Session III Oral Presentations – Rosa M. Ailabouni Room (from left): Eileen Beuscher, Moonsun Choi, Kimberly Murphy & Larkin Weyand.
Eileen Buescher
Teaching and Learning, Adolescent, Post-Secondary & Community Literacies
George Newell, Advisor
Title: Using Literary Theory in Teacher Education: Understanding Its Role in Shaping Students’ Notions of Teaching
Abstract: This in-progress research study investigates the teaching and learning of literary theory in a university Introduction to Children’s Literature course. It examines pre-service teachers’ perceptions of the use of critical theory in the course in terms of its purpose, usefulness, and applicability to their future roles as teachers of literature.
Contact: buescher.7@osu.edu
Moonsun Choi
Teaching and Learning, Social Studies and Global Education/Multicultural Studies
Dean Cristol, Advisor
Title: Core Components of Digital Citizenship: Implications For Education
Abstract: This study aims to reconstruct the notion of digital citizenship through a concept analysis and to provide a deeper understanding of digital citizenship. Concept analysis was used to identify categories/elements that might comprise a cohesive, well-defined concept of digital citizenship, taking into account how they have changed over the last decade.
Contact: choi.811@osu.edu
Kimberly Murphy
Teaching and Learning, Reading & Literacy in Early & Middle Childhood
Laura Justice, Advisor
Title: Predicting First Grade Reading from Profiles of Lexical Quality In Preschool
Abstract: This study examines profiles of lexical quality indicators in preschool children and evaluates how membership in these profiles predicts listening comprehension, word reading, and reading comprehension in first grade. Implications are discussed for early identification of children at risk for reading difficulties.
Contact: murphy.1116@osu.edu
Larkin Weyand
Teaching and Learning, Adolescent, Post-Secondary & Community Literacies
George Newell, Advisor
Title: Dead Dogs and Dead Grandmothers: Making Meaning by Emphasizing Agency inaA Writer’s Workshop at an Experiential High School
Abstract: This study examines how participants in an experiential education experience called Walkabout work together to create a class book representing their experiences. Analysis of a workshop conversation reveals tensions regarding what is tellable. The teacher uses patience and ventriloquism to move the conversation from cheerleading to making meaning.
Contact: weyand.17@osu.edu