Wiki-mediated Writing: design, media, writing strategies and feedback in online text production

Hashemi, Sylvana Sofkova

doi:10.5617/adno.1115

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Instructional design has proven to be a critical area for innovative forms of teaching (e.g. Cartwright and Hammond, 2007; Sofkova Hashemi, 2013; Warschauer, 2010). That is, although research demonstrates that digital composing promotes, for instance, iterative writing and gives opportunities for multimodal expression, scaffolding and feedback, students do not necessarily engage in such advanced, participatory and reflective composing and revising activities.…”

Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

“…That is, although research demonstrates that digital composing promotes, for instance, iterative writing and gives opportunities for multimodal expression, scaffolding and feedback, students do not necessarily engage in such advanced, participatory and reflective composing and revising activities. There are examples of studies demonstrating substitutive approaches to digital composing, fitting print-based practices into a new discourse, such as using wikis, promoting participatory and collaborative practices, for individual text production (Sofkova Hashemi, 2013). Ingram (2014) shows in particular that technology-mediated education has the potential to promote learner-centred instruction, moving towards a more implicit teaching approach where the teacher’s role becomes more that of a facilitator than a transmitter.…”

Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

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Making room for the transformation of literacy instruction in the digital classroom

Hashemi

Cederlund

2016

Journal of Early Childhood Literacy

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Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation between literacy and digital technology in diverse pedagogical contexts we capture the complexity in the educational transformation that needs to be acknowledged. Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible in instruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support children from various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation between technology and literacy with an understanding that the epistemological focus and context of practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide

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Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

Making room for the transformation of literacy instruction in the digital classroom

Hashemi

Cederlund

2016

Journal of Early Childhood Literacy

Self Cite

View full text Add to dashboard Cite

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Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience

Hashemi

2017

Language and Education

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Screen-based literacy practices in Swedish primary schools

Andersson

Hashemi

2016

NJDL

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This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7-8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of "new literacies" as defined in previous research.

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Wiki-mediated Writing: design, media, writing strategies and feedback in online text production

Cited by 3 publications

References 25 publications

Making room for the transformation of literacy instruction in the digital classroom

Making room for the transformation of literacy instruction in the digital classroom

Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience

Screen-based literacy practices in Swedish primary schools

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