This interactive book introduces readers to numerous useful reading and English Language Arts Websites and teaching strategies. It is packed with ways to effectively use the Websites to transform the teaching of reading, writing, speaking, listening, and viewing. The authors guide readers through the many fascinating texts and activities that are featured on the language arts Websites in an easy-to-use format. With comprehensive lists of electronic journals, professional organizations, and English teacher sites, this is a critical resource for any teacher who wants to enhance the Reading and English curriculum Five chapters cover: untangling the Web, English education reform in a technological world, reading research and lessons, literature for children and adolescents, and language arts standards and activities. For Reading, Language Arts, and English teachers at the elementary and secondary grade levels.
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The purpose of this book is to introduce you to a selection of English language arts activities and resources that are available on the Internet's World Wide Web and to suggest ways in which you may most effectively make use of the websites examined in the text in order to transform your teaching of reading, writing, speaking, listening, and viewing. Because you may not have had much experience at using various search engines such as Yahoo and Google to find English teaching sites and materials on the Internet, our first chapter is devoted to explaining how such searches can be carried out. We also describe some of the electron ~c journals, professional organizations, and lesson plan sites that might be most fruitful. After this we describe the info-bar that will be used in Chapters 4 and 5 to summarize key features of the sites we are evaluating in terms of their intended audience, grade level, curricular fit, types of resources, site authorship, navigation, visual appeal, and interactive activities.
In Chapter 2 we discuss some of the recently developed theories about hypertextuality that form a necessary foundation for our explanation of the changes that technology is causing in K-12 language arts classrooms. To illustrate in concrete terms how these theories apply to actual teaching situations, we provide you with nine models of effective and imaginative uses of the Internet to teach language arts to your students.
In the third chapter we focus on recent research in the teaching of reading. We survey a variety of sites that offer you and your students excellent reading materials ' and lessons. Chapter 4 enables you to identify at a glance the strengths and weaknesses of many literature sites. In this chapter we review, for example, sites that contain information and activities intended to make the study of children's literature, young adult literature, mythology, poetry, short stories, novels, and drama more interesting and enjoyable for your students.
Finally, in Chapter 5, we examine the standards of the National Council of Teachers of English and the International Reading Association for evaluating student learning in K-12 English language arts courses. Then we explain how a variety of Internet sites can help you to enable your students to develop their knowledge of literature and their understanding of the writing process. These websites can assist your students in their attempts to research the history of English literature, receive constructive criticism from writers in electronic residence, take part in online grammar activities, write for newspapers and magazines, write speeches and e-mail, study English as a second language, compare English to other languages, and develop critical media literary skills for studying newspapers and magazines.
At the end of each chapter, so that you can more fully appreciate the power of the sites that we include, we have listed a number of activities for you to try. As well, at the end of the book, we provide an Internet glossary for easy browsing.
Our primary goal in writing this book is to familiarize you with as many useful websites and teaching strategies as possible. While guiding you through the many fascinating texts and activities that these sites have to offer, we hope at the same time to engage you in a conversation about the nature of knowledge construction in cyberspace so that you can reflect upon what is worthwhile and rewarding for you and your students in the study of English language arts on the Internet.
We would like to thank the reviewers of this text for their insights and comments: Cathy Block, Texas Christian University; Ward A. Cockrum, Northern Arizona University; Claudia Cornea, Wittenberg University; Patricia P. Fritchie, Troy State University-Dothan; and Leanna Manna, Villa Maria College.
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