Using a Text-Based Verbal Protocol to Elicit Secondary English Teachers' Perspectives on New Literacies

Elizabeth C. Lewis, Kelly Chandler-Olcott

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This article reports on the use of a text-based verbal protocol (Afflerbach, 2000) situated within individual interviews to elicit secondary English teachers' perspectives on new literacies (Albers & Harste, 2007; Coiro, Knobel, Lankshear, & Leu, 2008). Ranging significantly in their teaching experience and comfort with new media and digital technologies, the 16 participants were affiliated with the English department in a well-respected suburban high school in the northeast United States. Protocol data were supplemented by brief researcher-designed questionnaires and focus group interviews. The article provides background about verbal protocols; discusses how the protocol for the study was designed; shares patterns from the protocol-related data; proposes adjustments to maximize benefits and address constraints associated with the approach for future research; and discusses the significance of this work for literacy researchers.

Original languageEnglish (US)
Pages (from-to)196-213
Number of pages18
JournalLiteracy Research and Instruction
Volume51
Issue number3
DOIs
StatePublished - Jul 2012

Fingerprint

teacher
interview
new media
literacy
questionnaire
Teaching
school
experience
Group

Keywords

  • qualitative research
  • teacher education
  • technology
  • verbal protocols

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

Using a Text-Based Verbal Protocol to Elicit Secondary English Teachers' Perspectives on New Literacies. / Lewis, Elizabeth C.; Chandler-Olcott, Kelly.

In: Literacy Research and Instruction, Vol. 51, No. 3, 07.2012, p. 196-213.

Research output: Contribution to journalArticle

@article{4fd0e7bfafbd4dc088472afc0ebde2be,
title = "Using a Text-Based Verbal Protocol to Elicit Secondary English Teachers' Perspectives on New Literacies",
abstract = "This article reports on the use of a text-based verbal protocol (Afflerbach, 2000) situated within individual interviews to elicit secondary English teachers' perspectives on new literacies (Albers & Harste, 2007; Coiro, Knobel, Lankshear, & Leu, 2008). Ranging significantly in their teaching experience and comfort with new media and digital technologies, the 16 participants were affiliated with the English department in a well-respected suburban high school in the northeast United States. Protocol data were supplemented by brief researcher-designed questionnaires and focus group interviews. The article provides background about verbal protocols; discusses how the protocol for the study was designed; shares patterns from the protocol-related data; proposes adjustments to maximize benefits and address constraints associated with the approach for future research; and discusses the significance of this work for literacy researchers.",
keywords = "qualitative research, teacher education, technology, verbal protocols",
author = "Lewis, {Elizabeth C.} and Kelly Chandler-Olcott",
year = "2012",
month = "7",
doi = "10.1080/19388071.2010.535115",
language = "English (US)",
volume = "51",
pages = "196--213",
journal = "Literacy Research and Instruction",
issn = "1938-8071",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Using a Text-Based Verbal Protocol to Elicit Secondary English Teachers' Perspectives on New Literacies

AU - Lewis, Elizabeth C.

AU - Chandler-Olcott, Kelly

PY - 2012/7

Y1 - 2012/7

N2 - This article reports on the use of a text-based verbal protocol (Afflerbach, 2000) situated within individual interviews to elicit secondary English teachers' perspectives on new literacies (Albers & Harste, 2007; Coiro, Knobel, Lankshear, & Leu, 2008). Ranging significantly in their teaching experience and comfort with new media and digital technologies, the 16 participants were affiliated with the English department in a well-respected suburban high school in the northeast United States. Protocol data were supplemented by brief researcher-designed questionnaires and focus group interviews. The article provides background about verbal protocols; discusses how the protocol for the study was designed; shares patterns from the protocol-related data; proposes adjustments to maximize benefits and address constraints associated with the approach for future research; and discusses the significance of this work for literacy researchers.

AB - This article reports on the use of a text-based verbal protocol (Afflerbach, 2000) situated within individual interviews to elicit secondary English teachers' perspectives on new literacies (Albers & Harste, 2007; Coiro, Knobel, Lankshear, & Leu, 2008). Ranging significantly in their teaching experience and comfort with new media and digital technologies, the 16 participants were affiliated with the English department in a well-respected suburban high school in the northeast United States. Protocol data were supplemented by brief researcher-designed questionnaires and focus group interviews. The article provides background about verbal protocols; discusses how the protocol for the study was designed; shares patterns from the protocol-related data; proposes adjustments to maximize benefits and address constraints associated with the approach for future research; and discusses the significance of this work for literacy researchers.

KW - qualitative research

KW - teacher education

KW - technology

KW - verbal protocols

UR - http://www.scopus.com/inward/record.url?scp=84861369374&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84861369374&partnerID=8YFLogxK

U2 - 10.1080/19388071.2010.535115

DO - 10.1080/19388071.2010.535115

M3 - Article

VL - 51

SP - 196

EP - 213

JO - Literacy Research and Instruction

JF - Literacy Research and Instruction

SN - 1938-8071

IS - 3

ER -