Writing Instruction for Generation 2.0

by Gloria E. Jacobs

Overview

Writing Instruction for Generation 2.0 addresses many of the concerns teachers have about the impact of the digital world on student writing and suggests ways for teachers to approach these issues within a 21st century literacies framework. This book is not about teaching the writing process, running a writing workshop, or using specific digital tools to support writing instruction. Forward-thinking teachers who wish to understand the 21st century literacies, understand what youth are doing in respect to those literacies, and discover how they can apply this knowledge to classroom instruction will find answers to their questions. The chapters include specific suggestions, but those suggestions are meant as a jumping-off point for imaginative and innovative teachers to adapt to meet the specific needs of students in their classrooms.

Product Details

ISBN-13:	9781607094661
Publisher:	R&L Education
Publication date:	01/16/2011
Sold by:	Barnes & Noble
Format:	eBook
Pages:	112
File size:	213 KB

About the Author

Gloria E. Jacobs is an associate professor of literacy education at St. John Fisher College, and she earned her Ph.D. at the University of Rochester's Warner Graduate School of Education and Human Development. She has presented her work on adolescent literacy and technology at international and national conferences and has published her research in journals such as Reading Research Quarterly, the Journal of Literacy Research, and the Journal of Adolescent and Adult Literacy.

Table of Contents

Part 1 Section I: Understanding the World of Generation 2.0
Chapter 2 Chapter 1: Who is Generation 2.0
Chapter 3 Chapter 2: What We Can Learn from Lisa and Joaquin
Chapter 4 Chapter 3: Making Friends with Multitasking
Chapter 5 Chapter 4: What is Good Writing?
Part 6 Section II: Applying the World of Generation 2.0 to Writing Instruction
Chapter 7 Chapter 5: Rethinking the Research Paper
Chapter 8 Chapter 6: Information Gathering
Chapter 9 Chapter 7: Drafting and Revising
Chapter 10 Chapter 8: Coherence and Organization
Chapter 11 Chapter 9: Word Choice and Spelling
Chapter 12 Chapter 10: Punctuation
Part 13 Section III
Chapter 14 Chapter 11: What Next?
Chapter 15 Chapter 12: New Literacies Questionnaire
Chapter 16 Chapter 13: Recommended Reading

Editorial Reviews

Unlike books that define, describe, and dissect students in the 2.0 generation, Writing Instruction for Generation 2.0 presents possibilities. Real concerns of teachers are addressed in this smart, pithy, and accessible book. A unique text, this book melds old school concerns related to word choice, punctuation, sentence structure, and writing research papers with the new literacy practices that students bring to classrooms. It is perfect for teachers who wonder what to make of topics such as student multitasking and plagiarism on the internet. Gloria Jacobs clearly takes on the proverbial elephant in the room: How can the technological literacy practices of students inform our teaching? I highly recommend this book for any educator interested in helping today’s students become powerful writers.

Catherine Compton-Lilly

This text provides practical advice for using technology to support writing instruction in the ever-changing landscape of the digital world. Drawing upon a decade of her research into the New Literacies and literacy instruction, Dr. Jacobs offers educators concrete suggestions for tapping into young people's interest and skill in negotiating the social networking inherent in online communities. An ideal choice for teachers, teacher educators, literacy coaches, and administrators wanting to investigate their roles in preparing Generation 2.0 to negotiate the world of Web 2.0.

Cheryl A. Kreutter

Writing Instruction for Generation 2.0, unlike many books about technology and English education, shows how new technologies and new writing practices impact our students in specific ways, both in and outside of the classroom. Gloria Jacobs, in her accessible and fascinating treatment of such an essential topic, explains how writing is changing through new technologies that are embedded in the lives of our students and how we, as teachers who want to reach our students in their worlds, can teach from their vantage point. She weaves traditional writing issues into new literacies such as writing the research paper and determining the validity of online material to show that it is possible to integrate new technologies and learn from our students themselves how to be better teachers now. I recommend this book for anyone who wants to understand how the changing world of technology can be used to help our students and ourselves be better teachers and writers.

Dana J. Wilber