Editorial
Editorial
English teaching : practice and critique, Vol.19(2), pp.137-138
04/01/2020
DOI: 10.1108/ETPC-06-2020-189
Abstract
Drawing on the perspectives of both a writing instructor in the USA (Juzwik) and a student (Antonnuci), the authors emphasize the importance of developing a situated sense of self-as-writer and seeing writing development as a continual process rather than a goal that students will either pass or fail. Kesson concludes that in academic contexts, multimedia hyperlinks are considered “risky” by students. [...]the practice of reading and drawing on such texts must be explicitly taught and valued by teachers, even with students who are typically seen as “digital natives.” Similar to Juswik and Antonnuci’s recommendations for developing students’ sense of their growth as writers, the authors argue that teacher educators should help preservice teachers reflect on their own reading identities and histories to convey lifelong reading development and a love of reading to their students.
Details
- Title: Subtitle
- Editorial
- Creators
- Amanda GodleyAmanda Haertling Thein
- Resource Type
- Editorial
- Publication Details
- English teaching : practice and critique, Vol.19(2), pp.137-138
- Publisher
- Emerald Group Publishing
- DOI
- 10.1108/ETPC-06-2020-189
- ISSN
- 2059-5727
- eISSN
- 1175-8708
- Language
- English
- Date published
- 04/01/2020
- Academic Unit
- Teaching and Learning; Graduate College Admin and Gen
- Record Identifier
- 9984095163602771
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