Papers by Mary Beth Hines
IGI Global eBooks, 2018
This chapter draws from a one-year qualitative investigation of a ninth-grade English classroom i... more This chapter draws from a one-year qualitative investigation of a ninth-grade English classroom in a new technology-rich high school. The study explores the question, What identities did students compose as they alternately resisted and embraced the use of digital media in the writing classroom? Presenting a case study of one student, Shane, the chapter traces the ways in which he responded to the teacher's invitations to use digital media, thereby discursively crafting particular identity performances in on-site and online communities. Analysis identifies a number of tensions specific to the use of authentic audiences and purposes in the 21st century digital writing classroom and reveals three identity performance categories: Shane the comedian, Shane the subversive, and Shane the artist. In analyzing the ways in which social networking tools, literacy practices, and identity performances converge in the classroom, the chapter challenges dominant pedagogical assumptions about using new technologies in the schools to engage learners.
Bookmarks Related papers MentionsView impact
Advances in educational technologies and instructional design book series, Jul 15, 2013
Bookmarks Related papers MentionsView impact
English Journal, Jul 1, 2021
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The Curriculum Journal, 2015
This article investigates the nature of student resistance to and engagement with digital media a... more This article investigates the nature of student resistance to and engagement with digital media and twenty‐first‐century literacies in the English classroom at Last Chance High, an alternative high school. It traces the dynamic interplay of literacy practices and identity performances with and around digital media, exploring one student's engagement, disengagement, and resistance to officially sanctioned classroom activities. Drawing from a larger project, we highlight the ways in which the classroom teacher, Becky, a national board‐certified English teacher and member of a digital media committee in the (US) National Writing Project, used digital media and twenty‐first‐century literacies in her classroom inquiry. While observing Terrin, a student at Last Chance High, over the course of a year, we identified key identity performances for her: ‘too cool for school,’ digital drama diva, and ‘driven mind.’ We explore her situated identity performances and digital practices as she f...
Bookmarks Related papers MentionsView impact
English Journal
Two teacher educators share a unit on The Odyssey that invites students to study archetypes, mult... more Two teacher educators share a unit on The Odyssey that invites students to study archetypes, multicultural texts, and counterstories.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Oxford Bibliographies Online Datasets, 2016
Bookmarks Related papers MentionsView impact
Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings
Bookmarks Related papers MentionsView impact
As educational researchers, media theorists, and sociologists are defining the constellations of ... more As educational researchers, media theorists, and sociologists are defining the constellations of practices that constitute “literacy ” in a new social, digital, and participatory culture (Jenkins et al. 2009; NAMLE 2009;
Bookmarks Related papers MentionsView impact
Graphic Novels for Children and Young Adults
Bookmarks Related papers MentionsView impact
English Teaching-practice and Critique, 2007
Since the inauguration of the No Child Left Behind Act of 2001 (NCLB) in the United States, with ... more Since the inauguration of the No Child Left Behind Act of 2001 (NCLB) in the United States, with a billion-dollar budget to induce educational reform, American schools have been under the microscope for meeting accountability standards for students. The performance pressures have intensified as the consequences for not achieving academic benchmarks have escalated. Schools have been mandated to report on student performance as measured by standardized tests and other instruments using scientifically based research. Across the nation, state departments of education, supported by federal funding, work diligently with schools to implement instruction and assessment practices required by NCLB. In this article we will examine one state's response to NCLB. Specifically, we will analyze the impact of an action research project on the teaching and learning of reading teachers at sixty schools involved in the Indiana Reading First program. Reading First, the reading education component of...
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
English in Education, 2000
Introduction and Background As literary "guides," teachers must develop approaches for ... more Introduction and Background As literary "guides," teachers must develop approaches for teaching literature that take into account, to extend Grossman's metaphor, the abilities of the sojoumers as well as the features of the terrain. In so doing, teachers can anticipate the "obstacles" and minimize the hazards for students, those novice wanderers who must be taught to negotiate the terrain of literary inquiry. While Grossman views the expedition into literary inquiry as one of inexperienced travelers traversing "unfamiliar" lands, others (Applebee, 1993; Marshall, Smagorinsky, and Smith, 1995; Nystrand and Gamoran, 1991, Rabinowitz and Smith, 1998) argue that a journey into a new literature classroom offers an expedition into places all -too-familiar. According to this research, the landscape of literature classrooms is
Bookmarks Related papers MentionsView impact
Teaching the Canon in 21st Century Classrooms
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
English Education, 1995
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Teacher Development, 2015
This research study examines the impact of teacher research on participants in a large-scale educ... more This research study examines the impact of teacher research on participants in a large-scale educational reform initiative in the United States, No Child Left Behind, and its strand for reading teachers, Reading First. Reading First supported professional development for teachers in order to increase student scores on standardized tests. The authors were part of the team delivering university courses to augment that training so that teachers could earn graduate credit in the authors’ state. Participants in the two-year study included 250–400 Reading First K–3 reading teachers in about 60 schools. In hopes of empowering teachers in what the authors felt was an over-prescriptive reading program that imposed numerous constraints on teachers, they viewed teacher research as a way to work within and against the Reading First agenda. Investigating the impact of teacher research on participants, the authors used mixed methods and found a powerful gain in teachers’ self-efficacy resulting from the inquiry projects.
Bookmarks Related papers MentionsView impact
Uploads
Papers by Mary Beth Hines