In this paper, we take an ecological view of children's development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A's theory of creativity, we draw upon our experiences of creative writing to explore how…

Computer supported collaborative writing (CSCW), due to the potential to enhance online collaborative writing performance, has received more and more attention in educational settings in recent years. However, the lack of social presence results in learners not being able to construct group awareness to reduce participation rate and even appear…

In this paper, we examine 4- and 5-year-old Anishinaabek children's text creation and identity (re)formations while involved in collaborative writing with their Anishinaabek teacher about the moose hunting practices of their northern community. The teacher took on a role as an emergent writer alongside the children, voicing her memories of moose…

In the mid-1980s, researchers began to study writers working in collaboration. Much of this research attended to what might be termed side-by-side composing: authors working on their own individual pieces and discussing them with others as needed. Others have studied co-composing--that is, multiple authors crafting a single text--describing the…

Research suggests that teachers' and students' engagement in formative assessment contributes to students' writing development by influencing both what and how students learn. However, while research exists on how teachers and students engage in formative assessment in traditional classroom settings, little work has examined the nature of…

In recent sociomaterialist, materialist and post-human theorizing which foregrounds the importance of objects and bodies, ideas of consciousness and intentionality are seen as potentially tainted either with Cartesian mind-body splits or with subjectivities that are too discursively constructed. At the same time, new theories of affect as…

This study aims to examine the effects of the collaborative process writing approach on Thai EFL secondary school students' writing skills and investigate their attitudes towards the use of the collaborative process writing approach to developing their writing skills. The participants were sixty-two students studying at a Thai secondary school.…

This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves…

The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the…

Children are experiencing life at a time of rapid technological development. They increasingly utilize new technologies, navigate, and create multimodal forms of communication. Information and communication technologies (ICTs) evolve, reshaping the nature of literacy. Meanwhile, state, federal, and professional organizations are rewriting the…

All young people have stories to tell. Yet when children and teens declare that they hate writing or are too embarrassed to admit they like it, elevating their voices becomes challenging. It is urgent that educators, policy makers, youth development workers and leaders, and philanthropists work together to find a way. In the land of free speech,…

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15…

'High-quality talk' is a fundamental principle of many approaches to teaching grammar. However, relatively few studies have attempted to characterize this talk with attention to the ways in which classroom dialogue might engender metalinguistic thinking. This paper explores how the concepts of procedural and declarative metalinguistic knowledge…

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15…

In the complexities of current realities, we are a writing collective of educators interested in placing hope in the present, particularly in composing practices and pedagogies. Drawing on a post-qualitative methodology, we weave together examples of practices of dance/movement, digital movie-making, and soil artivism with specific concepts of…