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Abstract
The purpose of this study was to examine teachers’ use of literature‐based collaborative Internet projects (CIP) in their elementary classrooms. These practices require two or more classrooms to read and analyze texts on specified topics and then share responses over the Internet. The participants, all female, represented 15 different U.S. states as well as Canada and Australia. Three types of data were collected and analyzed including electronic surveys, semi‐structured email interviews, and project websites. Results indicated that teachers’ pedagogical beliefs led to the introduction of CIP. Specifically, teachers reported the projects provided opportunities to foster learning by helping students (1) make connections between new content and their background knowledge, (2) actively participate in their own learning, and (3) recognize and appreciate differences among their peers. Teachers also reported CIP supported literacy curriculum standards. Finally, data indicated differences in how CIP were implemented across grade levels. In light of the study's results, four lessons are shared along with educational and research implications.