Examining middle-school students' uses of diigo annotations to engage in collaborative argumentative writing

Jill Castek, Richard Beach, Heather Cotanch, John Scott

Research output: Chapter in Book/Report/Conference proceedingChapter

12 Scopus citations

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 languageEnglish (US)
Title of host publicationHandbook of Research on Digital Tools for Writing Instruction in K-12 Settings
PublisherIGI Global
Pages80-101
Number of pages22
ISBN (Electronic)9781466659834
ISBN (Print)1466659823, 9781466659827
DOIs
StatePublished - Apr 30 2014
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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