Teaching Writing in a Digital and Global Age: Toward Access, Learning, and Development for All

Freedman, Sarah Warshauer; Hull, Glynda; Higgs, Jennifer; Booten, Kyle

doi:10.3102/978-0-935302-48-6_23

Cited by 52 publications

(40 citation statements)

References 88 publications

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“…A fourth indicator of the insufficiency of writing instruction in the typical classroom was the notable absence of the use of digital tools for writing. While most writing outside of school today is done digitally (Freedman et al, 2016), the use of digital tools for writing or writing instruction was notably absent in the typical classroom (e.g., Applebee & Langer, 2011; Coker et al, 2016; Simmerman et al, 2012).…”

Section: Writing Instruction At School: How Is Writing Taught?mentioning

confidence: 99%

“…For instance, writing competence is used by employers to make decisions about hiring and promotion in white-collar jobs, and approximately 90% of blue-collar jobs require some form of writing (NCOW, 2004, 2005). Furthermore, writing is now a central feature of social life, as it is used to communicate, share ideas, persuade, chronicle experiences, and entertain others (Freedman et al, 2016).…”

Section: Writing Knowledgementioning

confidence: 99%

“…At work, white- and blue-collar workers commonly use writing to perform their jobs (Light, 2001). At home, writing provides a means for initiating and maintaining personal connections, as we tweet, text, email, and “friend” each other using a variety of social networks and media (Freedman, Hull, Higgs, & Booten, 2016).…”

mentioning

confidence: 99%

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Changing How Writing Is Taught

Graham

2019

Review of Research in Education

293

192

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If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.

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Section: Writing Instruction At School: How Is Writing Taught?mentioning

confidence: 99%

Section: Writing Knowledgementioning

confidence: 99%

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Changing How Writing Is Taught

Graham

2019

Review of Research in Education

293

192

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“…Writing is critical to success in almost all aspects of society today, including school, work, and home (Freedman et al, 2016; National Commission on Writing, 2003, 2004). We use writing to communicate, record information, persuade, create imaginary worlds, express feelings, entertain, heal psychological wounds, chronicle experiences, explore the meaning of events and situations, and accomplish various tasks at work (Graham, 2018).…”

mentioning

confidence: 99%

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

Graham

Kiuhara²,

MacKay

2020

Review of Educational Research

157

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This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning ( k = 56 experiments). Studies in this review were true or quasi-experiments (with pretests), written in English, and conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. Studies were not included if the control condition used writing to support learning (except when treatment students spent more time engaging in writing-to-learn activities), study attrition exceeded 20%, instructional time and content coverage differed between treatment and control conditions, pretest scores approached ceiling levels, letter grades were the learning outcome, and students attended a special school for students with disabilities. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.

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“…Forskningen om å stimulere skriving som grunnleggende ferdighet inngår som en sentral skolesatsing i mange land (Freedman, Hull, Higgs & Booten, 2016;Hertzberg & Roe, 2016). I denne artikkelen undersøker vi styrkene i empiriske relasjoner mellom skoleledelsens kommunikasjon av mål og hva ledelsen forventer av den enkelte ansatte, og den kollektive vurdering av samarbeid for profesjonell utvikling.…”

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Ungdomstrinn i utvikling: Hvilke faktorer påvirker læreres kollektive engasjement for å stimulere elevers skriftlige ferdigheter i skolefagene?

Elstad¹,

Lejonberg

Christophersen

2018

ADNO

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I de siste årene har nasjonale utdanningsmyndigheter initiert flere skole-utviklingsreformer. En av disse reformene er «Ungdomstrinn i utvikling»: en nasjonal satsing med tilbud om støtte til lokalt utviklingsarbeid i klasseledelse, regning, lesing eller skriving. Et særpreg ved denne typen skoleutviklings-reformer er at kompetanse skal utvikles på kollektiv basis blant skolens personale på tvers av skolefag. En rekke utfordringer knyttet til design og gjennomføring har imidlertid blitt påpekt. Det er ledelsen på en skole som har ansvaret for å kommunisere reformens intensjoner og lede reformens arbeids-prosesser på skolen. Samtidig er det et kjennetegn ved læreryrket i Norge at lærerne har høy beslutningsautonomi. Med en slik bakgrunn er det interessant å studere styrkene i empiriske relasjoner mellom tydelig skoleledelse, lærernes opplevde autonomi og oppfattet nytte av å diskutere med kollegaer. Alle lærerne ved 5 ungdomsskoler deltok i en tverrsnittsundersøkelse basert på spørreskjema. Skolene disse lærerne arbeidet ved, deltok i en satsing på å stimulere skriving som grunnleggende ferdighet. Strukturell likningsmodellering ble brukt for å beregne styrken i de empiriske relasjonene mellom begreper som inngår i en teoretisk begrunnet modell. Begrepene baserte seg på flere indikatorer. Tydelig kommunisert lederskap er klart positivt relatert til lærernes kollektive diskusjon om skriving, som igjen er sterkt positivt relatert til lærernes kollektive vurdering av satsingen. Tydelig lederskap er derimot bare svakt, men positivt relatert til lærernes opplevde beslutningsautonomi, som igjen er svakt positivt relatert til lærernes kollegadiskusjoner. Imidlertid er ikke opplevd autonomi relatert til lærernes kollektive vurdering av satsingen. Implikasjoner for ledelse og for-bedringsarbeid drøftes.Nøkkelord: Ungdomstrinn i utvikling, kollektivt lærerengasjement, skoleledelse, opplevd autonomi, skolebasert kompetanseutvikling, utdanningsreformDevelopment at lower secondary level:Which factors influence teachers’ collective engagement for stimulating students’ writing skills in school subjects?AbstractIn recent years, Norwegian national education authorities have initiated several school improvement reforms. One of these is “Ungdomstrinn i utvikling” (Development at lower secondary level): a national reform which supports schools to encourage classroom management, numeracy, reading or writing. A characteristic of these school improvement reforms is that competencies are to be developed on a collective basis among school staff across school subjects. However, a number of challenges related to the design and implementation of “Ungdomstrinn i utvikling” have been identified. While the school administration is responsible for communicating the intentions of the reform and for its implementation, the teaching profession in Norway is characterized by teachers’ high level of decision autonomy. In this context, it is interesting to study the strengths of empirical relations between school leadership and the perceived autonomy of teachers as well as the perceived benefits of discussion with colleagues and the drive in teachers’ collective endeavor. All teachers at five secondary schools participated in a cross-sectional study based on a questionnaire. These schools all participated in an initiative to promote writing as a basic skill. Structural equation modeling was used to calculate the strengths of empirical associations between concepts from a theoretical model, based on several indicators. Clearly communicated leadership is strongly and positively related to the perceived benefit from discussions with colleagues about writing, which again is strongly and positively related to the drive of teachers’ collective endeavor. Clearly communicated leadership is only weakly, but positively, related to teachers’ sense of autonomy, which again is weakly, but positively, related to the drive of teachers’ collective endeavor. However, the teachers’ perception of autonomy is not related to the teachers’ overall perception of the school reform. Implications for leadership and improvement are discussed.Keywords: teachers’ collective engagement, lower secondary level, school leadership, perceived autonomy, school-based development of competencies, educational reform

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Teaching Writing in a Digital and Global Age: Toward Access, Learning, and Development for All

Cited by 52 publications

References 88 publications

Changing How Writing Is Taught

Changing How Writing Is Taught

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

Ungdomstrinn i utvikling: Hvilke faktorer påvirker læreres kollektive engasjement for å stimulere elevers skriftlige ferdigheter i skolefagene?

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