34th Annual Student Research Conference
Utilizing Place-Based Podcasts: Enhancing Authorial Voice and Engagement
Mary E. Nixon♦
Dr. Summer Pennell, Dr. Rebecca Dierking, and Dr. Jocelyn Cullity, Faculty Mentors
Students need opportunities for engaged, intrinsically-motivated learning if educators hope to demonstrate how classroom-skills apply to their futures. While there is an abundance of research analyzing different instructional approaches to encourage intrinsically-motivated learning, studies primarily take place in urban and suburban settings, thus excluding rural schools from the conversation. This study, taking place in a rural high school freshmen English class, examines if podcast’s informal, authentic tone and non-textual format encourages students to develop their voice as an author/speaker. Students will study “place-based” podcasts (narratives that ground writers’ identities, literally, in a place familiar to them) then create a class podcast in response to their analyses of how surroundings shaped/informed their identities. The teacher/researcher will collect data including observation notes, individual/class discussions, and student artifacts such as their podcast transcript, pre-writing assignments, or frequent generative journal exercises.
Keywords: English, nature, place-based, podcasts
Topic(s):English, Secondary MAE Research
English MAE Intern
Education
Presentation Type: Asynchronous Virtual Oral Presentation
Session: 9-6
Location: https://flipgrid.com/4edc694a
Time: 0:00