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Curwood, J. S., & Cowell, L. L. H.(2011). iPoetry: Creating space for new literacies in the English curriculum. Journal of Adolescent & Adult Literacy, 55 (2), 110-120. 

Summary: The article describes a study performed with 10^th grade English students who were introduced to the “iPoetry” project, which was invented as a local, high school based technology and literacy assignment. Guided by librarians and instructors, students created individual pieces of poetry using multimodal technology, including computer-based movie, audio, and text programs. By implementing such poetic projects, Curwood and Cowell attempted to expose students to a variety of literacies as well as technologies in the writing classroom. Following a failed first attempt, the researchers were able to re-construct the assignment to arrive at an educational learning outcome for students and professionals.    

Assessment of Article: I found the article extremely interesting and engaging. Aside of the overall appealing tone and layout of the article, I was intrigued by the successful implementation of the iPoetry project and the eventual outcomes. Although the authors could have been a bit more descriptive in their analysis, they gave detailed insight to the various components that contributed to the overall projects. In addition, I was able to gain various ideas and inspiration for potential technological implementations in my own writing classroom; even though the article discussed the execution of a project in a high school classroom, some aspects are certainly implementable in freshman composition. 

Key Quote: “When students use multiple modes of representation, they engage in aesthetic, self originated, and self-sponsored literacy activities […] When students move from passive consumers to active producers – and when they have the opportunity to engage in hands-on, collaborative work – they are more likely to engage in critical and higher order thinking” (pg. 112).

Annotator: Yasmin Rioux (2014)

Hutchison A., & Reinking, D. (2011). Teacher’s perceptions of integrating information and communication technologies into literacy instruction: a national survey in the United                  States. Reading Research Quarterly, 46 (4), 312-333.

Summary: The article describes a longitudinal, national, quantitative study performed in order to elicit how teachers perceive the implementation of technologies in their English classrooms. By evaluating completed questionnaires, the authors were able to pinpoint exactly what English teachers see as their major obstacles for successful implementation of technology for writing. Overall, the study suggests that teachers oftentimes desire more administrative support or chances for professional development in order to feel proficient in technological implementation.

Assessment of Article: I found the article extremely interesting. It was presented in an extremely thorough manner which allowed for complete comprehension of all aspects of the study, not only its outcomes. The authors list how sampling was performed, response rates, how individual raters were trained, and give excellent insight to methodologies within the study. It was surprising to read that teachers did not feel like personal feelings (positive or negative) were a serious obstacle for implementing technologies in their writing classrooms. Similarly to the researchers, I had thought that personal feelings towards technology would pose a major factor in whether teachers implement such programs or not.  

Key Quotes: “[…] an absolute majority of the teachers responding to this survey clearly understand and accept that literacy instruction needs to address digital forms of reading and writing, and they acknowledge the importance of doing so, although their perceptions of frequency of use does not typically coincide with the level of importance they assign to various applications and activities” (pg. 330).

Annotator: Yasmin Rioux (2014)