Abstract
This chapter explores the ways sixth grade students from a linguistically and culturally diverse classroom used Diigo, an online social bookmarking site, to engage in annotation writing focused on the discussion of science ideas within a text. While the use of apps has rapidly increased in schools, there remains little research on the ways annotation writing can be used to support scientific argumentation. Findings from this study indicate that students used the annotation app to pose questions, formulate claims, and request evidence from peers to answer questions or support claims. These results suggest that the process of collaborative annotation encourages students' documentation, critique, and refinement of ideas, which can aid learners in close reading of science texts.
Original language | English (US) |
---|---|
Title of host publication | Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings |
Publisher | IGI Global |
Pages | 80-101 |
Number of pages | 22 |
ISBN (Electronic) | 9781466659834 |
ISBN (Print) | 1466659823, 9781466659827 |
DOIs | |
State | Published - Apr 30 2014 |
Externally published | Yes |
ASJC Scopus subject areas
- General Social Sciences