LibGuides: LCT-7200 v1: Week 5 Resources

Week 5 Resources

Building Background Knowledge Through Reading
Lupo, S. M., Strong, J. Z., Lewis, W., Walpole, S., & McKenna, M. C. (2018). Building background knowledge through reading: Rethinking text sets. Journal of Adolescent & Adult Literacy, 61(4), 433.
The authors explore the qualities of text sets and make recommendations to improve the process of building background knowledge.
Does Choice Matter or is it All About Interest?
Beymer, P. N., Rosenberg, J. M., & Schmidt, J. A. (2020). Does choice matter or is it all about interest? An investigation using an experience sampling approach in high school science classrooms. Learning and Individual Differences, 78.
This study looks at choice and interest to determine their impact on student learning in schools.

Kaltura User Guide
National University (2023). Kaltura User Guide. Graduate Studies Support Center.
This resource includes instructions for recording and uploading videos into courses using Kaltura.

Reclaiming Personalized Learning by Paul Emerich France
ISBN: 9781544360669

Publication Date: 2019-10-22

France, P. E. (2020). Reclaiming personalized learning: A pedagogy for restoring equity and humanity in our classrooms.
Read Chapter 7: Designing Curriculum with a Flexible Frame (pp. 121-144). This chapter explains the role of standards as an educational structure for ensuring a scope and sequence that is scalable. The chapter provides examples of how to use this structure, while still personalizing learning for students.

Sharing the Screen
Smith, B. R., & Parker, M. (2019). Sharing the screen: An innovation on interactive writing to scaffold children’s digital text creation. Practical Literacy, 24(3), 15.
This study looks at ways digital tools can support text creation with student in the early grades.
Writing Like a Scientist
Glen, N., & Moukhtarian, A. (2019, July 1). Writing like a scientist: Using science notebooks to scaffold writing for first-grade students. Science and Children, 56(9), 58.
This brief article describes how a first-grade teacher scaffolded scientific writing with students.