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Using ResponsiveDesign as a Shared Approach to Address the Challenge of Composing with Digital Tools

Using ResponsiveDesign as a Shared Approach to Address the Challenge of Composing with Digital Tools

Ralph A. Córdova, Ann Taylor, Jeff Hudson, Jason Sellers, Jessica Pilgreen, Donna Goetz, Dawn Jung
Copyright: © 2014 |Pages: 28
ISBN13: 9781466659827|ISBN10: 1466659823|EISBN13: 9781466659834
DOI: 10.4018/978-1-4666-5982-7.ch022
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MLA

Córdova, Ralph A., et al. "Using ResponsiveDesign as a Shared Approach to Address the Challenge of Composing with Digital Tools." 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. 431-458. https://doi.org/10.4018/978-1-4666-5982-7.ch022

APA

Córdova, R. A., Taylor, A., Hudson, J., Sellers, J., Pilgreen, J., Goetz, D., & Jung, D. (2014). Using ResponsiveDesign as a Shared Approach to Address the Challenge of Composing with Digital Tools. In R. Anderson & C. Mims (Eds.), Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 431-458). IGI Global. https://doi.org/10.4018/978-1-4666-5982-7.ch022

Chicago

Córdova, Ralph A., et al. "Using ResponsiveDesign as a Shared Approach to Address the Challenge of Composing with Digital Tools." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, 431-458. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5982-7.ch022

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Abstract

In this chapter, a team of two university and four school teacher-researchers, members of a Liquid Networked Innovating Community (LiqNIC) called the Cultural Landscapes Community (CoLab), draw on an interactional ethnographic perspective to examine the theoretical roots of the CoLab, how it emerged as a LiqNIC, and its impact on their professional learning. By constructing four telling cases, the team investigates how they drew on the CoLab's shared theory of action, ResponsiveDesign, to innovate their practices teaching writing to incorporate new media and digital tools (Twitter, Googledocs, Weebly, Edmodo, Prezi, Storify). Analyses reveal the local ways each teacher drew on ResponsiveDesign's iterative cycles of exploring, envisioning and enacting as habits of action. In and through the local ways they harnessed ResponsiveDesign to integrate digital tools into their writing instruction, the teacher-researchers developed habits of mind as prototypers and innovators of teaching practices. Analyses also reveal how ResponsiveDesign's core theoretical traditions were lived out in the habits of action and habits of mind that the teachers developed.

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