Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos

Autor/inn/en	Spires, Hiller A.; Hervey, Lisa G.; Morris, Gwynn; Stelpflug, Catherine
Titel	Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos
Quelle	In: Journal of Adolescent & Adult Literacy, 55 (2012) 6, S.483-493 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/JAAL.00058
Schlagwörter	Literacy; Teaching Methods; Video Technology; Student Interests; Middle School Students; Reading Instruction; Writing Instruction; Problem Based Learning; Inquiry; Multimedia Instruction; Intermode Differences; Learning Modalities; Media Literacy; Visual Learning; Educational Technology + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseunterricht; Schreibunterricht; Problem-based learning; Problemorientiertes Lernen; Multimediales Lernen; Lernumgebung; Media skills; Medie competence; Medienkompetenz; Visual education; Visuelles Lernen; Unterrichtsmedien
Abstract	In light of emerging technologies prompting new avenues for teaching and learning, students are positioned to "create" to learn, with video production being an important process for literacy development. There is a growing need for innovative instructional practices in reading and writing that are aligned with student interests and the activities they engage in outside of the classroom. Connecting video production to school reading and writing experiences taps into a student's natural predisposition for media consumption and production. This article presents a project-based inquiry process that merges students' growing interest in grassroots video with educational goals that are aligned with state and national curricular standards. Through a five-phase process--ask a compelling question; gather and analyze information; creatively synthesize information; critically evaluate and revise; and publish, share, and act--students are engaged in reading, writing, and creating a video product that captures their multimodal learning of academic content. (Contains 6 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10