September 2004 — Features
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Cybermentoring: An Online Literacy Project in Teacher Education
The Work of a Cybermentor
The following provides two examples of students' stories and interactions with the cybermentors.
Example 1: Molly & Julie
Molly, an elementary student, worked hard to craft her first draft, which she entered into the project database. She wrote:
Insekt story Ones upon a time in the rain forest their lived a Butterfly his name was flutter he had a friend his name was fred they had fun together one day the tow friends went to get a drink but their was no water show they dug and dug but their was nun left show they whent to adifrent pond but their was still nun left fred said i give up no dont give up we stil one mor plac to go they whent their they look and look and a srprising thing hapend they fond som wotr they drunk and put som in their botls to tak home as they went home they talked about the best time they had.When they got home they went to bed.
Molly's cybermentor, Julie, played an important role by interacting with Molly throughout the writing process. In responding to Molly's first draft, Julie began by making a social acknowledgement then proceeded with feedback. Julie wrote:
Hi Molly, my name is Julie and I am your writing buddy. I was very glad to read that Flutter and Fred didn't give up and finally found some water. You might want to check your story and be sure to put period (.) marks at the end of each sentence and don't forget to check the book spelling on all the words that you're not sure of. Keep working on it, it is a very good story!
Your new friend, Julie.
After Molly read her responses, she revised her story, made corrections and posted the second version in the database:
Insect story. Once upon a time in the rain forest there lived a Butterfly. His name was Flutter. He had a friend his name was Fred. They had fun together. One day the two friends went to get a drink. But there was no water. So they dug and dug. But there was none left. So they whent to a different pond. But there was still none left. Fred said I give up. No, don't give up .We stil have one more place to go. They went there. They looked and looked, and a surprising thing happend. They found some water. They drunk and put some in their bottels to take home. As they went home they talked about the best time they had. When they got home they went to bed.
Julie reread the story and commented on the changes made. She wrote:
You did a great job of editing your story! I like how you capitalized the beginning of the sentence and put periods at the end and use book spellings. Keep up the great work!
Your friend, Julie
Example 2: Deciphering a Story
Oftentimes reading stories could be challenging, especially when the elementary students chose to use inventive spelling in their story writing. One student wrote:
THE COLUNEEY.One day a lef cutter ant and her cuollun oh did I mention.Thet her nam was cristeey her was a werueey his and but her coullnueey was loucing for a home. But they coud find. one vene vey crtistee pekt drouwne the booshis. Her s'ee a bragin fly and a anvv and vou how wat I men. Wel vats was htaptin.van vay toct ti ot wint the reag it flys. Ven the bragnflys sod vem a home.
