Writing, citing, and participatory media: wikis as learning environments in the high school classroom

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Writing, citing, and participatory media: wikis as learning environments in the high school classroom
Authors: Andrea Forte, Amy Bruckman [edit item]
Citation: International Journal of Learning 1 (4): 23-44. 2009.
Publication type: Journal article
Peer-reviewed: Yes
Database(s):
DOI: 10.1162/ijlm_a_00033.
Google Scholar cites: Citations
Link(s): Paper link
Added by Wikilit team: Added on initial load
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Writing, citing, and participatory media: wikis as learning environments in the high school classroom is a publication by Andrea Forte, Amy Bruckman.


[edit] Abstract

In this article we use the rhetorical notion of genre as an analytic lens for studying the use and impact of new media in schools. Genre pervades the scholastic life of students as they become adept practitioners of written performances. Our empirical studies investigate how creation and consumption of media are linked as high school students produce a public information resource in their science classes using a specially designed wiki. We found that, although institutional assessment regimes for both students and teachers inhibited collaboration and although the wiki tools were appropriated as single-author environments, the wiki, because it is an open, transparent medium, supported students in building a shared understanding of genre as they struggled with an unfamiliar rhetorical situation. As we describe the process by which students made sense of an assignment that served purposes beyond test preparation and classroom assessment, we also demonstrate how writing on a public wiki was a particularly useful writing experience that brought about opportunities for reflection and learning. These opportunities include transforming the value of citation, creating a need to engage deeply with content, and providing both a need and a foundation for assessing information resources.

[edit] Research questions

"In this article we use the rhetorical notion of genre as an analytic lens for studying the use and impact of new media in schools. Genre pervades the scholastic life of students as they become adept practitioners of written performances. Our empirical studies investigate how creation and consumption of media are linked as high school students produce a public information resource in their science classes using a specially designed wiki."

Research details

Topics: Student contribution [edit item]
Domains: Education [edit item]
Theory type: Analysis [edit item]
Wikipedia coverage: Case [edit item]
Theories: "We used grounded theory as described by Strauss

and Corbin (Glaser and Strauss 1967; Strauss and Corbin 1998) to develop explanations of students’ writing practices based primarily on interview data and supported by our classroom observations. Grounded theory is an inductive approach to understanding a phenomenon in which researchers use iterative rounds of data collection and coding in order to work from empirical data to construct theoretical explanations of the phenomenon under investigation." [edit item]

Research design: Grounded theory [edit item]
Data source: Interview responses [edit item]
Collected data time dimension: N/A [edit item]
Unit of analysis: N/A [edit item]
Wikipedia data extraction: N/A [edit item]
Wikipedia page type: N/A [edit item]
Wikipedia language: Not specified [edit item]

[edit] Conclusion

"We found that, although institutional assessment regimes for both students and teachers inhibited collaboration and although the wiki tools were appropriated as single-author environments, the wiki, because it is an open, transparent medium, supported students in building a shared understanding of genre as they struggled with an unfamiliar rhetorical situation. As we describe the process by which students made sense of an assignment that served purposes beyond test preparation and classroom assessment, we also demonstrate how writing on a public wiki was a particularly useful writing experience that brought about opportunities for reflection and learning. These opportunities include transforming the value of citation, creating a need to engage deeply with content, and providing both a need and a foundation for assessing information resources."

[edit] Comments


Further notes[edit]

Facts about "Writing, citing, and participatory media: wikis as learning environments in the high school classroom"RDF feed
AbstractIn this article we use the rhetorical notiIn this article we use the rhetorical notion of

genre as an analytic lens for studying the use and impact of new media in schools. Genre pervades the scholastic life of students as they become adept practitioners of written performances. Our empirical studies investigate how creation and consumption of media are linked as high school students produce a public information resource in their science classes using a specially designed wiki. We found that, although institutional assessment regimes for both students and teachers inhibited collaboration and although the wiki tools were appropriated as single-author environments, the wiki, because it is an open, transparent medium, supported students in building a shared understanding of genre as they struggled with an unfamiliar rhetorical situation. As we describe the process by which students made sense of an assignment that served purposes beyond test preparation and classroom assessment, we also demonstrate how writing on a public wiki was a particularly useful writing experience that brought about opportunities for reflection and learning. These opportunities include transforming the value of citation, creating a need to engage deeply with content, and providing both a need and a foundation for assessing information resources.ation for assessing information

resources.
Added by wikilit teamAdded on initial load +
Collected data time dimensionN/A +
ConclusionWe found that, although institutional asseWe found that, although institutional assessment

regimes for both students and teachers inhibited collaboration and although the wiki tools were appropriated as single-author environments, the wiki, because it is an open, transparent medium, supported students in building a shared understanding of genre as they struggled with an unfamiliar rhetorical situation. As we describe the process by which students made sense of an assignment that served purposes beyond test preparation and classroom assessment, we also demonstrate how writing on a public wiki was a particularly useful writing experience that brought about opportunities for reflection and learning. These opportunities include transforming the value of citation, creating a need to engage deeply with content, and providing both a need and a foundation for assessing information resources.ation for assessing information

resources.
Data sourceInterview responses +
Doi10.1162/ijlm a 00033 +
Google scholar urlhttp://scholar.google.com/scholar?ie=UTF-8&q=%22Writing%2C%2Bciting%2C%2Band%2Bparticipatory%2Bmedia%3A%2Bwikis%2Bas%2Blearning%2Benvironments%2Bin%2Bthe%2Bhigh%2Bschool%2Bclassroom%22 +
Has authorAndrea Forte + and Amy Bruckman +
Has domainEducation +
Has topicStudent contribution +
Issue4 +
Pages23-44 +
Peer reviewedYes +
Publication typeJournal article +
Published inInternational Journal of Learning +
Research designGrounded theory +
Research questionsIn this article we use the rhetorical notiIn this article we use the rhetorical notion of

genre as an analytic lens for studying the use and impact of new media in schools. Genre pervades the scholastic life of students as they become adept practitioners of written performances. Our empirical studies investigate how creation and consumption of media are linked as high school students produce a public information resource in their science classes using a specially designed wiki.e classes using a specially designed

wiki.
Revid11,112 +
TheoriesWe used grounded theory as described by StWe used grounded theory as described by Strauss

and Corbin (Glaser and Strauss 1967; Strauss and Corbin 1998) to develop explanations of students’ writing practices based primarily on interview data and supported by our classroom observations. Grounded theory is an inductive approach to understanding a phenomenon in which researchers use iterative rounds of data collection and coding in order to work from empirical data to construct theoretical

explanations of the phenomenon under investigation.
ons of the phenomenon under investigation.
Theory typeAnalysis +
TitleWriting, citing, and participatory media: wikis as learning environments in the high school classroom
Unit of analysisN/A +
Urlhttp://www.mitpressjournals.org/doi/abs/10.1162/ijlm_a_00033 +
Volume1 +
Wikipedia coverageCase +
Wikipedia data extractionN/A +
Wikipedia languageNot specified +
Wikipedia page typeN/A +
Year2009 +