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Elizabeth Swaggerty
East Carolina University, Literacy Studies, Faculty Member
The purpose of this naturalistic case study was to gain understanding about the comprehension strategies successful readers employ as they construct meaning while navigating through postmodem picture books. Participants were eight fourth... more
The purpose of this naturalistic case study was to gain understanding about the comprehension strategies successful readers employ as they construct meaning while navigating through postmodem picture books. Participants were eight fourth grade students from a large suburban elementary school in Tennessee. Data included transcripts and field notes from ten individual think aloud sessions and five group book club discussions. Themes identified from the think aloud sessions related to the ways in which students navigated through postmodem picture books include: emotional responses, general story problem solving and postmodem story problem solving. Themes identified from the group book club discussions related to the ways in which students navigated through postmodem picture books include: aesthetic responses, reflecting on reading behaviors, general story problem solving, and postmodern story problem solving. A general linear navigation pattern was identified from the think aloud sessi...
Research Interests:
ABSTRACT
Research Interests:
Research Interests:
Abstract This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action... more
Abstract This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research. Interviews, discussion forum posts, and end-of-year course effectiveness surveys served as data sources. When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action research projects that were relevant to their current interests and teaching contexts. The strength in online course effectiveness was in communication and collaboration, shared feelings of membership in the online learning community, and the authenticity of assignments and course activities.
Research Interests:
ABSTRACT This article describes the challenges associated with outcomes-based education reform as experienced by two novice elementary teachers. Interviews with the teachers provide insights into the tensions between their teaching... more
ABSTRACT This article describes the challenges associated with outcomes-based education reform as experienced by two novice elementary teachers. Interviews with the teachers provide insights into the tensions between their teaching beliefs and the practices employed in their local contexts. Specifically, pressures to both focus on standardized measures of student achievement and to conform to the social norms of the schools are explored. The authors advocate for the need for situated discussions about these tensions during the first year of teaching and recognition of the complexity of teaching and learning by all stakeholders.
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Research Interests:
In this self-study, five university instructors who taught the same online literacy course during a summer session formed an online learning community. Through engaging in email exchanges, participating in online discussions, posting... more
In this self-study, five university instructors who taught the same online literacy course during a summer session formed an online learning community. Through engaging in email exchanges, participating in online discussions, posting weekly teaching reflections, and visiting one another's online courses, they sought to answer the research question: How can an online literacy learning community support university instructors who teach various sections of a common online course? In answering the research question, the researchers identified the themes that were most prominent in their discussions and reflections, and also the themes that played minor roles in the forming of the literacy learning community.
Research Interests:
Research Interests:
There is a strong movement toward accessing articles and publishing in open-access journals. Many researchers are choosing to publish in open-access journals in order to make their research more visible and accessible to the public,... more
There is a strong movement toward accessing articles and publishing in open-access journals. Many researchers are choosing to publish in open-access journals in order to make their research more visible and accessible to the public, thereby maximizing the impact of ...
Research Interests:
... Her research interests include thoughtfully adaptive teaching and new literacies/21st century skill implementation in both f2f and online settings. Johna Faulconer is an Associate Professor of Reading Edu-cation at East Carolina... more
... Her research interests include thoughtfully adaptive teaching and new literacies/21st century skill implementation in both f2f and online settings. Johna Faulconer is an Associate Professor of Reading Edu-cation at East Carolina University. ...
Research Interests:
PDF MP3 Journal of Curriculum and Instruction (JoCI) • Total submissions • Number peer reviewed • Acceptance rate • Days to review • Days to publication • Number of registered users • Number of views by month • Individual article views •... more
PDF MP3 Journal of Curriculum and Instruction (JoCI) • Total submissions • Number peer reviewed • Acceptance rate • Days to review • Days to publication • Number of registered users • Number of views by month • Individual article views • Items published Statistics Available Journal of Curriculum and Instruction (JoCI) Journal of Curriculum and Instruction (JoCI) Google Analytics • Aug 1, 2007 – Sept 14, 2008 • 11,294 visits; 7,376 absolute visits • 67,881 page views • 2,540 cities, 102 countries, every continent • Traffic sources – DOAJ Journal of Curriculum and Instruction (JoCI)
The purpose of this naturalistic case study was to gain understanding about the comprehension strategies successful readers employ as they construct meaning while navigating through postmodem picture books. Participants were eight fourth... more
The purpose of this naturalistic case study was to gain understanding about the comprehension strategies successful readers employ as they construct meaning while navigating through postmodem picture books. Participants were eight fourth grade students from a large suburban elementary school in Tennessee. Data included transcripts and field notes from ten individual think aloud sessions and five group book club discussions. Themes identified from the think aloud sessions related to the ways in which students navigated through postmodem picture books include: emotional responses, general story problem solving and postmodem story problem solving. Themes identified from the group book club discussions related to the ways in which students navigated through postmodem picture books include: aesthetic responses, reflecting on reading behaviors, general story problem solving, and postmodern story problem solving. A general linear navigation pattern was identified from the think aloud sessi...
This action research study utilized a quasi-experimental pre-/post-test design to examine effect of teacher-mediated vocabulary discussions during read alouds. Fourteen second grade students participated in teacher-led discussions of new... more
This action research study utilized a quasi-experimental pre-/post-test design to examine effect of teacher-mediated vocabulary discussions during read alouds. Fourteen second grade students participated in teacher-led discussions of new vocabulary in the context of the text and their lives. They discussed examples, non-examples, and synonyms for the targeted vocabulary. Fifteen comparison group students were incidentally exposed to the words during read alouds. Data sources included a pre/post-test multiple choice vocabulary assessment, open-ended vocabulary assessment, and researcher log. The intervention group’s mean gain vocabulary scores were significantly higher than the comparison group’s scores which ultimately have a positive impact on their reading comprehension indicating success of the intervention. Furthermore, the intervention showed positive results for students regardless of assessed reading ability levels.
Research Interests:
Research Interests:
What happens when children come across texts that push the boundaries of what they expect to encounter when they pick up a picture book? There exists a genre of nontraditional picture books, commonly referred to as “postmodern picture... more
What happens when children come across texts that push the boundaries of what they expect to encounter when they pick up a picture book? There exists a genre of nontraditional picture books, commonly referred to as “postmodern picture books,” which is characterized by a variety of alternative literary and illustrative devices. Given that these books often deviate from traditional narrative structure and elements, traditional comprehension strategies may not be effective in assisting students’ understanding of the story. The purpose of this study was to examine and interpret the ways in which a small group of successful fourth grade readers navigated five postmodern picture books. Video transcripts and field notes from ten individual think aloud sessions and five group book club discussions serve as data sources that reveal the complexity of the ways in which students navigated these books.
Research Interests:
While campus-community partnerships are common, such engaged scholarship efforts often lead university researchers to community-centered presentations and publications; however, this type of scholarship and especially the venues in which... more
While campus-community partnerships are common, such engaged scholarship efforts often lead university researchers to community-centered presentations and publications; however, this type of scholarship and especially the venues in which it is often disseminated are of questionable value within the academy’s tenure and promotion process. Three literacy scholars who were invited to study the impact of community-wide Imagination Library implementation share challenges they encountered related to collaboration, communication, and dissemination of findings during the first two years of a five-year early literacy community partnership. Selected outcomes and implications for other community-engaged scholars include (a) investing in true multi-directional consistent collaboration and communication and (b) leveraging user-friendly technology tools and platforms to archive and share project work. The authors call for continued efforts to communicate beyond the academy with the audiences targ...
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Research Interests:
Research Interests:
... Her research interests include thoughtfully adaptive teaching and new literacies/21st century skill implementation in both f2f and online settings. Johna Faulconer is an Associate Professor of Reading Edu-cation at East Carolina... more
... Her research interests include thoughtfully adaptive teaching and new literacies/21st century skill implementation in both f2f and online settings. Johna Faulconer is an Associate Professor of Reading Edu-cation at East Carolina University. ...
Research Interests:
There is a strong movement toward accessing articles and publishing in open-access journals. Many researchers are choosing to publish in open-access journals in order to make their research more visible and accessible to the public,... more
There is a strong movement toward accessing articles and publishing in open-access journals. Many researchers are choosing to publish in open-access journals in order to make their research more visible and accessible to the public, thereby maximizing the impact of ...
Research Interests:
This week, I asked some kids to tell me about books they think are “really, really good.” I’m sharing them here to highlight the power of choice as a motivator for reading. Choice can’t be emphasized enough. Let them choose … even if the... more
This week, I asked some kids to tell me about books they think are “really, really good.” I’m sharing them here to highlight the power of choice as a motivator for reading. Choice can’t be emphasized enough. Let them choose … even if the book isn’t “at their reading level.” Even if the book isn’t what you consider “high quality.” When kids choose their books, they read more. When they read more, they get better at it. This post feels especially relevant since many of us are out of our comfort zones as we facilitate at-home learning home due to COVID-19. Check out kids’ choices below. I threw in some links to fun stuff like audio excerpts, book trailers, etc. Scroll all the way down for some pro-tips for reading at home.
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Graphic novels are all the rage, particularly for middle and high school kids. But many folks don't know that there are some really great graphic novels for younger kids, too. And getting younger kids hooked on these books can be a really... more
Graphic novels are all the rage, particularly for middle and high school kids. But many folks don't know that there are some really great graphic novels for younger kids, too. And getting younger kids hooked on these books can be a really good thing. A graphic novel is basically a comic book, but the entire book is one story. The pages are often heavier and slicker than traditional books. These books feel good in your hands. Sounds weird, I know, but you'll know what I'm talking about when you pick one up.
Research Interests:
Research Interests:
This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research.... more
This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research. Interviews, discussion forum posts, and end-of-year course effectiveness surveys served as data sources. When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action research projects that were relevant to their current interests and teaching contexts. The strength in online course effectiveness was in communication and collaboration, shared feelings of membership in the online learning community, and the authenticity of assignments and course activities.
Research Interests:
There is a new, but strong movement toward accessing articles and publishing in open-access journals. Many researchers are choosing to publish in open-access journals in order to make their research more visible and accessible to the... more
There is a new, but strong movement toward accessing articles and publishing in open-access journals. Many researchers are choosing to publish in open-access journals in order to make their research more visible and accessible to the public, thereby maximizing the impact of ...
Research Interests:
This study utilized a quasi-experimental pre-/post-test design to examine effect of teacher-mediated vocabulary discussions during read alouds. Fourteen second grade students participated in teacher-led discussions of new vocabulary in... more
This study utilized a quasi-experimental pre-/post-test design to examine effect of teacher-mediated vocabulary discussions during read alouds. Fourteen second grade students participated in teacher-led discussions of new vocabulary in the context of the text and their lives. They discussed examples, non-examples, and synonyms for the targeted vocabulary. Fifteen comparison group students were incidentally exposed to the words during read alouds. Data sources included a pre/post-test multiple choice vocabulary assessment, open-ended vocabulary assessment, and researcher log. The intervention group’s mean gain vocabulary scores were significantly higher than the comparison group’s scores which ultimately have a positive impact on their reading comprehension indicating success of the intervention. Furthermore, the intervention showed positive results for students regardless of assessed reading ability levels.
Research Interests:
Teachers are a critical factor in K–12 students’ literacy performance. From the very first day of class, a teacher’s instruction affects students’ literacy achievement. Thus the quality and content of preservice teacher preparation... more
Teachers are a critical factor in K–12 students’ literacy performance. From the very first day of class, a teacher’s instruction affects students’ literacy achievement. Thus the quality and content of preservice teacher preparation programs features prominently in student success. This report summarizes information about U.S. preservice teacher preparation in literacy that was gathered from state education department websites and from interviews with state education department representatives. Our report on these preliminary findings, compiled in May 2015, is intended to contribute to conversations about literacy teacher preparation. Our report does not provide the complete picture needed to fully understand the landscape of teacher preparation for developing students’ literacy in classrooms in the United States. Further investigation of both state and preservice teacher preparation program requirements is necessary. The data contained here reflect the first phase of our study of what states’ requirements are for preservice teachers in terms of developing their skills as literacy instructors. We will expand this conversation as we move into the next phase of our study that entails learning from university teacher preparation institutions how they prepare preservice teachers to address students’ literacy needs.
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This article introduces the reader to the world of fanfiction and explores motivations for engaging in participatory culture, alignment with 21st century academic literacy skills, and reading and writing possibilities of fan fiction both... more
This article introduces the reader to the world of fanfiction and explores motivations for engaging in participatory culture, alignment with 21st century academic literacy skills, and reading and writing possibilities of fan fiction both in and outside of classroom walls.
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This chapter describes how educators can connect upper elementary students (grades 3–5), particularly those who struggle to read or find it difficult, to books that they are able and want to read. Learn how to consider students' reading... more
This chapter describes how educators can connect upper elementary students (grades 3–5), particularly those who struggle to read or find it difficult, to books that they are able and want to read. Learn how to consider students' reading abilities and their preferences while simultaneously becoming familiar with a variety of high-interest texts and text types that are appropriate for this student population. A high-interest book list and teaching tips for supporting engaged reading are included. http://www.reading.org/General/Publications/Books/bk387/contents
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This article presents the findings from a qualitative study of thirty-eight preservice teachers of reading. The purpose of this study was to determine if the preservice teachers demonstrated any of the qualities of excellent reading... more
This article presents the findings from a qualitative study of thirty-eight preservice teachers of reading. The
purpose of this study was to determine if the preservice teachers demonstrated any of the qualities of excellent
reading teachers as defined by the International Reading Association (IRA) and to consider the specific structures
of a reading methods course that supported the development of those qualities.
purpose of this study was to determine if the preservice teachers demonstrated any of the qualities of excellent
reading teachers as defined by the International Reading Association (IRA) and to consider the specific structures
of a reading methods course that supported the development of those qualities.