Engaging Public Issues through Dialogue Journals: Preservice Teachers and Elementary Students Read and Respond

Document Type

Article

Journal/Book Title/Conference

The Reading Teacher

Volume

6

Issue

1

Publisher

University of Alabama

Publication Date

Spring 2011

First Page

21

Last Page

34

Abstract

In a qualitative study, 50 pre-service teachers were partnered with 50 elementary students to write each other in dialogue journals responding to texts on public issues. Based upon our analysis of the journals, written reflections from pre-service teachers, and interviews with the elementary teachers in the project, three findings emerged: student motivation for reading and writing increased, both types of students gained perspective consciousness, and elementary teachers found meaningful ways to integrate social studies with language arts. These findings suggest multiple avenues for future research surrounding dialogue journals, student engagement with public issues texts, and teacher education.

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Originally published by University of Alabama. Full text available by publisher through remote link.

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