ERIC Number: ED354522
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Collaboration between Children Learning To Write: Can Novices Be Masters?
Daiute, Colette; Dalton, Bridget
A study explored the role of peer collaboration in literacy development as a case study in the broader inquiry on the social nature of learning and cognitive development. Fourteen low-achieving 7- to 9-year-old children in a third-grade urban classroom used a word processor to write four stories individually and three stories collaboratively with a partner over a period of 3 months. The individual stories, the collaborative stories, and the transcripts of their collaborative processes were analyzed to identify children's expertises as writers and to trace any transfer of knowledge between partners. Results showed that almost all of the story elements added after collaboration had been the focus of children's talk as they composed together. All children showed the ability to give and receive information via transfer. Certain affinities with expert/novice pairs were demonstrated among the children work teams. A case study of two students' collaboration over time illustrates how children bring diverse expertises to bear as they teach each other how to write stories. The literacy learning process involves intense engagement among peers who share their relative expertises as they focus intellectual and social energies on the text they create together. Furthermore, the repetition and co-construction characterizing novice peer interaction may be a unique benefit of peer collaboration. (Ten figures and three tables of data are included. Contains 70 references.) (HB)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.