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Brief Description

(Abstract) Previous research in Chinese L2 learning has shown that video learning is an effective way to engage students, especially for learning social realities such as cultural values (e.g., dating practices). Chinese L2 learners commonly have experience with learning social realities from videos, including textbook videos, television dramas, music clips and talk shows Using the lens of internalization, this qualitative study provides a detailed interpretation of what video offered its Chinese L2 participants and what challenges the participants experienced learning about social realities. This article discusses three focused cases with 12 interviews, 30 observations, 3 clip-elicitation conversations, and documents (including memos and field notes). Use of a three-phase Constant Comparative Method (CCM) revealed that the learning processes of Chinese L2 learners displayed similarities and differences. Participants had distinctive trajectories in their learning of social realities. Implications for Chinese L2 research and education are discussed.

APA Reference

Huang, T. & Lammers, J. C. (2018). A qualitative inquiry of video learning by Chinese L2 learners: Learning internalization, understanding social realities, and reflecting on challenges. CSL: Chinese as a Second Language, 53(3), 257-294. https://doi.org/10.1075/csl.18004.hua

Brief Description

(Abstract) Research about adolescents sharing creative writing in interest‐driven online communities has suggested that teachers can play important roles in helping young writers realize the potential of online spaces. Framed by sociocultural notions of new literacies and a conceptual framework theorizing the rhetorical situation when sharing writing in networked publics, this instrumental case study examined the design and implementation of a high school elective course supporting students to critically analyze and participate in online creative writing spaces. The authors collected observation, interview, and artifactual data and then analyzed them inductively to generate testable assertions about how bringing together the potential audiences in classrooms and networked publics affected writing instruction and the writing act. Findings revealed how controlling the makeup of audiences raised privacy issues, cultivating interactions with audiences required persistence, and conceptualizing audiences affected these students’ writing. Suggestions for designing writing instruction to include networked publics and recommendations for classroom‐based research are shared.

APA Reference

Lammers, J. C., & Van Alstyne, J. H. (2019). Building bridges from classrooms to networked publics: Helping students write for the audience they want. Journal of Adolescent & Adult Literacy 62 (6), 653-662. DOI: 10.1002/jaal.933

Brief Description

(Abstract) Scholars of media literacy have described a range of ways adolescents use digital tools across spaces to conceptualize, produce, and share creative works. Research often focuses on the identities and experiences of young expert creators, even though activities like archiving, lurking, reading, liking, reviewing, and sharing original and transformative works are central. Few researchers have devised methods to analyze these common participation patterns, or how they stretch across multiple sites and spaces. Here, we begin to consider this challenge by focusing on a linguistic analysis method we developed to study feedback that fanfiction authors receive from their readers. We outline this method and then focus on how this work has helped us to (1) consider a broader range of fanfiction activities and (2) interrogate our methodological practices and reflect on our assumptions about learning, collaboration, and writing. As venues for young people’s creative activities increasingly move online, researchers must develop new methods of understanding learning and literacies, and, eventually, how transliteracies move across these spaces. Even where complete accounts of participation are rare, we can glean information about readers and writers by examining a wider range of online activity.

APA Reference

Magnifico, A. M., Lammers, J. C., & Curwood, J. S. (2019). Developing methods to trace participation patterns across online writing. Learning, Culture, and Social Interaction. [early online] https://doi.org/10.1016/j.lcsi.2019.02.013

APA Reference

Hafsa, S. F. (2019). Investigating teachers’ identity development in a hybrid course to prepare online teachers (Doctoral Dissertation).