Putting "Interactive" Back in Interactive Journals

Student Author(s)

Rebecca Buth
Megan Jacobs

Faculty Mentor(s)

Susan Brondyk, Education

Document Type


Event Date



Websites like Pinterest and Teachers Pay Teachers have contributed to the recent popularity of interactive journals in classrooms, yet there seems to be considerable discrepancy as to the meaning of “interactive.” This qualitative study explores the interactive nature of these journals, by analyzing how teachers in one local elementary school use interactive journals in a variety of content areas (English Language Arts, Science and Social Studies). Our findings describe the ways that teachers modify/create interactive journals for the purpose of learning, offering new ways for students to learn through interactions with both the teacher and the content. In particular, we identify multiple ways that teachers promote learning by connecting students and ideas.

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