Category of Work
Article
Publication Title
Participatory Action Research in a Time of Digital Literacies
Abstract
Katie is a high school science teacher who participated in an ongoing participatory action research project. She is part of a larger professional development program (PROJECT) that aims to incorporate students’ funds of knowledge to assist in the development of curriculum that promotes greater equitable outcomes for English learners (ELs). Katie’s reflection of the way in which language plays a significant role in students’ content development aims for a better understanding of why an integrative approach to curriculum development is critical. Katie’s yearlong participatory action research project included the use of digital literacies to support her students’ science and language development. The use of digital literacies in the classroom allowed her ELs to have exposure to the English language and collectively pushed them to maintain their native language as an asset to their academic success. This article investigates the following two questions: (1) “How can the use of digital literacy foster students’ language learning and maintenance of a native language?” and “How does this practice lead to instruction that promotes equitable learning outcomes?”
First Page
30
Last Page
37
DOI
https://doi.org/10.33600/IRCJ.48.3.2020.30
Publication Date
Summer 6-1-2020
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Maravilla, Joanna, "Participatory Action Research in a Time of Digital Literacies" (2020). Education Department Faculty Articles. 9.
https://digitalcommons.lewisu.edu/education_facpubs/9
