TLWYA Inquiry Project

1
TLWYA Inquiry Project

• Online Discussion Boards with Intergenerational
  Book Clubs
• Kari Hoover
• ECI 521

2
Introduction and Inquiry Question

• I wanted to engage my fifth graders in a new and
  exciting book discussion forum.
• What are the benefits of an online discussion
  board? Could an intergenerational book talk help
  students to better understand the literature?

3
Integration

• Students have had little to no experience using
  technology as a learning tool.
• One of my personal goals is to integrate
  technology into my teaching style whenever
  possible.

4
Research from TAS

• People say and do things in cyberspace that they
  wouldn't ordinarily say or do in the face-to-face
  world. Without having to look at others eyeball
  to eyeball, they loosen up, express themselves
  more openly (Sular, 2004)
• Teacher participation ensures that students are
  encouraged, provided with excellent models, and
  given appropriate group and individual
  scaffolding (Wolsey, 2005)
• Students tend to ask questions and express
  opinions that don't come up in class. They tend
  to engage in more honest exchanges with each
  other (Sular, 2004)

5
Research cont.

• They more freely describe personal experiences
  related to the course material. Some students may
  be more willing to debate the instructor,
  including students who otherwise are very quiet
  in class (Sular, 2004)
• Discussing literature with peers affords the
  opportunity for us to gain new strategieswhen
  the child student raises an issue, you can give
  the child a different outlook, or deeper
  understanding, (Sullivan, 1998)
• The exchanges that result from discussions about
  literature create environments that welcome
  participation and the sharing of diverse points
  of view (Flood, 1994).

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OBE Matrix and Advanced Technology Competencies

• Outcomes-Based Education Matrix
• Students read grade level appropriate novels and
  participated in online discussion forums using
  Quick Topic.

 
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Implementation

• 8 students and 2 adults participated
• Discussed netiquette
• Instruction of online discussion forums
• Participants were asked to read Lois Lowrys
  Trilogy

8
Implementation cont.

• Participants were asked to comment on initial
  discussion starters, and add their own
  comments/questions while responding to others
  posts.
• Asked to connect themes throughout the 3 novels
• After the discussion, students were asked to
  complete a post-Trilogy survey

9
Results

• How easy is it for students to contribute to
  online discussion groups?
• Could students learn from an intergenerational
  book discussion?
• Did the students learn more, less, or as much as
  in class discussion?
• Did students enjoy online forums as a tool for
  discussing literature?

10
Results, cont.

• Responses from The Giver
• - I always feel controlled by my parents
  sometimes I feel like I don't get a chance to say
  what I feel.Jonas shouldn't have to go through
  things like having a career set for them it
  should be an adventure. (Jasmin)
• - I hate the idea of releasing. I think it is
  disgusting and very wrong. (Morgan)
• - When I finished the book I really wanted to
  add to the ending and have him and the child get
  to a world like ours and save his community, but
  I wonder if they could ever be happy? Same with
  different cultures today? Would they be accepting
  of a world like ours? I enjoyed the book. It made
  me think of how lucky we are to have the freedoms
  we have. (Dawn)

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Results, cont.

• The Giver, cont.
• It is so hard for me to imagine a black and
  white world with no emotions, feelings, or
  memories. Emotions and feelings fill our everyday
  world. It makes me sad that the people in that
  community didn't truly know happiness or sadness
  or love or the color blue. Their world must have
  looked so boring without all the vivid colors in
  nature and in people to liven it up! (Jamie)
• I agree with all that you had to say Jamie
  Clark. Nature has so many colors and sounds in it
  that it relaxes. (Tyler)

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Results, cont.

• Responses from Gathering Blue
• They did judge people by how they were born, for
  instance in Kira's community they wanted to take
  her to the field. Especilly Vandara who wanted to
  kill her.They went to trial, Thankfully her life
  was spared by the person who tried to kill her
  father.I didn't understand why he wanted to kill
  her father, but not kill her. In Jonas's
  community they do value the peoples lives
  somtimes because if a birthmother has twins one
  of the twins that weighs the least gets a
  release. (Daryl Lyn)
• When they first talked about beast's, I thought
  about the beast in Buety and the Beast. I don't
  have a really big conection because I have never
  lived in acommunity where you juged by the way
  you were born. (Brianna)

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Results, cont.

• Responses from Gathering Blue, cont.
• Contrast Kiara liked to weave and Jonas liked
  to ride bikes and play in the gym. Kiara was cast
  aside and Jonas was able to do anything.CompareT
  hey were both children searching for something in
  life. They're both striving to succed in life.
  (Jasmin)
• I think the townspeople feared beasts because
  they have seen people "taken" by them before. But
  who could blaim them for being scared. But if
  you've never seen one, how could you be scared.
  Unless people have been telling you about them.
  (Morgan)

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Results, cont.

• Responses from Messenger
• I understood the theme in this story by trying
  to understand the chracters in this story, and
  also how they lived. Sometimes it would be hard
  to understand the way they live, and sometimes it
  would be easy. Lois Lowery tied all three books
  together by using Jonas, as there leader, and
  using almost all the chracters in "Gathering
  Blue", Actully all of the main chracters in
  "Gathering Blue". The chracters in "The
  Messenger" affected me by, seeing how bad someone
  can live, and then see if you help each other,
  how much smoother your life can go. In my
  thoughts and feelings was how Matty was so brave.
  He died because he wanted his community to be
  like it used to be. When I read that he died I
  allmost cried. I really didn't like the ending,
  because Matty, my favorite chracter in the story
  died. Why did he have to die? (Daryl Lyn)

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Results, cont.

• Responses from Messenger, cont.
• - The theme was about was about a kind community
  who changed,from the traiding. Matty had to use
  his healing power to make the village normal
  again.Lowry tied all three books together by
  useing all three main chacters.
  Jonas(Leader),Kira,and Matty. She made all three
  characters come together and use thier powers to
  fix things.Kira Kira was brave on the hole trip
  even when the vine's poked her feet. Matty Matty
  is the one I admired th most, because he died for
  his friends, family, and the village.Leader I
  thought he was very brave because he went in the
  forest to find/help Kira and Matty.I felt a
  little bored in the beginng, but when they
  started useing their powers and were in the
  forest, I was amazed.I hated the ending.It made
  me so sad. I'm glad he saved everybody, but I
  really wished he hadn't died. ?s How do you know
  he wasn't just seeping, and didn't die? What did
  Seer do when he found out that Matty died?
  (Brianna)

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Post-Trilogy Survey

• What students liked
• They all liked the books. They were the best
  books I have ever read. (Daryl Lyn)
• 5 out of 6 students enjoyed posting on the
  discussion board. Yes, because other people
  responded to my comments. (Tyler)
• 4 of 6 students would rather discuss novels
  online than in class. it just seems to stiff
  and formal on the internet, at least for me.
  (Lindsey)
• 5 of 6 students thought using the online
  discussion board can help students better
  understand novels. Yes because people can see
  what you thought and you can see what they think,
  so you can see from someone else's point of
  view. (Morgan)

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Post-Trilogy Survey, cont.

• What they didnt like and suggestions for
  improvement
• I didn't like answering the questions, but I
  thought they were helpful. (Brianna)
• You should be aboule to write your message then
  wait to get your answers from the other person to
  respond kind of lick im. (Patricia)
• I would have fun actiyities in it. (Tyler)
• You can say what you want, but anybody can read
  it. (Lindsey)

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Post-Trilogy Survey, cont.

• Did they learn more, less, or about the same?
• - 1 student learned more, 1 learned less, and 4
  learned about the same.

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Reflections

• What I learned about TLWYA, my students, and
  myself as a teacher.
• Hard to conduct an informal experiment with
  volunteers.
• Students enjoy talking about YA literature in any
  forum.
• Online forums give confidence to shy students in
  discussions.
• Using online forums help take the curriculum to
  the next level.

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Reflections, cont.

• YA literature is easily integrated into the
  curriculum
• Integrating technology is incredibly easy to do
  when teaching YA literature.

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Reflections, cont.

• What are the benefits of an online discussion
  board?
• Students are drawn to the computer. They want to
  participate and enjoy the experience.
• Discussion boards are an interesting and exciting
  way for students to discuss YA literature.
• Students can stop and think to organize their
  thoughts. They can reflect on their peers
  comments.

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Reflections, cont.

• Could an intergenerational book talk help
  students to better understand the literature?
• - not enough evidence collected to produce
  results.

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Other concerns

• Fifth graders who are amateurs with the computer
  need to be introduced to discussion boards
  slowly, with plenty of modeling and facilitation.
• Fifth graders should not depend wholly on online
  discussion boards. In class discussion should be
  integrated.
• Verbal commitments from volunteers are a crap
  shoot.

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References

• Flood, J. Lapp, D. (1994). Teacher Book Clubs
  Establishing literature discussion groups for
  teachers. The Reading Teacher,47(7) 574-576.
• Sular, J. (2005, February 20). Extending the
  Classroom into Cyberspace The Discussion Board.
  eNotAlone. Internet Psychology. Retrieved Feb.
  10, 2005, from www.enotalone.com/article/3230.html
  
• Sullivan, J. (1998). The Electronic Journal
  Combining Literacy and Technology. The Reading
  Teacher, 52(1), 90-93.
• Wolsey, T.D. (2004, January/February). Literature
  Discussion in cyberspace young adolescents using
  threaded discussion groups to talk about books.
  Reading Online, 7(4). Retrieved Feb. 10, 2005,
  from www.readingonline.org