NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072954
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Differentiating Digital Writing Instruction: The Intersection of Technology, Writing Instruction, and Digital Genre Knowledge
Martin, Nicole M.; Lambert, Claire
Journal of Adolescent & Adult Literacy, v59 n2 p217-227 Sep-Oct 2015
U.S. adolescents' prior technology experiences and exposure to digital genres vary, but they will often write digital texts as they enter college and adulthood. We explored middle school students' digital writing instructional experience in the context of a university-based summer digital writing camp. The sixth- through eighth-grade adolescents fell into three profile groups: digital passengers, digital navigators, and digital drivers. Each group displayed distinct patterns of prior technology experiences and exposure to digital genres, digital writing processes, and instructional needs. Their digital writing instructional experience suggests that prior technology experiences and exposure to digital genres influence the ways adolescents envision and enact digital writing. In the middle school classroom, teachers may need to address a range of instructional needs during digital writing instruction.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A