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.
Language arts|Secondary education|Educational technology
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.