Reflection in Digital Spaces: Publication, Conversation, Collaboration

Silver, N. Clayton

doi:10.7330/9781607325161.c009

Cited by 1 publication

(1 citation statement)

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“…For writing instruction, reflection has been an essential tool for engagement and development of learning about writing to other contexts (Gallagher, 2011;Kittle, 2008;Silver, 2016;Sommers, 2016;Yancey, 2016). Specifically, teachers of writing have used reflection as a projection and retrospection tool to help writers move through the process of composing (Perl, 1980).…”

Section: Reflection and Writingmentioning

confidence: 99%

The significance of reflective conversations for adolescent writers

Vetter

Meacham

2018

ETPC

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Purpose For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fostering students’ understandings about writing. The purpose of this paper is to explore several conversations from a young writers’ camp to examine how three high school students engaged in four different kinds of reflective talk during the writing process. Design/methodology/approach This paper draws from a larger qualitative study about how campers constructed and enacted their writer identities in a two-week young writers’ camp. Five researchers observed, video/audio recorded, engaged in interviews and collected artifacts with 58 campers for ten consecutive days. Qualitative analysis was used to examine how young writers (Grades 9-12) engaged in reflective talk to develop understandings about writing. Findings Data illustrated that students engaged in four types of reflective talk: prospective, reflective-in-action, introspective and retrospective. The paper provides one example for each kind of reflective conversation and provides analysis related to how those conversations shaped campers’ understandings about writing. Originality/value This paper illustrated how adolescent writers used prospective, reflective-in action, introspective and retrospective talk during conversations to tell their stories of learning about writing, a topic less studied in the field. This work offers insight into teaching students how to have such reflective conversations so that they are productive and supportive during writing practices.

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Section: Reflection and Writingmentioning

confidence: 99%