Authenticity and Children’s Engagement with Writing
Show FileMIME type:application/pdfFile Size:248.4 Kb
Authenticity and children’s engagement with writing.pdf
MetadataShow full item record
Authentic literacy activities engage children with meaningful reading and writing (Duke, Purcell-Gates, Hall, & Tower, 2006), but little investigation has been conducted into the relationship of the kinds of writing children enjoy and the authenticity of the writing activity and experience. This paper reports findings from a study that investigates the question: How, if at all, does authenticity factor into kinds of writing that children like and/or dislike? Findings indicate that children enjoy writing that purposefully engages them with the real world, and is therefore authentic, and do not enjoy writing that they perceive as merely "school work".
Showing items related by title, author, creator and subject.
Murcheson, Kimberley D. (Vancouver Island University, 2010)The purpose of this study was to determine the impact of metacognitive journal writing on improving student attitudes toward mathematics. The study included a review of research literature that examined attitude, metacognition, ...
Williams, Jane (Electronic version published by Vancouver Island University, 2013)The purpose of this study was to implement a pedagogy that would improve all students’ writing, whether academically vulnerable or not. More specifically, the pedagogy implemented was designed to focus on the two aspects ...
Quiring, Jody (Electronic version published by Vancouver Island University, 2017)This action research study examines the potential for utilizing digital storytelling in a Learning Support teacher role to better support students with Specific Learning Disabilities. Written output can pose a challenge ...