Keri Franklin
Professor, Department of English. Director, Center for Writing in College, Career, and Community. Director of Assessment
Phone: 417-836-3732
Address: 901 S. National Avenue
Plaster Student Union 131
Phone: 417-836-3732
Address: 901 S. National Avenue
Plaster Student Union 131
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lost its original focus. A week with kindergarten through university
teachers in a digital writing institute had become a week spent learning
how to create one digital story. We— Keri Franklin, a university professor
and director of the local National Writing Project (NWP) site,
and Kathy Gibson, a middle and high school English Language Arts
(ELA) teacher—recognized that some people might have decided to
attend the workshop to learn about technology. However, our goal was
to provide professional development on digital literacies that focused
first on the teaching of writing and second on how digital literacies
develop our understanding of the teaching of writing.
Implementation began with a one-year (2007–2008) professional development partnership between the Missouri Department of Elementary and Secondary Education (DESE) and the Missouri Writing Projects Network. This first year of statewide Literacy Academies involved twenty-three program teachers in nine sites across Missouri. In summer 2007, MWPN presented a five-day intensive professional development series focused on the teaching of writing; three to six additional follow-up days were then provided during the 2007–2008 school year. At the end of their first year of the study, participating teachers were invited to attend Year 2 of the Literacy Academy, combining online and face-to-face meetings during the 2008–2009 school year. In Year 2 of the program (2008–2009), fifteen program teachers participated the professional development and research study.
To determine the effectiveness of the Literacy Academy program, a quasi-experimental design was used to compare data from teachers who participated in the MWPN professional development with data from comparable teachers of the same grades who did not participate in
lost its original focus. A week with kindergarten through university
teachers in a digital writing institute had become a week spent learning
how to create one digital story. We— Keri Franklin, a university professor
and director of the local National Writing Project (NWP) site,
and Kathy Gibson, a middle and high school English Language Arts
(ELA) teacher—recognized that some people might have decided to
attend the workshop to learn about technology. However, our goal was
to provide professional development on digital literacies that focused
first on the teaching of writing and second on how digital literacies
develop our understanding of the teaching of writing.
Implementation began with a one-year (2007–2008) professional development partnership between the Missouri Department of Elementary and Secondary Education (DESE) and the Missouri Writing Projects Network. This first year of statewide Literacy Academies involved twenty-three program teachers in nine sites across Missouri. In summer 2007, MWPN presented a five-day intensive professional development series focused on the teaching of writing; three to six additional follow-up days were then provided during the 2007–2008 school year. At the end of their first year of the study, participating teachers were invited to attend Year 2 of the Literacy Academy, combining online and face-to-face meetings during the 2008–2009 school year. In Year 2 of the program (2008–2009), fifteen program teachers participated the professional development and research study.
To determine the effectiveness of the Literacy Academy program, a quasi-experimental design was used to compare data from teachers who participated in the MWPN professional development with data from comparable teachers of the same grades who did not participate in