[on behalf of Becky Passonneau]
Special Issue - MARWIDE: Multidisciplinary Approaches to Reading and
Writing Integrated with Disciplinary Education
Special Issue Associate Editors
Danielle McNamara, d anielle.mcnamara@xxxxxxx, Arizona State University,
USA Smaranda Muresan, s mara@xxxxxxxxxxxxxxxxx, Columbia University, USA
Rebecca J. Passonneau, b ecky@xxxxxxxxxxxxxxxxx, Columbia University, USA
Dolores Perin, p erin@xxxxxx, 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 longstanding 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 humancomputer 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 computerbased 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 genredependent discussion, writing or reading skills
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● 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’ writingtolearn, readingtolearn, or similar
practices
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● Student engagement with computerbased learning environments for
reading or writing
-
● Automated methods for quantitative or qualitative assessment of
students’ writing
-
● Automated analysis of classroom discourse
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● Teachers’ use of computerbased methods to support reading or writing
instruction, or
classroom discussion
-
● Longitudinal analyses of students’ acquisition of reading, writing or
discussion skills
-
● Analysis of students’ metacomprehension of their reading, writing or
discussion skills
-
● Computerbased support for peer learning of reading, writing or
discussion skills
-
● Differences in educational conventions for reading and writing skills
across genres
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● Interdependence of reading and writing skills
-
● Component skills involved in mastery of reading or writing and
educational interventions directed at specific skills
Attachment:
IJAIEDCFPVersion3.pdf
Description: Adobe PDF document