Re-shaping of writing in the digital age: a study of pupils' writing with different resources
Publication details
| Year: | 2014 |
| Issued: | 2014 |
| Language: | English |
| Volume: | 9 |
| Issue: | 3 |
| Start Page: | 172 |
| End Page: | 193 |
| Editors: | |
| Authors: | Åkerfeldt A. |
| Type: | Journal article |
| Journal: | Nordic Journal of Digital Literacy |
| Publisher: | Universitetsforlaget |
| Place: | Oslo, Norway |
| Topics: | Literacy and skills |
| Sample: | Three 9th-grade classes (two classes in history and one class in chemistry) in two different schools in a suburb of Stockholm, Sweden. |
| Implications For Educators About: | Other |
| Implications For Policy Makers About: | Other |
| Other PolicyMaker Implication: | Impact of digital tools on writing skills and knowledge representation |
Abstract
This article explores how resources used in test situations shape pupils’ writing and to some extent their possibilities to represent their knowledge. Two conditions (pen-and-paper and digital) are investigated in two subjects. The theoretical underpinnings stem from a design-oriented and multimodal perspective on learning (Jewitt, 2009; Kress, 2010; Selander & Kress, 2010). Findings presented in this article are in line with previous research, which has shown that digital writing technologies have an impact on pupils’ writing process (Haas, 1996; Stapleton, 2012; Genlott & Grönlund, 2013) and that the modes and media used for learning shape communication and to some extent delimit what is possible to represent as knowledge in a given situation (Kress, 2003; Jewitt, 2009; Selander & Kress, 2010).
Outcome
"Findings presented in this article are in line with previous research, which has shown that digital writing technologies have an impact on pupils’ writing process (Haas, 1996; Stapleton, 2012; Genlott & Grönlund, 2013) and that the modes and media used for learning shape communication and to some extent delimit what is possible to represent as knowledge in a given situation (Kress, 2003; Jewitt, 2009; Selander & Kress, 2010)." (Author, 172)