“Through full development of the interconnections between reading and writing online, we see the possibility for classrooms to become spaces for adoption of literacy apprenticeship models (e.g., Schoenbach, Greenleaf, Cziko, & Hurwitz, 1999; Fisher & Frey, 2008). Because there are so many points at which readers make clear decisions in the process of looking for answers to questions online (Coiro & Dobler, 2007), teachers with access to an Internet-connected computer and a projector can focus classroom instruction on their and their students’ expert thinking as readers and writers. Within the context of pursuit of understanding around authentic inquiry questions, teachers can use online reading and writing projects to invite students into “increasingly competent participation in the discourse, norms, and practices associated with particular communities of practice”–namely, effective reading and writing on the Web (Kuiper & Volman, 2008, p. 244).”
Hawisher, G. E., & Filkins, S. (2015). Disequilibrium.edu: Negotiating new relationships between online reading and writing. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 115-126). New York: Routledge.
Also see: