As literacy teachers and researchers, we know that such discussions are often not easy to facilitate. So we formed a research group to learn everything we can about having high-quality digital discussions about literature in English Language Arts (ELA) classrooms — and we are sharing what we find with educators around the world.
Guiding Principles
A Focus on Literature-Based Discussion in Secondary ELA Classrooms
As literacy researchers and teachers, we believe in the power of literature-based discussions to foster deep understandings and critical thinking. In this project, we draw on our own experiences in secondary-grade ELA classrooms to guide our focus on how online discussions of literature can be generative for students in grades 7 through 12.
A Theory of Digital Discourse
We use the term “digital discourse” to represent the multiple interactive dimensions of communicating online. We think of digital discourse not only as words typed onto a screen but as a social practice that is part of larger cultural systems, including educational structures. This thinking guides our inquiry into digital discourse “moves” and how teachers can learn and teach them in sustained, empathetic, and thought-provoking discussions in and beyond ELA classrooms.
A Commitment to Teacher Inquiry
We rely on the expertise of practicing ELA teachers in designing and implementing this research project. Because we recognize that teachers' knowledge and teachers' practices are intertwined and inform each other, a teacher-inquiry-group model is at the heart of our research design.
Timeline
Our project progresses over the course of five years with activities designed to recruit, implement, scale up, and analyze the project.
Each year of the project has a main focus. Year 1 focuses on recruitment and development; Year 2 focuses on development and implementation; Year 3 focuses on analysis & dissemination; Year 4 focuses on refinement & scaling up; and Year 5 focuses on dissemination & publication.
While engaging in the project, there are two core phases. Phase 1 (Years 1–3) is our Core Inquiry, in which our partner ELA teacher-researchers meet in inquiry groups as data from these teachers and students is collected and analyzed. In Phase 2 (Years 3–5), the project expands to the national level with a focus on resource sharing. In this phase, curriculum and resources are developed and shared as the project expands to include ELA classrooms nationwide.
Meet the Team
The Digital Discourse Project is made up of a large network of teachers, researchers, and collaborative partners.
Meet our Teacher-Researcher Partners
Contact Us
For more information about the project or to get involved, please contact the principal investigator, Dr. Amy Stornaiuolo, at amystorn@upenn.edu.