Teaching the Talk, Not the Text

This article reports a research investigation into using digital tools to teach students to talk well and to build a talking community. Dialogic approaches to literacy instruction, where reading, writing, and speaking are used to build students' literary thinking and understanding, have a strong effect on improving students' understanding of literature. A knowledge-building framework“a theory of learning gaining momentum in studies of learning in science and mathematics classrooms, but largely untested on language arts teaching and learning” emphasizes progressive discourse and was used in a sixth-grade classroom as they created literary interpretations entirely through student-generated talk—digitally and through classroom discussion. Emphasizing debriefings of digital discussions, students were scaffolded into literate talk as they created literary interpretations. A computer-supported learning environment, Knowledge Forum, scaffolded students into progressive discourse where they learned how to create, extend, build on, and challenge other students as they created an overarching, literary interpretation. Student discussions are presented, giving evidence of students’ ability to engage in deep reading without teacher intervention. Examples of digital discourse and classroom discussions demonstrate student mastery of literary discourse. Suggestions for practitioners provided.