Computers and Composition最新文献

Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives 支持不同小学生的在线学习：协作式多模态写作过程、产品和观点的探究方法社区

Computers and Composition Pub Date : 2025-09-12 DOI: 10.1016/j.compcom.2025.102959

Amanda Yoshiko Shimizu , Jill Santos

{"title":"Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives","authors":"Amanda Yoshiko Shimizu , Jill Santos","doi":"10.1016/j.compcom.2025.102959","DOIUrl":"10.1016/j.compcom.2025.102959","url":null,"abstract":"<div><div>When the pandemic forced schools online, teachers quickly adapted to meet their students' needs. Despite these efforts, U.S. educational disruptions deepened achievement disparities for students of color and low-income backgrounds. Although many schools have returned to in-person learning, online learning is expanding rapidly, highlighting the need to design it inclusively, especially for elementary-aged students—a group less understood in this context. Guided by a Community of Inquiry (CoI) framework, we first outline how a teacher-researcher partnership purposefully planned and implemented an online writing workshop to support culturally, linguistically and socio-economically diverse third-grade students to develop as a community of engaged learners. Then, we focus on the kinds of learning and interactions that occurred between students during a computer-mediated collaborative multimodal composing (MMC) project as well as their perspectives on their collaborations, learning, and final multimodal products. Findings indicate that MMC with digital tools, when implemented with instruction through a CoI framework that centers teacher, social, cognitive, and learner presence, enables students from all backgrounds to foster essential literacy and 21st-century skills. These findings establish a foundational understanding for teachers and researchers working with young, diverse learners in computer-mediated and online contexts.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"78 ","pages":"Article 102959"},"PeriodicalIF":0.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145047857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Room to Play: The Infrastructure of Game Pedagogy 游戏空间：游戏教育学的基础

Computers and Composition Pub Date : 2025-09-12 DOI: 10.1016/j.compcom.2025.102958

Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark

{"title":"A Room to Play: The Infrastructure of Game Pedagogy","authors":"Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark","doi":"10.1016/j.compcom.2025.102958","DOIUrl":"10.1016/j.compcom.2025.102958","url":null,"abstract":"<div><div>This article argues that the work of teaching writing with video games starts before the syllabus, the assignment, and the lesson plan: First, there must be an <em>infrastructure for game pedagogy</em>. Drawing on our experiences at the University of North Carolina, Chapel Hill, we explain that various material considerations – from consoles to classroom furniture, and from grant-funding to graduate students – were necessary to build our game-based classroom, the Greenlaw Gameroom, and the Critical Game Studies Program it facilitates. Our primary aim has been to foster what we call <em>collaborative close play</em>, which is a method of game analysis that resolves the oft-cited tension between playful immersion and critical distance by turning close play into a group activity whereby students cycle between the roles of player, advisor, researcher, and notetaker. A three-day module that pairs <em>Super Mario Bros.</em> with the Iñupiaq platformer <em>Never Alone</em> demonstrates how such structured play, scaffolded by flexible furniture, digital data management, and trained instructors, enables students to analyze procedural rhetorics, cultural logics, and design ethics at scale. Virginia Woolf observed that certain material circumstances, like a room of one’s own, are necessary to write; by the same token, this article deals with some of the material obstacles a writing program must face in the process of securing “money and a room” for teaching games.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"78 ","pages":"Article 102958"},"PeriodicalIF":0.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145047858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial: Technology's Double Edge 社论：科技的双重优势

Computers and Composition Pub Date : 2025-08-05 DOI: 10.1016/j.compcom.2025.102950

Jason Tham

引用次数: 0

Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement 学术研究和（b谷歌或Reddit）：图书馆员和教师合作，提高学生资源的参与度

Computers and Composition Pub Date : 2025-07-28 DOI: 10.1016/j.compcom.2025.102949

Stephanie Redekop, Olivia Hobbs

{"title":"Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement","authors":"Stephanie Redekop, Olivia Hobbs","doi":"10.1016/j.compcom.2025.102949","DOIUrl":"10.1016/j.compcom.2025.102949","url":null,"abstract":"<div><div>Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"77 ","pages":"Article 102949"},"PeriodicalIF":0.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

iPads in the writing classroom: Neoliberalism, agency, and access ipad在写作课堂上的应用：新自由主义、代理和获取

Computers and Composition Pub Date : 2025-07-17 DOI: 10.1016/j.compcom.2025.102948

Todd Ruecker , Tristan Beach , Emily Sawan

引用次数: 0

When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators 当合作变成不诚实：一个数据驱动的启发式比较人类和人工智能合作者

Computers and Composition Pub Date : 2025-07-01 DOI: 10.1016/j.compcom.2025.102947

John R. Gallagher , Kyle Wagner , Jordan Canzonetta

{"title":"When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators","authors":"John R. Gallagher , Kyle Wagner , Jordan Canzonetta","doi":"10.1016/j.compcom.2025.102947","DOIUrl":"10.1016/j.compcom.2025.102947","url":null,"abstract":"<div><div>With respect to AI writing technologies (AIWT), we pose three foundational questions about academic dishonesty. First, do writing instructors and students perceive differences between AI agents and human agents in classroom scenarios? Second, to what extent are writing instructor and student perceptions are aligned? Third, what types of writing scenarios are perceived as academic dishonesty? Answering these questions provides a baseline of comparison not only for future studies of AIWT collaboration but also contextualizes perceptions of human-to-human collaboration. We report on a large-scale experimental survey study that answers these questions using item response theory (IRT). Our findings demonstrate that while there are differences between AI and human agents of collaborations, writing instructors and students are generally aligned in their perceptions. Using a Rasch model, we find that academic dishonesty operates along a spectrum of textual production. Regardless of whether the collaborating agent is human or AI, the more an agent produces text, the more this collaboration is perceived as academic dishonesty. Conversely, the less text that is produced, the less this scenario is perceived as academically dishonest. In our discussion, we provide a data-driven heuristic to guide instructors and administrators.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"77 ","pages":"Article 102947"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating Method & Madness: The Composing Processes of 5th Grade Students 调查方法与疯狂：五年级学生的作曲过程

Computers and Composition Pub Date : 2025-05-08 DOI: 10.1016/j.compcom.2025.102936

Brett Stamm

引用次数: 0

“Canon” and “fanon” in the danny phantom/detective comics (DC) comics crossover fandom: Expanding authorship and authority in transformative fan works 丹尼幻影/侦探漫画（DC）漫画跨界同人圈中的“佳能”和“法农”：在变革的同人作品中扩展作者和权威

Computers and Composition Pub Date : 2025-05-07 DOI: 10.1016/j.compcom.2025.102937

Krista Grant

{"title":"“Canon” and “fanon” in the danny phantom/detective comics (DC) comics crossover fandom: Expanding authorship and authority in transformative fan works","authors":"Krista Grant","doi":"10.1016/j.compcom.2025.102937","DOIUrl":"10.1016/j.compcom.2025.102937","url":null,"abstract":"<div><div>In 2020, a new crossover fandom emerged, that of Danny Phantom x DC Comics (DPxDC), prompting thousands of fanfictions and participants. As neither media connected in their canons, how did this crossover fandom come to be? The content tags on these crossover fanfictions and on Tumblr posts collected Jan–April 2024 were collected and analyzed in a mixed-methods discourse analysis approach with inductive coding for key words “canon” and “fanon”. This research adds the consideration of a crossover fandom to the field of writing studies, and it is one of the first articles to explore fanfiction within writing studies, especially in a mixed methods study. Underpinning this research are grassroots activism, critical theory, and agential theories of resistance practices. I found that DPxDC fans consciously resist canon material and the canon author(s), enacting agency through distributed and communal writing practices and claiming a kind of personal and communal authorship and authority over works, offering a new way of understanding agency and distributed authorship in writing studies.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102937"},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging ChatGPT for research writing: An exploration of ESL graduate students’ practices 利用ChatGPT进行研究写作：ESL研究生实践的探索

Computers and Composition Pub Date : 2025-04-26 DOI: 10.1016/j.compcom.2025.102934

Dongmei Cheng , Mimi Li , Tony Lee

{"title":"Leveraging ChatGPT for research writing: An exploration of ESL graduate students’ practices","authors":"Dongmei Cheng , Mimi Li , Tony Lee","doi":"10.1016/j.compcom.2025.102934","DOIUrl":"10.1016/j.compcom.2025.102934","url":null,"abstract":"<div><div>This case study investigates how two ESL graduate students, Ian and Sam, use ChatGPT in their research writing after receiving a comprehensive tutorial based on Warschauer et al.’s (2023) AI literacy framework. We analyzed their engagement with ChatGPT across prompt categories including genre, content, language use, documentation, coherence, and clarity. Data were collected from research paper drafts, ChatGPT chat histories, and interviews. Data analyses included coding ChatGPT prompts, textual analysis of drafts, and thematic analysis of interview transcripts. Results show that while both participants utilized ChatGPT for understanding genre conventions and content development, they developed distinct approaches reflecting their individual backgrounds. Ian selectively used ChatGPT for specific assistance needs, while Sam engaged more systematically, particularly for APA style and coherence checks. Both approaches maintained academic integrity and scholarly voice, demonstrating that Generative AI tools can be effectively tailored to individual needs without compromising ethical standards. This study highlights how advanced ESL writers can adapt GenAI tools to their unique writing processes, offering insights into the diverse ways AI can enhance academic writing while preserving individual agency. The findings suggest that AI integration in academic writing can be customized to support diverse writing goals and backgrounds.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102934"},"PeriodicalIF":0.0,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment 同伴和人工智能审查+反思（PAIRR）：以人为中心的形成性评估方法

Computers and Composition Pub Date : 2025-04-23 DOI: 10.1016/j.compcom.2025.102921

Lisa Sperber , Marit MacArthur , Sophia Minnillo , Nicholas Stillman , Carl Whithaus

{"title":"Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment","authors":"Lisa Sperber , Marit MacArthur , Sophia Minnillo , Nicholas Stillman , Carl Whithaus","doi":"10.1016/j.compcom.2025.102921","DOIUrl":"10.1016/j.compcom.2025.102921","url":null,"abstract":"<div><div>Cycles of drafting and revising are crucial for student writers' growth, and formative assessment plays an important role. However, many teachers lack the time or resources to provide feedback on drafts. While research suggests that AI feedback is high enough quality to be used for draft feedback, especially when assignment-specific criteria are used (Steiss et al., 2024), it must be used in a human-centered process. AI has the potential to reduce educational equity gaps in writing support (Warschauer et al., 2023), but when narrowly implemented, technologies can deepen divides (Stornaiuolo, et al., 2023). Peer and AI Review + Reflection (PAIRR) combines peer review best practices with AI review in an approach that emphasizes student agency and reflection. Using a mixed methods approach, this study examined student perceptions of AI utility in the context of peer review. Results indicate that AI tools offer useful feedback when combined with peer review. Students found the similarity between AI and peer feedback reassuring, while also valuing their complementary perspectives. Moreover, by evaluating AI outputs, students developed AI literacy, gaining familiarity with AI feedback's affordances and limitations while learning ethical ways to use AI in their writing processes.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102921"},"PeriodicalIF":0.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0