<i>Dear Sincerely</i>: Exploring Literate Identities with Young Children and Preservice Teachers Through Letter Writing

Moore, Rita; Seeger, Victoria

doi:10.1080/19388070802226246

Cited by 10 publications

(8 citation statements)

References 14 publications

(1 reference statement)

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“…In particular, several studies focused on responding to student writing as a large part of teaching writers and thus examined PTs’ experiences with authentic EC-12 student writing. Student writing, in these studies, was collected from PTs’ field placements (e.g., Simon, 2013), generated by EC-12 students through e-mail or letter correspondence (e.g., Moore & Seeger, 2009), selected by teacher educators as part of a structured course activity (e.g., Bacon, 2017), accessed through online interactions with EC-12 students (Fey, 2004; West & Saine, 2017), or introduced through contact with a local school (DelleBovi, 2012).…”

Section: Resultsmentioning

confidence: 99%

Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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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.

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Section: Resultsmentioning

confidence: 99%

Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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“…In a small number of studies (Allen & Swearingen, 2002; Collet, 2012; Lipsky, Schumm, Doorn, & Adelman, 2014; Rohr & He, 2010), tutoring was conducted at university-based clinics. Finally, Van Valkenburgh and Grierson (2000) and Moore and Seeger (2009) explored the effects of tutoring through digital spaces using written correspondence between preservice teachers and tutees.…”

Section: Resultsmentioning

confidence: 99%

“…Reading was the primary focus in most of the studies. However, there were studies that focused on writing or some combination of reading and writing (e.g., Assaf & López, 2012, 2015; Dutro & Cartun, 2016; Hitchens, 2014; Hoffman et al, 2018; Moore & Seeger, 2009; Roser et al, 2014; Wake & Modla, 2009). Howrey (2016) focused on tutees’ understandings of technology, and Lake, Otaiba, and Guidry (2010) emphasized social skills.…”

Section: Resultsmentioning

confidence: 99%

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

Hoffman

Svrcek

Lammert

et al. 2019

Journal of Literacy Research

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Our goal through this literature review is to report and synthesize the findings from research into literacy tutoring and literacy mentoring in initial teacher preparation. We identified a total of 62 published articles that met our selection criteria. We identified four conceptual areas of focus to organize and represent our findings: (a) the structural and design features of the one-to-one or small-group experiences, (b) preservice teacher learning and growth within the tutorial/mentoring experience, (c) preservice teacher learning and growth beyond the tutorial/mentoring experience, and (d) mediating factors associated with preservice teacher growth. We discuss the challenges and promises for this line of research for transforming teacher preparation through the attention to third and hybrid spaces for mentoring experiences.

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“…Competent writer identities were constructed through the forms of writing that were acceptable, the supportive talk that was given, and the extra instruction and attention provided to students or challenges required of students (e.g., Martello, 2004;McCarthey, 2002;Reay & Wiliam, 1999). In a study of Grade 3/4 students writing letters to student teachers, the young writers relied on student teachers to provide models of writing and to attend closely to the information presented and questions posed to them by the younger students (Moore & Seeger, 2009). Students became frustrated and critical when student teachers did not respond in supportive ways.…”

Section: Daily Feedback and Supportmentioning

confidence: 99%

Journey to Becoming a Writer: Review of Research about Children’s Identities as Writers

Collier¹

2010

L & L

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In the early years of schooling, children represent themselves as writers in diverse ways. Writers write to communicate with audiences but they also construct their social and literate identities as they write; writers write their lives (Richardson, 2000). I maintain that writers write to learn and to learn about themselves. They also learn to write as they write. In this way, writing practices, which include social and discursive practices, have transformative potential. Writing at school can be preparation for future academic writing but it also can be a site for dialogue with oneself (John-Steiner, Panofsky & Smith, 1994;Street, 1984). The goal of this review of research is to examine how children's identities as beginning writers are constructed through writing practices, as represented in empirical studies of writer identities.Literacy and identity are inextricably linked (Bourne, 2002, Lewis & Fabos, 2005Moje & Luke, 2009). Through literate practices (i.e., reading, writing, drawing, and other forms of interaction with multimodal texts), one draws on identities and constructs new ones. Through the making of texts, writers are able to remake themselves and their relations with the world. Writing is a dialogic process wherein one takes up the words of others and creates new hybrid texts. One's utterances always reflect traces of other utterances. Our texts borrow elements from and speak to one another and we -live in a world of others' words‖ (Bakhtin, 1986, p. 143).Building on the crucial and interdependent relationships between literacy (here, writing) and identity, and the implications for young children's journeys as beginning writers, this paper is an investigation into empirical literature on writer identities, focusing on research that explored the literate identities of children, as they began to learn to write and to think of themselves as writers. The literate identities of youth have been explored in much more depth (e.g., Bulfin & North, 2007;Gilbert, 1992, Lewis & Fabos, 2005 but we know less about literate identities at the time that they are first being constructed, when children are beginning writers. The importance of writing, and how writing practices play out in the construction of literate identities, especially in the face of increasingly standardized writing assessment practices, is addressed here.In this review, I begin with a theoretical discussion of how literacy (with a focus on writing) and identity work together and consider Moje and Luke's (2009) question: -How does one know identity when one sees it?‖ (p. 419). I follow with a review of key research studies about children's writer identities and relevant findings. The questions I pose are: How do writing practices, including daily practices as well as both formative and summative assessment, operate to construct children's writer identities within classroom settings? Do conceptions of writer identities allow for change and development across contexts and time? How might one re-imagine literacy settings in classrooms, in order t...

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Dear Sincerely: Exploring Literate Identities with Young Children and Preservice Teachers Through Letter Writing

Cited by 10 publications

References 14 publications

Constructs of Teaching Writing in Research About Literacy Teacher Education

Constructs of Teaching Writing in Research About Literacy Teacher Education

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

Journey to Becoming a Writer: Review of Research about Children’s Identities as Writers

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