Announcement: Special issue of IJAIED

IJAIED Special IssueMARWIDE: Multidisciplinary Approaches to Reading and Writing Integrated with Disciplinary Education

Special Issue Associate Editors

Danielle McNamara, danielle.mcnamara@asu.edu, Arizona State University, USA

Smaranda Muresan, smara@ccls.columbia.edu, Columbia University, USA

Rebecca J. Passonneau, becky@ccls.columbia.edu, Columbia University, USA

Dolores Perin, perin@tc.edu, Teachers College of Columbia University, USA

Important Dates

Submission of Complete Manuscripts     April 4, 2016

Reviews due to authors                         June 6, 2016 (9 weeks)

Revisions due                                      July 18, 2016 (6 weeks)

Second round of reviews to authors        August 29, 2016 (6 weeks)

Camera ready                                      October 24, 2016 (7 weeks)

Publication of Special Issue                   Each paper will appear on the Online First as soon as

                                                               it has been accepted and processed.

                                                               The full Special Issue will be assembled in the first

                                                               quarter of 2017.

Submission Instructions

Submit papers at http://aied.edmgr.com/ using the special submission type: “SI – MARWIDE.”

Motivation

As students progress through their formal education, they face enormous challenges in extending their language skills to reading and writing, and adapting them to specific genres and subject matter areas, each with their own conventions.  Development of a wide range of new technologies to support students’ learning of reading, writing and discussion skills across subject matter areas is becoming increasingly critical, due to long-standing trends in students’ lack of proficiency in reading and writing, as reported by the National Center for Education Statistics. Relevant research to support these skills is distributed across several fields, including learning design, the psychology of reading and writing, natural language processing, and human-computer interaction. The MARWIDE special issue provides an opportunity for practitioners and researchers from diverse fields to present new work that demonstrates the benefits of interdisciplinary approaches to support students’ integration of written language skills (reading and writing) with subject matter learning. Given the repeated refrain from various councils on education and from leaders in the workforce that many high school students graduate with less than ideal reading and writing skills, juxtaposed against the powerful role that good written communication skills can play in lifelong learning, the benefits of technology and educational practices that can help students acquire these skills inside and outside the classroom can be profound. This special issue invites previously unpublished work on computer-based learning to support students’ development of written language skills in science, social science, English language arts, and other subject areas.

URL: http://ijaied.org/journal/cfp/

Topics of Interest

The scope includes (but is not limited to) the topics:

     Collaborative learning environments and methods to support one or more of students’ discussion skills, writing skills, reading skills

     Analysis of genre-dependent discussion, writing or reading skills

     Automated analysis of students’ writing to understand their mastery of content, argumentation, or other aspects of disciplinary learning

     Intelligent tutoring systems for students’ reading or writing

     Research on students’ writing-to-learn, reading-to-learn, or similar practices

     Student engagement with computer-based learning environments for reading or writing

     Automated methods for quantitative or qualitative assessment of students’ writing

     Automated analysis of classroom discourse

     Teachers’ use of computer-based methods to support reading or writing instruction, or classroom discussion

     Longitudinal analyses of students’ acquisition of reading, writing or discussion skills

     Analysis of students’ meta-comprehension of their reading, writing or discussion skills

     Computer-based support for peer learning of reading, writing or discussion skills

     Differences in educational conventions for reading and writing skills across genres

     Interdependence of reading and writing skills

     Component skills involved in mastery of reading or writing and educational interventions directed at specific skills

No comments yet.

Leave a Reply

Powered by WordPress. Designed by WooThemes