One School's Yearlong Collaboration With a Children's Book Author

DeFauw, Danielle L.

doi:10.1002/trtr.1726

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…A total number of 13 articles were about what students can do to be more creative in their writing (Mendelowitz, 2014;Steele, 2016) and how teachers' and students' personal characteristics relate to the development of creative writing. These articles were mainly focussed on the personal emergent aspects of writing (Alhusaini & Maker, 2015;Barbot et al, 2012;Cremin et al, 2020;DeFauw, 2018;Dobson, 2015;Dobson & Stephenson, 2017, 2020Edwards-Groves, 2011;Healey, 2019;Lee & Enciso, 2017;Macken-Horarik, 2012;Ryan, 2014). The personal aspects identified in our review were (1) personal views about creative writing, (2) creative Fig.…”

Section: Personal Emergent Propertiesmentioning

confidence: 99%

“…In the subset of structural emergent properties, we mainly identified pedagogical approaches for creative writing that explored primary school learning and teaching (Christianakis, 2011a;Christianakis, 2011b;Coles, 2017;DeFauw, 2018;Hall & Grisham-Brown, 2011;Portier et al, 2019;Rumney et al, 2016;Sears, 2012;Steele, 2016;Southern et al, 2020;Yoo & Carter, 2017). These pedagogical approaches were aimed at addressing issues related to personal emergent properties such as motivation and engagement, and confidence in writing.…”

Section: Structural Emergent Propertiesmentioning

confidence: 99%

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Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

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Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.

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Section: Personal Emergent Propertiesmentioning

confidence: 99%

Section: Structural Emergent Propertiesmentioning

confidence: 99%

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

View full text Add to dashboard Cite

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“…How do authors/illustrators get better at their craft? Ultimately, nurturing children's interest in an author's/illustrator's life and processes can lead to increased interest in composing, even in those children who do not initially claim a writerly identity (DeFauw, 2018).…”

Section: Evolving Nature Of Author/illustrator Visitsmentioning

confidence: 99%

“Can We See ur Dog[?]”: Co‐Constructing Virtual Author Visits in the Chat

Buchholz¹,

Jordan²,

Frye³

2022

The Reading Teacher

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Author/illustrator school visits are literacy events that positively impact children's motivation to read and write. The emergence of COVID‐19, however, made face‐to‐face visits impossible, forcing visits to use video conferencing platforms. The assumption is that these virtual visits are a “lesser version” of the face‐to‐face visit: less engaging, less effective, and less inspiring, but our experiences (and data) offer a more nuanced perspective. We analyzed data generated during a virtual author/illustrator school visit with Sara Varon to better understand what kinds of interactions emerged between authors/illustrators and children in virtual spaces. We aimed to answer: How do children, teachers, and authors/illustrators co‐construct meaning during a virtual visit through the use of the chat function? The implications of our work have the potential to redesign author/illustrator visits moving forward—whether those are virtual or in‐person.

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Just Try Your Best

Egalite,

Wang,

Owens

2024

Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators

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This chapter reflects on a phenomenological case study focused on southwest early childhood teachers and their experiences working online. As a doctoral student who began research career trajectory online, the author understands classroom stressors both as a teacher and student. The author's doctoral program reinforced teacher educators in research while providing an in-depth view of paradigms, theories, and approaches to reflect on during one's own journey. Since doctoral student researchers in education were, first, largely practitioners in classrooms, these researchers understand. This teacher's reflexive ethnography draws on teacher lived experiences throughout a qualitative case study in a pandemic world. The author strives to encourage the development of research through the author's own ongoing researcher identity. Comparisons of the author's doctoral teacher educator experience in an online doctoral program, teacher and the experiences of teacher practitioners during and post COVID-19 will be highlighted. The author's experiential background, how it informs the author's interpretation of the studied information, and what the author has gained will be conveyed.

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One School's Yearlong Collaboration With a Children's Book Author

Abstract: Explore one elementary school's yearlong collaboration with a children's book author/illustrator and discover tips for connecting with authors to motivate students' writing.

Cited by 3 publications

References 14 publications

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

“Can We See ur Dog[?]”: Co‐Constructing Virtual Author Visits in the Chat

Just Try Your Best

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