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dc.contributor.authorMichelson, Kristen
dc.contributor.authorDupuy, Beatrice
dc.date.accessioned2019-11-20T03:00:05Z
dc.date.available2019-11-20T03:00:05Z
dc.date.issued2018-09
dc.identifier.citationMichelson, K., & Dupuy, B. (2018). Teacher learning under co-construction: Affordances of digital social annotated reading. Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication.en_US
dc.identifier.issn1286-4986
dc.identifier.doi10.4000/alsic.3344
dc.identifier.urihttp://hdl.handle.net/10150/636209
dc.description.abstractFollowing calls for more extensive professional development (PD) opportunities for novice L2 teaching assistants (TA), this article reports on a PD activity implemented with six French TAs who read and discussed scholarly literature related to multiliteracies pedagogies through a digital social annotated reading (DSAR) platform in a discussion section concurrent to their methods course. Using the Community of Inquiry (CoI) framework developed by Garrison et al. (2000), participants' margin dialogues around academic articles were analyzed for indicators of cognitive, social, and teaching presence in order to examine the type and quality of knowledge co-construction that could emerge within this community of TAs. Findings reveal notably high levels of cognitive presence with respect to social and teaching presence, and compared to prior studies examining cognitive presence in more traditional types of digitally mediated discussion environments, such as discussion forums.en_US
dc.language.isoenen_US
dc.publisherADALSICen_US
dc.rightsCC BY-NC-NDen_US
dc.subjectteacher trainingen_US
dc.subjectmultiliteraciesen_US
dc.subjectannotationsen_US
dc.titleTeacher learning under co-construction: Affordances of digital social annotated readingen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizona, French & Appl Linguisten_US
dc.identifier.journalALSIC-APPRENTISSAGE DES LANGUES ET SYSTEMS D INFORMATION ET DE COMMUNICATIONen_US
dc.description.noteOpen access journalen_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal published versionen_US
refterms.dateFOA2019-11-20T03:00:07Z


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