Writing as tribal practice : revisiting online collaborative writing
Contribuinte(s) |
[Unknown] |
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Data(s) |
01/01/2006
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Resumo |
Many teachers encourage sharing ideas and knowledge through collaborative group writing to build self-confidence in developing writers. However, some students do not appear to gain a sense of belonging in the collaborative experience. This evolving study explores online collaborative writing with the purpose of creating a 'third author' - the group (tribal) voice. One aim is to reclaim writing as a conscious collaborative act where meaning is attained only at the end of the thought-sharing process. Therefore, the process of writing is seen as more important than the product. A further aim is to observe how intensive writing collaboration will affect both the writers and the writing during the process. A group of language teachers from Singapore, Australia, New Zealand and the USA meet every two weeks in cyberspace for a two-hour intensive writing session. The group has met for the past three months. Different discourses appear to be fusing into a metamorphosed new hybrid author - the tribal group voice. These early findings suggest that such practices may assist learners who experience difficulty entering or contributing to collaborative writing or group-work tasks. Additionally, online group work may benefit, as no physical human contact exists to gain a sense of 'group'.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Australian Association for Research in Education |
Relação |
http://dro.deakin.edu.au/eserv/DU:30031164/sutherlandsmith-writingastribalpractice-2006.pdf http://www.aare.edu.au/06pap/sut06739.pdf |
Direitos |
2006, Australian Association for Research in Education |
Palavras-Chave | #New pedagogies |
Tipo |
Conference Paper |