Ubiquitous Writing, Technologies, and the Social Practice of Literacies of Coordination

Pigg, Stacey; Grabill, Jeffrey T.; Brunk-Chavez, Beth L; Moore, Jessie L.; Rosinski, Paula; Curran, Paul

doi:10.1177/0741088313514023

Cited by 26 publications

(20 citation statements)

References 31 publications

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“…Like my other colleagues who were also engaged in the RPP beyond this study, I (first author) provided support for writing at Charity Middle School (CMS) based on a sociocultural approach to writing (Prior, ; Dyson, )—authentic, social, and interactive writing helps students to be motivated and engaged learners (Pigg et al , ; Candlin & Hyland, ). Along with the other two educators in the current study, I worked with teachers to implement writing instruction in classrooms.…”

Section: Methodsmentioning

confidence: 99%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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Teacher-educators who are aware of differences that present themselves in diverse student populations must increasingly work to help teachers to connect with students in ways that allow them to improve literacy outcomes. Despite its potential for helping to address the needs of diverse students, awareness of culture and language often tends to be touted primarily as an expectation for teachers who work in K-12 schools and classrooms. It is less visible as a requirement for teacher-educators, despite the ever-increasing need for them to have the skills and expertise to guide teachers who work with culturally and linguistically diverse students (CLDs) in underperforming schools. This study was therefore developed to show the ways in which teacher-educators demonstrated awareness of language and culture while supporting the instructional literacy practices of in-service teachers and the literacy learning of CLDs. More specifically, the purpose of this study was to identify the elements of critical multilingual and critical multicultural awareness displayed by three literacy educators, who were supporting students' writing practices in diverse K-12 literacy classrooms within a research-practice partnership, over a period of one academic year. Findings show that the educators reflected awareness in their support for CLDs' literacies as they experienced transitions, confronted deficit views, capitalised on verbal, visual and written scaffolds with students and teachers, and fostered authenticity. The study presents implications for literacy educators who wish to reflect awareness when responding to CLDs' literacies in schools.John, a middle-school English language arts (ELA) teacher for five years, was recently asked to transfer to a 'turnaround' campus to support the diverse literacy needs of this student population, using the balanced literacy model. As John quickly realised, the demographics of the campus were quite different from his previous experiences. Challenged by the new setting, John's principal offered the support of a literacy teacher-educator from a nearby university with whom her school had previously worked. While John felt eager to learn, he also wondered whether the educator would have sufficient 'hands-on' experience with the culturally and linguistically diverse students (CLDs) 1 in his setting to be able to help him implement balanced literacy for this diverse student population.Teacher-educators who are aware of differences presenting themselves in diverse student populations must increasingly work to help teachers connect with students in ways that allow them to improve literacy outcomes (Haddix, 2017;Risko et al.,

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Section: Methodsmentioning

confidence: 99%

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Smith

Karkar

Varner

et al. 2020

Review of Education

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show abstract

“…Yet by progressively developing texts in the genres of the SST, firms could develop such arguments, some well enough to progress to business development. Since boundary-spanning written communication has received much attention lately (e.g., Propen & Schuster, 2010;Schryer, Afros, Mian, Spafford, & Lingard, 2009) and has arguably become more prevalent due to new writing technologies that facilitate boundary-spanning collaborations (e.g., Pigg et al, 2014), we believe these constructs could be useful for understanding how persuasion works in such networks of activity. …”

Section: Discussionmentioning

confidence: 99%

How Magnets Attract and Repel

Spinuzzi

Nelson

Thomson

et al. 2015

Written Communication

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K6015, a South Korean firm seeking to commercialize its magnet technology in the US market, entered a technology commercialization training program structured as a competition. Through this program, K6015 (and others in the program) used several genres to progressively interest different sets of stakeholders. To understand how K6015 applied these genres, we analyze this case study in terms of interessement, a concept from actornetwork theory, and standing sets of transformations, a related concept from workplace writing studies in which enacting a set of genres entails a controlled, progressive transformation of arguments. We examine the entire competition process, using K6015 and three other competitors to illustrate this process and to examine rhetorical transformations responding to different

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“…As defined here, everyday writing is deeply embedded in Western culture and even more embedded due to recent technological advances (Buck, 2012;Haas, Takayoshi, Carr, Hudson, & Pollock, 2011). Most forms of writing that are deeply embedded in people's lives, such as text messaging, has this immediate and unmediated character (Pigg et al, 2014). Critically, knowledge telling (remembering what one considers relevant and expressing it in writing) is an appropriate strategy for everyday writing tasks.…”

Section: The Contrast Between Everyday School Writing and Professionamentioning

confidence: 99%

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

Deane

2018

Educational Psychologist

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This article argues for a conceptualization of school writing that emphasizes how cognitive and sociocultural factors interact. In academic, professional, and affinity-based communities, an emphasis on standards of quality drives the adoption of such practices as revision and peer and expert review. In school, everyday writing practices center around demonstrations of knowledge (taking notes, writing summaries, providing personal responses to readings, completing worksheets, etc.) where the teacher is often the sole or primary audience. This context tends to privilege knowledge-telling strategies and prioritize fluency and efficiency of expression. When these sociocultural factors interact with cognition, group differences tend to emerge, as knowledge telling provides few opportunities for disadvantaged groups to overcome barriers linked to differences in prior knowledge, fluency, attention management, or motivation. It also affects the efficacy of instructional practices, because cognitive ability and social identity affect how students internalize the metacognitive concepts and strategies characteristic of expert writers.

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Ubiquitous Writing, Technologies, and the Social Practice of Literacies of Coordination

Cited by 26 publications

References 31 publications

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms

How Magnets Attract and Repel

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

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