Discussing Culturally Relevant Books Online: A Cross-Cultural Blogging Project

Autor/inn/en	Lee, Hsiao-Chien; Gilles, Carol
Titel	Discussing Culturally Relevant Books Online: A Cross-Cultural Blogging Project
Quelle	In: English Teaching: Practice and Critique, 11 (2012) 4, S.161-177 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Foreign Countries; Intercultural Communication; Computer Mediated Communication; Student Journals; Student Diversity; Web Sites; Electronic Publishing; Picture Books; Grade 5; Grade 10; Cultural Relevance; Reader Response; Student Projects; Thinking Skills; Student Attitudes; Learning Experience; Cultural Awareness; Data Analysis; Self Expression + Suchen Sie Ihr Suchwort? Ausland; Interkulturelle Kommunikation; Computerkonferenz; Studentenzeitung; Web-Design; Elektronisches Publizieren; Picture book; Bilderbuch; School year 05; 5. Schuljahr; Schuljahr 05; Leserbrief; Schulprojekt; Denkfähigkeit; Schülerverhalten; Lernerfahrung; Cultural identity; Kulturelle Identität; Auswertung; Ausdruck
Abstract	This article examines the process and results of a two-year cross-cultural blogging project conducted between American fifth-graders (15 students) and Taiwanese tenth-graders (23 students). The two groups of students used a blog to correspond with each other and share their reading responses of culturally relevant picture books. The goal of the project was to provide the students with opportunities to appreciate reading texts relevant to their cultural experiences, while using the blog to engage in authentic conversations with and reflect on the experiences of people from another culture. Data were collected from multiple sources, including pre-project surveys, students' blog entries, students' retrospective interviews, and the researchers' field notes. Data analysis helped answer the research questions: What were the students' learning experiences, and what factors helped form the experiences? The findings suggest that students gained deeper understandings of another culture, as well as the texts, as they were offered opportunities to communicate authentically with people of another culture. They also displayed more confidence and greater critical thinking skills when discussing culturally relevant picture books. (Contains 2 tables, 4 figures, and 4 footnotes.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10