Bringing The Outside In: Connecting Literacy Practices In A Layered, Technologically-Driven Seventh Grade Honors English Curriculum

<p>As technology consumes our society today, it was one intention of this study to examine whether purposeful curriculum design that both scaffolded and layered technological tools into a unit of study in a seventh grade honors English classroom would lead to more critical and creative thinking. Through a qualitative design, case study analysis of three students whose experiences demonstrated how students were able to achieve increased levels of critical thinking was described. Another intention of this study was to examine whether or not students connected their in-school and out-of-school literacies through this experience in a more meaningful way as contributors to a larger, global community. The findings here present a disconnection, despite the study’s efforts, to significantly impact students in making this connection.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Year dc:date.available

2015

Author dc:creator

• Scully, Geneva L.

Contributors dc:contributor

• Gina DeBlase

• creative thinking
• critical thinking
• curriculum
• middle school
• seventh grade
• technology
• Curriculum and Instruction
• Education
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/1411

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-2410