Differentiating Digital Writing Instruction: THE INTERSECTION OF TECHNOLOGY, WRITING INSTRUCTION, AND DIGITAL GENRE KNOWLEDGE

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...

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2015-09, Vol.59 (2), p.217-227
Main Authors: Martin, Nicole M., Lambert, Claire S.
Format: Article
Language:English
Subjects:
Adolescents
College students
Elementary education
Experience
FEATURE ARTICLE
Grade 6
Grade 7
Grade 8
Middle School Students
Student Needs
Teachers
Technological Literacy
Technology
Technology Uses in Education
Teenagers
Writing Instruction
Writing Processes
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Summary: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.
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.435