Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/715
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dc.contributor.authorLin, Pei-Yi
dc.contributor.authorMa, Leanne
dc.contributor.authorChang, Yu-Hui
dc.contributor.authorHong, Huang-Yao
dc.contributor.authorLin, Chiu-Pin
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:06Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:06Z-
dc.date.issued2018-07
dc.identifier.citationLin, P., Ma, L., Chang, Y., Hong, H., & Lin, C. (2018). Improving Elementary Students’ Literacy through Knowledge Building. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1527
dc.identifier.urihttps://repository.isls.org//handle/1/715-
dc.description.abstractThis study follows the Knowledge Forum discussions of 4th graders in order to assess changes in literacy-related outcomes over the course of two semesters. Analyses revealed that Knowledge Building activities, such as use of scaffolding tools, increased over time. In turn, these activities were positively correlated with improved essay writing, particularly for the low-performing group. Our findings suggest that Knowledge Building pedagogy and Knowledge Forum technology together support the development of students’ writing literacy and multiliteracies for 21st century.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleImproving Elementary Students’ Literacy through Knowledge Buildingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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