du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Writing roles: a model for understanding students' digital writing and the positions that they adopt as writers
Dalarna University, School of Humanities and Media Studies, Swedish.ORCID iD: 0000-0001-7745-8034
2017 (English)In: Computers and Composition, ISSN 8755-4615, E-ISSN 1873-2011, Vol. 46, 56-71 p.Article in journal (Refereed) Published
Abstract [en]

Previous research in the field of written composition has mainly studied planning and revision. Nonetheless, the understanding of formulation is still poorly understood. This article elaborates the Writing roles model to elucidate challenges in digital writing in the research and pedagogy domains. Writing roles are based on empirical ethnographic data from Swedish lessons at upper secondary schools to create understandings of how digital writing and text processing in school affect students’ writing and the positions that they take as writers. The results show that the use of computers changes writing in school from individual projects to complex collective writing projects. Writing digital school texts thus becomes a literacy project in an ecology of communication with different levels of collaborative writing. Writing is linked to the relationships between students’ writing in interaction with reading, listening and talking, in addition to transitions to the school environment and how students position themselves and others in writing roles in relation to their use of computers. In the classroom, there is continuous negotiation and interplay through social media, both inside and outside the school. The capacity to participate in social activities is central for both giving and obtaining scaffolding in digital formulation processes.

Place, publisher, year, edition, pages
United Kingdom, 2017. Vol. 46, 56-71 p.
Keyword [en]
Digital; Writing; Composition; Analytical framework; Writer identity; Pedagogy; Ethnography; Classroom Research; Facebook; Upper Secondary School
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-26740DOI: 10.1016/j.compcom.2017.09.003OAI: oai:DiVA.org:du-26740DiVA: diva2:1166163
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-29Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Nordmark, Marie

Search in DiVA

By author/editor
Nordmark, Marie
By organisation
Swedish
In the same journal
Computers and Composition
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 30 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf