Nicole M Martin
Biographic Data
| ID | 7131001 |
|---|---|
| NAME | Nicole M Martin |
| GIVEN NAMES | Nicole M |
| FAMILY NAME | Martin |
| SIGNATURE | MARTIN N M |
| AFFILIATIONS | University of North CarolinaGreensboro |
| ORCID | 0000-0001-8035-5327 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 0 |
Differentiating Digital Writing Instruction
U.S. adolescents’ prior technology experiences and exposure to digital genres vary, but they will often write digital texts as they enter college and adulthood. We explored middle school students’ digital writing instructional experience in the context of a university‐based summer digital writing camp. The sixth‐ through eighth‐grade adolescents fell into three profile groups: digital passengers, digital navigators, and digital drivers. Each grou…
Beyond Concepts of Print
Drawing on the literature on concepts of print and graphics in text, as well as informal observations of children, we identified eight concepts that we posit are fundamental to understanding how graphics work in text: Action (static graphics can be interpreted as representing dynamic action), Intentionality (graphics are chosen by authors to accomplish a communicative purpose within a larger text), Permanence (graphics in printed texts are perman…
Historical Development of Literacy Research
The history of literacy research is like a series of slow, undulating waves. Just as a wave reaches its crest, it wanes and another overtakes it. The ebb and flow of literacy scholarship follows a similar pattern. In this entry we focus on the topical shifts in literacy research during the last 140 years by using the language arts as our analytic frame (i.e., reading, writing, speaking, listening, viewing, and visually representing; National Coun…
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Historical Development of Literacy Research
The history of literacy research is like a series of slow, undulating waves. Just as a wave reaches its crest, it wanes and another overtakes it. The ebb and flow of literacy scholarship follows a similar pattern. In this entry we focus on the topical shifts in literacy research during the last 140 years by using the language arts as our analytic frame (i.e., reading, writing, speaking, listening, viewing, and visually representing; National Coun…
Beyond Concepts of Print
Drawing on the literature on concepts of print and graphics in text, as well as informal observations of children, we identified eight concepts that we posit are fundamental to understanding how graphics work in text: Action (static graphics can be interpreted as representing dynamic action), Intentionality (graphics are chosen by authors to accomplish a communicative purpose within a larger text), Permanence (graphics in printed texts are perman…
Differentiating Digital Writing Instruction
U.S. adolescents’ prior technology experiences and exposure to digital genres vary, but they will often write digital texts as they enter college and adulthood. We explored middle school students’ digital writing instructional experience in the context of a university‐based summer digital writing camp. The sixth‐ through eighth‐grade adolescents fell into three profile groups: digital passengers, digital navigators, and digital drivers. Each grou…
Computer Science (3 works) · Pedagogy (3 works) · Education and Technology Integration (2 works) · History (2 works) · Linguistics (2 works) · Literacy, Media, and Education (2 works) · Mathematics education (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Active listening (1 work)