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Exploring Technology for Writing and Writing Instruction

Book Description

As digital technologies continue to develop and evolve, an understanding of what it means to be technologically literate must also be redefined. Students regularly make use of digital technologies to construct written text both in and out of the classroom, and for modern writing instruction to be successful, educators must adapt to meet this new dichotomy. Exploring Technology for Writing and Writing Instruction examines the use of writing technologies in early childhood, elementary, secondary, and post-secondary classrooms, as well as in professional development contexts. This book provides researchers, scholars, students, educators, and professionals around the world with access to the latest knowledge on writing technology and methods for its use in the classroom.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Dedication
  6. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  7. Foreword
  8. Preface
    1. THE PROCESS OF EDITING THIS BOOK
    2. THE ORGANIZATION OF THIS BOOK
    3. CONCLUSION
  9. Acknowledgment
  10. Section 1: New Tools and Theories
    1. Chapter 1: Game-Based Writing Strategy Practice with the Writing Pal
      1. ABSTRACT
      2. GAME-BASED WRITING STRATEGY PRACTICE WITH THE WRITING PAL
      3. METHOD
      4. RESULTS
      5. DISCUSSION
      6. APPENDIX: STRATEGY KNOWLEDGE TEST QUESTIONS
    2. Chapter 2: Building Awareness of Language Structures with Visual-Syntactic Text Formatting
      1. ABSTRACT
      2. BUILDING AWARENESS OF LANGUAGE STRUCTURES WITH VISUAL-SYNTACTIC TEXT FORMATTING
      3. LEARNING TO WRITE
      4. VISUAL-SYNTACTIC TEXT FORMATTING IN LITERACY CLASSROOM
      5. GENERAL DISCUSSION
      6. THE FUTURE: RESEARCHERS AND TEACHERS
    3. Chapter 3: Using Digital Portfolios to Enhance Students’ Capacity for Communication about Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. RESULTS
      6. IMPLICATIONS
      7. CONCLUSION
    4. Chapter 4: Preparing Young Writers for Invoking and Addressing Today’s Interactive Digital Audiences
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. FINDINGS
      6. DISCUSSION AND IMPLICATIONS FOR PRACTICE
      7. IMPLICATIONS FOR RESEARCH
    5. Chapter 5: Integrating Blogging into a Contemplative Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. DATA COLLECTION
      6. RESULTS AND DISCUSSION
      7. IMPLICATIONS
      8. CONCLUSION
    6. Chapter 6: The Disappearing Trace and the Abstraction of Inscription in Digital Writing
      1. ABSTRACT
      2. INTRODUCTION: TOOLS AND TECHNOLOGIES – BODIES AND BRAINS
      3. IT IS ALL IN THE HAND(S): MATERIALITIES, AFFORDANCES, AND SENSORIMOTOR CONTINGENCIES INVOLVED IN HANDWRITING AND TYPEWRITING
      4. THE DISAPPEARING TRACE IN DIGITAL WRITING
      5. SOME POTENTIAL EDUCATIONAL IMPLICATIONS OF REPLACING HANDWRITING WITH TYPEWRITING
      6. CONCLUDING REFLECTIONS ON HANDWRITING AND THE FUTURE OF WRITING RESEARCH
    7. Chapter 7: Competencies Developed in Adolescent Digitalk
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. FINDINGS
      6. IMPLICATIONS
      7. CONCLUSION
      8. APPENDIX
  11. Section 2: New Tools for Revision and Feedback
    1. Chapter 8: Technology, Feedback, and Revision in Writing
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. PEDAGOGICAL FRAMEWORK
      5. METHODOLOGY
      6. THE INTERVENTION
      7. DATA COLLECTION AND ANALYSIS
      8. RESULTS
      9. DISCUSSION
      10. FINAL THOUGHTS AND CONCLUSION
    2. Chapter 9: The Case of Tom
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHODS
      5. FINDINGS
      6. AFFORDANCES OF CONSTRAINTS OF AN ONLINE WRITING ENVIRONMENT
      7. IMPLICATIONS
      8. CONCLUSION
    3. Chapter 10: Leveraging Technology to Deliver Formative and Summative Feedback
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. DEFINING THE DIGITAL FEEDBACK PROTOCOL
      4. 3. DIGITAL FEEDBACK PRACTICES IN THE COLLEGE WRITING CLASSROOM
      5. 4. AREAS FOR FUTURE STUDY AND DEVELOPMENT
      6. 5. USING A HEURISTIC TO SELECT DIGITAL TOOLS TO MANAGE A FEEDBACK PROTOCOL
      7. 6. CONCLUSION
  12. Section 3: Online Spaces for Writing
    1. Chapter 11: Audience Matters for Developing Writers
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORIZING AFFINITY SPACES AND AUDIENCE
      4. METHODOLOGY
      5. FANFICTION.NET AND AS TOOLS, PLACES, AND WAYS OF BEING
      6. FINAL THOUGHTS
    2. Chapter 12: Building Communities of Response in Digital Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL PERSPECTIVES
      4. FRAMING THE STUDY: PARTICIPANTS AND SETTING
      5. METHODOLOGY
      6. FINDINGS
      7. DISCUSSION AND IMPLICATIONS
    3. Chapter 13: Diasporic Identities and Digital Media Creating New Spaces for Writing in School
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. FINDINGS
      6. IMPLICATIONS AND CONCLUSION
  13. Section 4: Writing Instruction
    1. Chapter 14: High Expectations, Misleading Metaphors, and the Dominance of Netspeak
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT AND PURPOSE
      4. LITERATURE REVIEW
      5. THEORETICAL FRAMEWORK
      6. METHODS
      7. FINDINGS
      8. DISCUSSION
    2. Chapter 15: Digital Texts as Sources for Novice Writers
      1. ABSTRACT
      2. INTRODUCTION
      3. EPISTEMOLOGY AND IDENTITY
      4. THEORETICAL FRAMEWORK
      5. DIGITAL TEXTS AS SOURCES FOR NOVICE WRITERS
      6. IMPLICATIONS AND FURTHER RESEARCH
    3. Chapter 16: Empowering Students as Readers and Writers of Online Information
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT IS ONLINE CONTENT CONSTRUCTION?
      4. THEORETICAL PERSPECTIVES
      5. INSTRUCTIONAL MODEL TO SUPPORT STUDENT CONSTRUCTION OF ONLINE CONTENT
      6. CLASSROOM DYNAMICS AND IMPLICATIONS
    4. Chapter 17: A Framework-Based Synthesis of Research
      1. ABSTRACT
      2. INTRODUCTION
      3. FRAMEWORKS FOR TECHNOLOGY AND SECOND LANGUAGE WRITING
      4. RESEARCH OVERVIEW
      5. DISCUSSION AND IMPLICATIONS
      6. CONCLUSION
  14. Section 5: Writing and Identity
    1. Chapter 18: Composing Identities with Social Media Tools
      1. ABSTRACT
      2. INTRODUCTION
      3. CASE STUDY PARTICIPANT SELECTION
      4. NEW LITERACY STUDIES AND COMPOSITION PEDAGOGIES
      5. IDENTITIES
      6. DATA COLLECTION AND ANALYSIS
      7. DISCUSSION
    2. Chapter 19: English Learners Writing on Facebook to Acquire English and Express Their Latina/o Identities
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK AND LITERATURE REVIEW
      4. METHODOLOGY AND DATA SOURCES
      5. RESULTS AND DISCUSSION
      6. IMPLICATIONS FOR RESEARCH AND PRACTICE
      7. CONCLUSION
    3. Chapter 20: Examining One Teacher’s Growth as a Digital Writer Through an NWP Summer Institute and Beyond
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT FOR CRWP
      4. THEORETICAL FRAMEWORKS: TEACHER TRANSFORMATION AND TPACK
      5. METHODOLOGY
      6. DATA
      7. IMPLICATIONS
  15. Compilation of References
  16. About the Contributors