Agency in a first-grade writing workshop: A case study of two composers

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2022-05-12 DOI:10.1177/14687984221097285

Danielle Rylak, Lindsey Moses, Carolina Torrejón Capurro, Frank Serafini

引用次数: 1

Abstract

There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an “open unit” where students were given wider parameters for making intentional decisions with their compositions. Analysis of students’ compositions revealed that students chose to use and design composing techniques from the previous focal units in their compositions. Findings suggest that focal writing units, followed by open composing, allows students to have more agency as writers to make creative intertextual connections as they design techniques from available designs they’ve learned in order to serve their own compositional needs.

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一年级写作工作坊中的代理:两位作曲家的个案研究

有必要更好地理解学生在通过多模态作文交流意义时所做的主观选择。利用案例研究的方法，本文研究了两个一年级学生的写作，并讨论了这些学生如何在“开放单元”中利用结构化写作单元的多模态写作技巧，在“开放单元”中，学生被给予更广泛的参数，以便在他们的作文中做出有意的决定。通过对学生作文的分析发现，学生在他们的作文中选择使用和设计以前的重点单元的写作技巧。研究结果表明，重点写作单元，其次是开放式写作，让学生有更多的代理作为作家，使创造性的互文联系，因为他们设计的技术，从现有的设计，他们已经学会了，以满足自己的写作需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.