Second Graders' Perceptions on Writing Identity

Abstract

Literature points to a dearth of information on the use of a digital writing process with elementary children. Specific to the use of digital tools for writing is the question of how they might impact children's writing identities. Writing identity is crucial as beliefs about one's identity as a writer impacts one's writing. Addressing these concerns, this study questioned how using an iPad book creation app with a process writing approach influenced second graders' writing identities in an afterschool setting. This semester-long qualitative case study includes data from six focal children and eight undergraduate tutors. Findings revealed three factors influenced children's writing identities: use of the phrase “what good writers do,” personal perceptions on digital tools, and the bookmaking project. Four instructional considerations are shared: the value of a culturally responsive learning environment, the importance of writing feedback, the need for typing opportunities, and the impact of a bookmaking project.