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Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing

Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing

Jill Castek, Richard Beach, Heather Cotanch, John Scott
Copyright: © 2014 |Pages: 22
ISBN13: 9781466659827|ISBN10: 1466659823|EISBN13: 9781466659834
DOI: 10.4018/978-1-4666-5982-7.ch004
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MLA

Castek, Jill, et al. "Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing." Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, IGI Global, 2014, pp. 80-101. https://doi.org/10.4018/978-1-4666-5982-7.ch004

APA

Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing. In R. Anderson & C. Mims (Eds.), Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 80-101). IGI Global. https://doi.org/10.4018/978-1-4666-5982-7.ch004

Chicago

Castek, Jill, et al. "Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, 80-101. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5982-7.ch004

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Abstract

This chapter explores the ways sixth grade students from a linguistically and culturally diverse classroom used Diigo, an online social bookmarking site, to engage in annotation writing focused on the discussion of science ideas within a text. While the use of apps has rapidly increased in schools, there remains little research on the ways annotation writing can be used to support scientific argumentation. Findings from this study indicate that students used the annotation app to pose questions, formulate claims, and request evidence from peers to answer questions or support claims. These results suggest that the process of collaborative annotation encourages students' documentation, critique, and refinement of ideas, which can aid learners in close reading of science texts.

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