Young, C., & Stover, K. (2013/2014). “Look what I did!”: Student conferences with text-to-speech software. The Reading Teacher, 67(4), 269-272.
Students have two fears, according to this article—showing their writing, and being critiqued. These authors offer an alternative, text-to-speech software. One way they suggest to help students with these fears is to have the students review and revise with peers before submitting their papers to the teacher. There are quite a few ways to display writings such as wikis, blogs, and Voice Thread for drafting and revising. Voki.com is a text-to-voice program that reads the writing out loud so students can hear their essay and make any necessary changes.
Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult literacy. 55(3), 187-196.
Students of immigrant parents write about their families’ experiences of coming to America. They wrote and used graphic art to tell their stories. These narratives helps the students to connect to their identities. The graphic journeys emphasize two diversities, cultural and technological. Students relate to graphic novels. They first made graphic journals to supply information for their Graphic Journeys. The project entailed a great deal of collaboration with peers and with family members. The project culminated in a community event by which participants could review the full-color, hard-bound Graphic Journeys.