literacy practice. Literacy, as it is defined for this project (as an understanding of and the ability to use the various forms of communication through which meaning is made between individuals or groups in society. It involves communicating with others using codes and conventions and understanding how those codes and conventions work) is central to the formative Formal Writing process. Students will be required to make meaning from a number of texts (newspaper articles, blogs, articles, television news reports and interviews which encompass print, graphics, moving images and sound) when considering any one topic for their Formal Writing blogs. They will in turn be required to interpret, analyse and create texts (and meaning) through the process of constructing their Formal Writing blog. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">An increase in student participation, engagement and enthusiasm for learning beyond the classroom. This may be reflected in increased student participation as evidenced in e.g. student interviews (pre and post research), frequency of involvement in wikis during the research. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">An improvement in literacy levels in the context Level One English Formal Writing. This could be measured by a mixture of AsTTle and assessment of writing against formal writing criteria. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Improvement in student self-efficacy through self and peer assessment. This may also be reflected in increased student participation as evidenced in student interviews (pre and post research), frequency of self-directed involvement in wikis during the research. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student shows evidence of planning, editing and proofreading. Student shapes the text in a way that is appropriate to the writing genre (formal writing). || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample One: Formal Writing (blog post) excerpt <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Focusing Inquiry **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">How were decisions about the learning focus informed by what you know about your students and their learning needs?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Teaching and Learning: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">What does literacy learning look like in e-learning contexts? What kinds of literacy learning is intended and achieved in e-learning contexts. **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text User - How the student uses the text - spoken, written, visual, reading and listening. **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Participant - Being involved in knowing what the text means. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Shows contextual understanding. ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The writing shows evidence of the student analysing own texts – editing. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student is beginning to develop cohesion and meaning. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Analyst - How the students analyse a text. Uses strategies and demonstrates contextual understanding. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Demonstrates critical analysis. **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student demonstrates a sound understanding of structures and features, such as paragraphing and developing conclusions. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Source: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Code Breaker - Decoding and encoding texts. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Uses linguistic structures and features and strategies **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student shows evidence of planning, editing and proofreading. Student shapes the text in a way that is appropriate to the writing genre (response to text essay). <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample Two: Response to Text (blog post) excerpt <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student shows the beginning of understanding how the text can influence the student and others, and in what way understanding roles, position, power structures, stereotypes, influences and cultural aspects portrayed in texts. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text User - How the student uses the text - spoken, written, visual, reading and listening. **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Analyst - How the students analyse a text. Uses strategies and demonstrates contextual understanding. **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student demonstrates a sound understanding of structures and features, such as paragraphing and developing introductions. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Code Breaker - Decoding and encoding texts. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Uses linguistic structures and features and strategies **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Source: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[]
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Participant - Being involved in knowing what the text means. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Shows contextual understanding. ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample Three: Formal Writing (blog post) excerpt <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student shows evidence of planning, editing and proofreading. Student shapes the text in a way that is appropriate to the writing genre (formal writing). <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text User - How the student uses the text - spoken, written, visual, reading and listening. **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The writing shows evidence of the student analysing own texts – editing. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student is beginning to develop cohesion and meaning. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Analyst - How the students analyse a text. Uses strategies and shows contextual understanding. **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student demonstrates a sound understanding of structures and features, such as paragraphing, topic sentences and developing introductions. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Code Breaker - Decoding and encoding texts. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Uses linguistic structures and features and strategies **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Source: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[]
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Participant - Being involved in knowing what the text means. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Shows contextual understanding. ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample Four: Reading Log (blog post) excerpt <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student shows evidence of planning, editing and proofreading. Student shapes the text in a way that is appropriate to the writing genre (reading log). <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text User - How the student uses the text - spoken, written, visual, reading and listening. **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student is sharing her own impressions. Shows an understanding of how texts influence people’s ideas. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Analyst - How the students analyse a text. Uses strategies and shows contextual understanding. **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student demonstrates a sound understanding of structures and features, such as paragraphing, syntax and developing grammar. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Code Breaker - Decoding and encoding texts. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Uses linguistic structures and features and strategies **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Source: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Text Participant - Being involved in knowing what the text means. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Shows contextual understanding. ** ||

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Sample Six: Reading Log (blog comment) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The student demonstrates a good understanding of structures and language features, such as paragraphing, dialogue and camera angles. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Source: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Code Breaker - Decoding and encoding texts. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Uses linguistic structures and features and strategies **

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• What happened as a result of the teaching? What were the outcomes for students? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• How was the outcome improved (or not) as a result of using this software/DLO? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• Are you able to provide/describe any evidence of these outcomes eg: Student Voice, Assessment data, artefacts of student learning? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">• Is there something you would change if you did this again? What? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Identify each context (affordances) of each particular e-learning context. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Student Blogs <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 – “I tend to read other peoples’ one but I don’t actually comment on it because I don’t want to-“ <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">V – That’s cool. Have you been looking at others’ blogs? Cos one of the things that came up last time was- <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 – Sometimes yeah. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – Yeah. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I have only been on the wiki once before to type my two essays up but I will look at the others and make some comments when I have the chance, when we haven’t got mountains of work to do. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I think that having the pressure and knowing other people are going to look at your work makes you do it better, more carefully. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students who published written work online (compared to students who write essays by hand) were more likely to read one another’s work. The effect of this is an increased exposure to student exemplars. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I like it, think it is a good idea. Lots of people use the Internet. If I just write it out I will usually use Word anyway, with spell check as well. It is easier not having to print it out or anything. It is also cool having your own blog. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students had a sense of producing something they owned. The blogs were set up and owned by the student, with some students still publishing their writing two years after the project has finished. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – The reason I really like using the computers is because on Word you can edit, it had it on spelling check. I’m a terrible speller so I’d probably spend 90% of the time just typing up everything and then the 10% will just be re-reading it and I run, really actually look for spelling mistakes and things like that. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 – Yeah I very rarely look for spelling mistakes, I only really know spelling when the little red lines?? Then I can ?? oh I’ve spelt that wrong. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 – Even if you write something in some paragraph, then you can, it’s much easier to like copy it and move it into the other one, instead of like if you write it on paper then it’s like a mission. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – Yeah. ?? like you could write it, you spell the word, you know it, but if you’re on the computer it tells you that’s not the way to spell it so... <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 – And sometimes I’ll add a new sentence if I need a link them together. Like if I’ve ?? something. But it’s just, cos I’m a really lazy writer that’s why. Like if I was doing it on paper I wouldn’t be bothered to cross it all out and put an arrow and then write down cos I get confused cos my writing’s really messy as well so I just find it easier to like to edit on the computer. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">3 – I just like shade in and I’d probably, the thing about saving as I, I can even do it at school on the school computers. Like all my practising and ??. If I redo it again and again I always find that I’ve, my sentences don’t make sense, so it’s like if I do it on the computer it’s easier to change so I can just delete the whole sentence and just write it again. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I like it, think it is a good idea. Lots of people use the Internet. If I just write it out I will usually use Word anyway, with spell check as well. It is easier not having to print it out or anything. It is also cool having your own blog. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I also have some drafts on the computer. When I posted some essays on my blog I did some different drafts to see which one was better. It saves straight away which is another real bonus, as you don’t have to remember to save it all the time. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students who published written work online (compared to students who write essays by hand) were more like to act upon feedback/next steps. No students who completed their essays by hand chose to redraft and resubmit their essays. Several of the students who completed their writing online made a habit of redrafting and resubmitting their essays. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Several students commented on the ability to use online editing tools such as “spell check” which enabled them to more effectively proofread and edit their work. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students also commented about the ease with which they could restructure and re-order their paragraphs and ideas. They also felt that they could more easily add to their ideas. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">They also appreciated that they could save drafts that they came back to later and could continue to work on them until they were ready to “publish”. || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I think that having the pressure and knowing other people are going to look at your work makes you do it better, more carefully. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">How students define themselves as “authors”, due to the fact that students “publish” their work online, students view themselves as authors. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Gail Loane (authorship) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I usually forget to bring it if I write it on paper, but if I can email it or whatever straight away I don’t have to remember to bring it. That’s good. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">So you can choose your times? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 - Yea, and because you don’t have to write things down twice, you can just write your draft out and then type it out easily. <span style="font-family: 'arial','sans-serif'; font-size: 15px;">2 - And it is a faster and quicker way, rather than waiting until the next day you can hand it in straight away – as soon as you have done it. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I used it cos I just got home after writing two essays and was really tired and my hand was cramping. I couldn’t be bothered writing it all up again and then finding Miss Amos so I just typed it online. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students had 24/7 access to their blogs, and were able to draft and submit their written work whenever they liked. Online writers were better at meeting deadlines and often completed their work well before deadlines. This enabled them to receive feedback and improve upon their work. Students who completed their work by hand were more likely to miss deadlines. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – I’m, just being ??. Yeah. Practising heaps and being able to research things easier because when you’re writing it on paper you kind of have to, if you are going to get something on computer you’re going to have to go onto it anyway, but having written it on a computer then you’re- <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 – And this also had links that are related to the topic. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – Yeah that’s the other thing. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students developed an on-going writing portfolio that allowed both the student and teacher to map development in their writing throughout the year. Few students who completed the work by hand kept their writing, or had access to their writing when it came to. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The screen shot to the left shows how easily students could access several months of writing at the “click of a button”. There writing is archived in chronological order and allowed easy access throughout the year and makes them easy to access in the lead up to exams (for the purpose of revision). || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Wiki <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students commented on the benefits of being able to access extra resources which could be used at any time. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The made the comment that they could access it at any time and that it “fits in with everything else you are doing”, thus allowing school work to be more seamlessly integrated into home life. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">They found it faster to access information and the ubiquitous access to resources “really helpful”. || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – I like it when it’s really clear and basic, like the notes and stuff, so yeah I just find that really helpful, useful. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 – Miss Amos put a, posted copies of powerpoints on our blog thing, on the ?? blog so then you could access that thing, our study then. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">V: How useful have you found having the wiki? <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 - It is really useful because you don’t have to write things on your hands. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">2 - And it is also great because you can go on Beebo at the same time as the wiki at home. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">1 - It fits in with everything else you are doing. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students who worked online appreciated the ability to access “lost” notes. || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Student 1 – “The blogging sites, like we said put up study links there, so like maybe if Miss gave you a paper saying what you had to do, if you lost it you can just on the site and go use it. So it’s easy access, faster.” <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The screenshot to the right shows a recent blog post on one student’s blog. Her blog is still live two years after the project, with the student continuing to “publish” her writing online. <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Learning Inquiry **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">What particular contexts support literacy teaching and learning in e-learning contexts? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">E-learning Affordance || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Evidence || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Effect || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Impact on Literacy roles ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Audience
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS students Jun30 2 152 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Yr11 students Jun 30 1 151 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Ownership
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Editing (soft)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS students Jun30 2 152 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS students jun30 3 154 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Yr11 students Jun 30 1 151 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Yr11 students Jun 30 1 151 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-2 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Publishing
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Ubiquitous access
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-2 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Self-efficacy
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Yr11 students Jun 30 1 151 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Yr11 students Jun 30 1 151 Transcript ** || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Using online environments supported some student self-directed literacy practices. Students were able to work at their own pace, and had immediate access to online resources to support their writing.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Longevity
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Affordance || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Effect || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Evidence ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Ubiquitous access
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS students jun30 3 154 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Yr11 students Jun 30 1 151 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS Students V1-1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Self-efficacy
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Source: AGGS students Jun30 2 152 Transcript **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Longevity

<span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Student Reflections (transcripts) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Teacher Reflections (blog) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students who published written work online (compared to students who write essays by hand) were more like to act upon feedback/next steps <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Student Reflections (transcripts) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Student comment under another students essay (blog entry) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Teacher Reflection (blog) <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Students who published written work online (compared to students who write essays by hand) were more likely to read one another’s work <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Data - evidence - examples || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Research Conclusions (Literacy) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Anecdotal
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Anecdotal
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Naa’s blog entries throughout 2010 || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">That using online environments can support some student self-directed literacy practices e.g. an ongoing writing portfolio
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">How students define themselves as “authors”, how is this impacted on by choice of mode i.e. Online vs. paper ||