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Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning

Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning

Jamie Colwell, Valerie Taylor
Copyright: © 2020 |Pages: 21
ISBN13: 9781799802068|ISBN10: 179980206X|ISBN13 Softcover: 9781799802075|EISBN13: 9781799802082
DOI: 10.4018/978-1-7998-0206-8.ch006
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MLA

Colwell, Jamie, and Valerie Taylor. "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning." Effective Practices in Online Teacher Preparation for Literacy Educators, edited by Rachel Karchmer-Klein and Kristine E. Pytash, IGI Global, 2020, pp. 107-127. https://doi.org/10.4018/978-1-7998-0206-8.ch006

APA

Colwell, J. & Taylor, V. (2020). Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning. In R. Karchmer-Klein & K. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 107-127). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch006

Chicago

Colwell, Jamie, and Valerie Taylor. "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning." In Effective Practices in Online Teacher Preparation for Literacy Educators, edited by Rachel Karchmer-Klein and Kristine E. Pytash, 107-127. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0206-8.ch006

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Abstract

This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.

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