Classroom ethnography of social change in collaborative writing classrooms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper closes with open problems and research opportunities for collaborative writing teachers. It proposes that teachers "can do more as classroom ethnographers" to determine what social changes occur and whether writing produces them or results from them, then articulate findings to bring opponents into the conversation.

Design Implications¶

Context¶

Requirements¶

• Teachers study their own classrooms as ethnographers to determine what kinds of social changes take place and whether writing helps produce them or results from them.

Constraints¶

• The paper names problems this research must address: colleagues who think collaboration allows cheating, plagiarizing and ghost writing, and students who feel their individuality is negated or are not prepared for active involvement.

Target Learners¶

• Teachers of writing adopting a collaborative approach

Target Learning Goals¶

• Understanding how social interaction and writing relate in collaborative classrooms

Affordances¶

• Social Constructionism In Composition

Related Strategies¶

Examples¶

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Key Sources¶

• DeCiccio, Albert C. (1988). Social Constructionism and Collaborative Learning: Recommendations for Teaching Writing. Paper presented at the Annual Meeting of the Conference on College Composition and Communication. https://eric.ed.gov/?id=ED294201