Hybrid literacy: Face -to -face and online learning in a high school English language arts class
Technology as a tool to mediate cognition and to facilitate social relationships YN8 is advancing at a rapid pace. Schools cannot afford to remain idle; they must consider the best ways in which to incorporate online learning into their curricula. The spirit of this study, therefore, was to understand how online and face-to-face learning was infused in what is described in this work as hybrid literacy. ^ This investigation of four students and their teacher's online and face-to-face interactions utilized discourse analysis as a theory to understand language and as a method to analyze face-to-face (verbal) and online (written) data. Four students and their teacher participated in this work, along with the other members of the class. The study took place in a ninth grade English language arts class that was studying Shakespeare's The Tragedy of Romeo and Juliet. Data analysis methods included a linguistic analysis of the four students' and their teacher's experiential, interpersonal, and textual behaviors in both mediums. These analyses were synthesized to find common themes across mediums. ^ Findings of this study indicate that for students a cultural of accountability and comfort and a democratic and dialogic atmosphere existed simultaneously in both mediums. Data also showed that cognition evolved from one environment to the other. For the teacher, a culture of accountability, comfort, and transparency existed in both mediums. Data also revealed a repertoire of teaching strategies available to the teacher in both environments. ^ In terms of hybrid literacy, the findings show how the face-to-face and online mediums functioned together to assist the students' evolving cognitive, social, and textual sophistication. ^
Education, Language and Literature|Education, Secondary|Education, Technology of
Cacciatore, Mark Gerard, "Hybrid literacy: Face -to -face and online learning in a high school English language arts class" (2010). ETD Collection for Fordham University. AAI3428959.