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|Title:||Authentic to Whom and What? The Role of Authenticity in Project-Based Learning in English Language Arts|
|Authors:||Polman, Joseph L|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Polman, J. L., Stamatis, K., Boardman, A., & Garcia, A. (2018). Authentic to Whom and What? The Role of Authenticity in Project-Based Learning in English Language Arts. 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.|
|Abstract:||Presents a framework for authenticity that informed co-design of a project-based 9th-grade English Language Arts course. A qualitative study examined ways teachers and students experienced authenticity. Three types of authenticity contributed to engagement and learning: being (1) authentic to self through opportunities for choice and agency; (2) authentic to others by addressing audiences through public performances and products; (3) providing opportunities to use authentic, genre-specific tools. Challenges to implementation--assessment and disciplinary norms--are discussed.|
|Appears in Collections:||ICLS 2018|
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