Constructs of Teaching Writing in Research About Literacy Teacher Education

Abstract

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

Development of literacy-based learning for Pancasila and citizenship education in senior high school

“…Today's literacy is more complex, not only understanding text, language, and language skills, but more than that. Today's literacy includes all activities or daily activities (Bomer et al, 2019). Literacy based on Pancasila dan citizenship education learning contains literacy components.…”

“…Furthermore, literacy-based learning, especially in Civics subjects, is now more complex, not only related to reading and writing. This is according to the theory put forward by Bomer et al (2019) argues that today's literacy is more complex, not only understanding text, language, and language skills, but more than that, today's literacy includes all daily activities or activities. The implementation of literacy culture in Senior High Schools in Bantul Regency, Yogyakarta includes: (1) extracurricular activities include scouting, journalism, religion, sports, and information technology.…”

Contesting Science That Silences: Amplifying Equity, Agency, and Design Research in Literacy Teacher Preparation

“…In their synthesis, Bomer, Land, Rubin, and Van Dike (2019) found that studies promoting process and social practice discourses related to writing were present in their data set, although often discourses that promote skills‐based instruction remain prevalent in the field. Similarly, the authors found that no one activity supported the interruption of traditional notions of writing and writing instruction held by preservice teachers.…”

“…There are still, however, areas that need attention. For example, how reading, writing, and/or literacy were defined in the research was not always clearly articulated; as a result, it seemed that traditional notions of reading versus writing are still prominent (see Bomer et al, 2019; Hikida et al, 2019). Similarly, much of the research in these syntheses looked at preservice teacher preparation in a single semester and in one context, rather than across time and space (see Fowler‐Amato, LeeKeenan, et al, 2019; Hoffman et al, 2019).…”

A Study of Written English in Nepal

“…Process discourse refers to both mental processes that constitute the writing act and practical processes of producing a written product (i.e., planning, drafting, revising). Within this discourse, people get better at the processes of writing by practicing them (Bomer, Land, Rubin & Dike 2019).…”