Collaborative writing practices and writing support technologies

This article explores some relationships between collaborative writing practices and writing support technologies. It attempts to illustrate the range of ways in which technologies are used. It examines the relationships of particular technologies and practices with how the writers view the process in which they are engaged. The implications of the findings for thinking about the role of computers in supporting writing, and facilitating collaborative writing in particular, are discussed.     

Improving Outcomes for English Language Learners by Integrating Social Studies and Literacy with OCDE Project GLAD Strategies

ABSTRACT

Elementary teachers are challenged to maximize instructional time to cover standards in all content areas and to meet a wide variety of student needs including students who are not proficient in English. This action research looks at how one fourth-grade teacher improved achievement for English Language Learners by integrating social studies into the literacy block using a Project GLAD® unit and the school district Literacy Comprehension Frameworks. It describes the changes to the literacy instruction and examines the benefits to students, families, the teacher, and the school.     

Plain language summaries: Enabling increased diversity,equity, inclusion and accessibility in scholarly publishing

• Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
• The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
• Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
• PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.