Building Bridges from Classrooms to Networked Publics: Helping Students Write for the Audience They Want

Autor/inn/en	Lammers, Jayne C.; Van Alstyne, Judith H.
Titel	Building Bridges from Classrooms to Networked Publics: Helping Students Write for the Audience They Want
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2019) 6, S.653-662 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.933
Schlagwörter	Adolescents; Creative Writing; Discussion Groups; Teacher Role; Elective Courses; Curriculum Design; Curriculum Implementation; High School Students; Writing Instruction; Writing Processes; Audience Awareness; Interaction; Privacy; Persistence; Internet; Critical Thinking; Student Participation + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kreatives Schreiben; Lehrerrolle; Elective course; Wahlkurs; Lehrplangestaltung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Interaktion; Privatsphäre; Ausdauer; Kritisches Denken; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Research about adolescents sharing creative writing in interest-driven online communities has suggested that teachers can play important roles in helping young writers realize the potential of online spaces. Framed by sociocultural notions of new literacies and a conceptual framework theorizing the rhetorical situation when sharing writing in networked publics, this instrumental case study examined the design and implementation of a high school elective course supporting students to critically analyze and participate in online creative writing spaces. The authors collected observation, interview, and artifactual data and then analyzed them inductively to generate testable assertions about how bringing together the potential audiences in classrooms and networked publics affected writing instruction and the writing act. Findings revealed how controlling the makeup of audiences raised privacy issues, cultivating interactions with audiences required persistence, and conceptualizing audiences affected these students' writing. Suggestions for designing writing instruction to include networked publics and recommendations for classroom-based research are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01