Key Links:
Information about my work in program evaluation can be found at www.joshualawrence.com.
Educators who want professional development resources can find them at www.readingways.org.
Lexical ambiguity values from Wordnet.
Key Links:
Information about my work in program evaluation can be found at www.joshualawrence.com.
Educators who want professional development resources can find them at www.readingways.org.
Lexical ambiguity values from Wordnet.
Lawrence, J. F., Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 20(1). http://dx.doi.org/10.1515/plc-2015-0012
摘要:数字化写作使学生能够在课堂内外为各种真实的读者写作。当学生考虑到读者时,他们要面对的是除了写作任务之外还必须应付的认知负担。同时,写作为学生提供了学习和表达身份的机会。在数字化的在线写作环境中,身份形成和认知负荷交集的方式可能尤为复杂,因为学生获得了分享和接收来自全球和当地读者的反馈的能力。在这个平衡实验研究中,86名七年级和八年级学生回答了两个叙述提示:一个提示是为老师写的,另一个是为老师和在线论坛的同学写的。我们对学生写作的流利度、机械性错误、学术词汇的使用和设置进行了测试。研究发现,当学生为包括同龄人在内的读者写作时,他们更倾向于在私人环境中设置叙述。我们从认知和社会文化的角度来讨论这个发现,以及它如何给网络传播研究提供信息。
相关链接: https://www.learntechlib.org/p/153272/
相关文献: Yim, S., Warschauer, M., Zheng, B., & Lawrence, J. F. (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent & Adult Literacy, 58(3), 243–254. http://dx.doi.org/10.1002/jaal.345