Using Dialogic Writing Assessment to Support the Development of Historical Literacy

Autor/inn/en	Beck, Sarah W.; del Calvo, Andrew O.
Titel	Using Dialogic Writing Assessment to Support the Development of Historical Literacy
Quelle	In: Literacy, 57 (2023) 1, S.61-71 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beck, Sarah W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12309
Schlagwörter	Writing Evaluation; Dialogs (Language); Social Studies; History Instruction; Literacy; Literacy Education; Feedback (Response); Writing Processes; Content Area Writing; High School Teachers; Teaching Methods; Misconceptions; Collaborative Writing + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Schriftliche Übung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Missverständnis
Abstract	Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain 'mediational moves' the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01