Coming to Know More Through and From Writing
Bibliographic Data
| ID | 9734688 |
|---|---|
| Authors | Vaughan Prain (0000-0001-5832-4727, Deakin University, Geelong, Victoria, corresponding author), Brian Hand (0000-0002-0574-7491, University of Iowa, Iowa City, IA) |
| Year | 2016 |
| Volume | 45 |
| Issue | 7 |
| Pages | 430-434 |
| Publication date | 2016-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x16672642 |
| OpenAlex | W2525418186 |
| Language | EN |
| Citations received | 17 |
| References cited | 28 |
Over the past 20 years, claims about how and why student writing can serve learning have changed markedly. This has been partly due to new technologies displacing writing as a predominant resource for learning, prompting new sense-making practices and shifts in how these changes are theorized. Learners now routinely collaborate to generate, manipulate, analyze, and share images in many subject areas, where multimodal and multimedia resources are expected to motivate learners, enact new learning processes and outcomes, and display this cross-modal learning. These new practices have prompted revisions to how writing is understood and used as a tool for learning in an increasingly multimodal, highly digitized world. In reviewing this literature, we claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning. Our case draws on both past and current research on writing as an epistemological tool. In presenting this case, we draw primarily on our professional background in science education research, acknowledging its distinctive take on the use of writing for learning. However, we think our general case also holds for other disciplinary areas
Academic writing · Discipline · Mathematics education · Pedagogy · Professional writing · Resource (disambiguation · Social science · Sociology · Subject (documents · World Wide Web · Computer Science · Discourse Analysis in Language Studies · Innovative Teaching and Learning Methods · Psychology · Writing and Handwriting Education
Characterizing elementary science teachers’ understanding of language as an epistemic tool
Constructing written arguments to develop fraction knowledge
Exploring children’s writing development in response to transition from pre-school to primary context in Turkish classrooms
Writing in Geography Lessons—An Unreflected Routine
Assessing early writing
Interdependence of epistemic tool utilization within generative science classrooms
Examining the link between oral and written reasoning within a generative learning environment
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science
Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation
A Systematic Review on Inquiry-Based Writing Instruction in Tertiary Settings
Multimodal digital classroom assessments
Formative assessment use in university EFL writing instruction
Development of a questionnaire on teachers' knowledge of language as an epistemic tool
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Investigating the role of an inquiry-based science lab on students’ scientific literacy
I Will Just SWH It
Higher Education Practitioners and Their Professional Ethics
The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement
A meta-analysis of writing instruction for students in the elementary grades.
Training writing skills
Representing Student Argumentation as Functionally Emergent From Scientific Activity
The Cambridge Handbook of the Learning Sciences
The More Manipulations, the Better
The Role of Task in the Development of Academic Thinking through Reading and Writing in a College History Course
Travels in hypermodality
Mitigating the Dangers of a Single Story
Telling Identities
Science Education in Three-Part Harmony
Making Visible
The Mangle of Practice
| Unique citing works | 17 |
|---|---|
| Citations per year | 2,13 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |