In today's digitally interconnected world, one's ability to collaboratively create with others and compose multimodal texts is essential. Yet, high-stakes standardized assessments that value individualistic print centric conceptions influence instruction, leading schools to often undervalue the multimodal and collaborative composing processes and…

This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3-4 make use of text to speech (TTS) technology as an interactional resource during…

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…

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…

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…

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…

Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls' literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a…

In this article, we analysed the collaborative use of tablets (iPads) in a third-grade primary classroom in Norway where the pupils created fairy tales. The pupils worked in groups of five and shared an iPad in their group. We observed and recorded the story's development, which lasted a week, using video recordings and field notes. We explored…

"Fable Writer" is an online reading, writing and research tool designed to facilitate synchronous, collaborative writing tool that enables learners to read and copy text and images from teacher-curated books and Web-based resources in the "Fable Reader" digital library. The "Fable Writer" project addressed two…

The present study represented an effort to improve on the outcomes of the Puma (2006) study by creating a writing process program that provided students with compelling video models of effective writing practices in small writing teams. In this method, called Writing Wings with Media (WWM), students worked in 4-member, heterogeneous writing groups…

Cooperative learning (CL) structures allow students to excel academically and succeed in interpersonal skills. However, during parent-teacher conferences, several parents express doubt about the effectiveness of cooperative learning techniques with children who have been identified as gifted learners (based on teachers' recommendations, followed…

Presents a framework for third-grade writers and their partners called L.A.M.P. (Listening, Asking questions, Making suggestions, and Positive comments). Notes that the author uses this collaborative planning exercise periodically, not for every writing piece. (RS)

Third and fourth graders' talk during collaborative writing assignments with teachers and peers was transcribed and coded. Found that the students devoted a significant amount of peer and teacher interaction to the subject of spelling, and that the amount of talk about spelling did not vary with the spelling ability of the students. (MDM)

Describes how a Canadian teacher and her second and third graders developed a Web page using minimal technology. Discusses individual and collaborative writing projects, simple and cheap web file storage, HTML coding, hardware, hypertext links, multimedia projects, Internet connections, funding, student goals, motivation, audience response, and…