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Journal articles on the topic 'Collaborative writing production'
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1
Storch, Neomy. "Collaborative writing." Language Teaching 52, no. 1 (December 21, 2018): 40–59. http://dx.doi.org/10.1017/s0261444818000320.
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Writing has generally been perceived as a solitary activity, completed by the writer working alone. Yet, over the years we have witnessed a growing interest among researchers and educators inCollaborative Writing, an activity that can be simply defined as the involvement of two or more writers in the production of a single text. This interest has been driven by two main factors. The first factor is the nature of workplace writing. Studies (e.g. Ede & Lunsford 1990; Mirel & Spilka 2002) have shown that in a number of workplaces, writing is often completed in teams rather than individually. The second factor is the advent of Web 2.0 applications such as blogs, wikis, and Google Docs, which have transformed literacy practices, making the creation and sharing of texts easier and more readily acceptable (Hyland 2016; Vandergriff 2016). In the field of second language (L2) learning, interest in collaborative writing was also spurred by early research conducted by Swain and her colleagues (e.g. Swain & Lapkin 1995; Swain 1998; see also timeline for additional references) showing the language learning opportunities of communicative tasks which involve joint written output (e.g. Dictogloss).
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Gale, Ken, and Jonathan Wyatt. "Back to Futures." International Review of Qualitative Research 5, no. 4 (February 2012): 467–77. http://dx.doi.org/10.1525/irqr.2012.5.4.467.
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In making a contribution to this collection of writings, and in writing to and with them, this paper is not conceived, designed or presented as summative, conclusive or as a synthetical representation of the other writings in this edition. This paper appears at the end of the collection simply and only because of the proclivities and necessities of the linearity and organisational requirements of journal production. It is written and presented with the hope that it will diffract from the (im)possibilities of rigid classification and of creating a category of difference with which to capture or unitise collaborative writing. Further, this paper, in resisting closure and conclusion, also wishes to write with and for becoming collaborative writing, sensing the opportunities, the potential and the creative anticipations that writing collaboratively always seems to afford. Any sense gained from reading the paper that it offers celebratory hints, suggestions of gratitude and an indication of pleasure gained in sharing the esteemed company of friends and colleagues is entirely intentional.
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Storch, Neomy. "Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions." Annual Review of Applied Linguistics 31 (March 2011): 275–88. http://dx.doi.org/10.1017/s0267190511000079.
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Collaborative writing is the joint production of a text by two or more writers. Despite the widespread use of collaborative writing in the world outside the second language (L2) classroom, the use of collaborative writing tasks in L2 classes, to date, seems relatively limited. The overarching aim of this article is to suggest that collaborative writing activities, if carefully designed and monitored, may form an optimal site for L2 learning. The article begins by providing a brief theoretical rationale for collaborative writing, drawing on both cognitive and sociocultural theories. It then reviews the small number of published studies that have investigated collaborative writing in different L2 contexts. This review provides empirical evidence that working jointly on producing a written text provides opportunities for language learning, but that factors such as task type, L2 proficiency, and the relationships that the learners form affect these opportunities and may also affect language-learning gains. The chapter then considers new directions in implementing collaborative writing: online collaboration via wikis. The article concludes by highlighting the factors that need to be considered in order to maximize the language-learning potentials of collaborative writing in face-to-face and online modes.
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Azzari, Eliane Fernandes. "EFL collaborative writing: text production and online resources." Diálogo das Letras 8, no. 1 (March 29, 2019): 52–65. http://dx.doi.org/10.22297/dl.v8i1.3495.
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This paper discusses the use of digital online resources as a means to foster collaborative writing in EFL lessons. Two main online free platforms are suggested and briefly analyzed: Powtoon and Google Docs. The discussion finds theoretic support in the new literacies approach in the studies of the New London Group, Gee and Hayes (2012) and adopts a Bakhtinian orientation to language as social practice. The ideas presented are meant to be explored in EFL lessons in a variety of different learning levels and teaching contexts, ranging from basic to higher formal education as well as language schools. It is both a proposal and an exploratory study which aims at expanding the discussion concerning the processes of teaching and learning how to write in English in Brazilian formal educational contexts.
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Perkins, Tanya. "Strang(er) Places: Collaborative Creativity in Real and Virtual Spaces." Journal of Teaching and Learning with Technology 8, no. 1 (August 6, 2019): 99–107. http://dx.doi.org/10.14434/jotlt.v8i1.26744.
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In the writing classroom, collaborative learning often takes the form of co-authoring, peer workshops or critique sessions. While useful, what other active learning approaches might be effective, particularly in light of the range of media with which students are increasingly familiar? World-building—creation of an alternative/speculative or futuristic land, world or universe—offers an approach to fiction writing amenable to both creative collaboration and digital modalities. This article examines how a team-based world-building project in an advanced writing course engenders creative-making through active learning and collaboration; builds upon the multi-modalities and genres through which many students already engage with fiction (video, online and/or fantasy role-playing games, horror, speculative and science fiction); and leverages both physical and virtual space as creative collaborative environments. With this approach, students in a seated class team up to create original alternative worlds in an online environment--including production of both digital and physical artifacts--within which their own (individual) stories are set. The result is movement between real and virtual space, as well as between shared creative acts and personal imaginative writing.
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Fen Yeh, Shu. "Collaborative Writing on Google Docs: Taiwanese Students’ Participation, Behaviors, and Writing Trajectories with Real-work Online Tasks." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 73. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.73.
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In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and interpretation (Canagarajah, 2013) and can be particularly beneficial for L2 learners’ writing practices (Elola & Oskoz, 2010) such as writing quality (Stroch, 2005), writing fluency (Bloch, 2007), academic voices (Sperling & Appleman, 2011) and a sense of audience (Sun & Chang, 2012). Google Docs and online text-chat systems are prominent collaborative tools for group writing, and the result shows that the focus group displayed a mixed-interaction pattern, a collaborative pattern in two online text-chat systems, and a more dominant-passive pattern while co-constructing the text. They study also explored that changing the mode of communication from Line to Google Docs chat-room appears to have led to an increase in the participants’ interaction and communication and seems to have facilitated collaboration. Participants make a significant contribution of two types of writing changing functions, adding and correcting in the text and make revisions to their text.
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Burkholder, Casey, Jianne Soriano, and Alecxis Ramos-Pakit. "Examining Gender and Resistance with Filipina Hong Kongers through Cellphilm Production and Collaborative Writing." Studies in Social Justice 15, no. 1 (February 7, 2021): 25–42. http://dx.doi.org/10.26522/ssj.v15i1.2043.
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Hong Kong’s non-white ethnic minorities – including its Filipina residents – are often described in media and policy discourses as a unified group. Speaking back to this misconception, in this article we describe the gendered experiences of two 23-year old Filipinas born and raised in Hong Kong through what Claudia Mitchell has described as girl method – research with girls for girls and about girls’ concerns – in our case producing visual depictions of girlhood in cellphilms (cellphone + filmmaking + intention) and collaborative writing. We write together as co-researchers to extend participatory approaches to research dissemination as we make sense of the changing political situation in Hong Kong in the years since our first collaboration in 2015. Through a polyvocal – many voices writing together – reflection on a cellphilm production project on identities and belonging four years later, we argue that Filipina identity in Hong Kong is complex and multifarious, and we aim to disseminate knowledge by and for Filipina Hong Kongers that speaks back to the erasure of their experiences within larger discourses about Filipinas, gender, and activism in Hong Kong.
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Harries, Guy. "Opera, devising and community: A creative and pedagogical methodology." International Journal of Community Music 13, no. 3 (December 1, 2020): 271–82. http://dx.doi.org/10.1386/ijcm_00027_1.
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Create An Opera! was a fortnightly devising workshop led by the author at Theatre Delicatessen studios in London in 2017–20. It was free to the general public and attracted participants including both experienced and inexperienced performance practitioners. It aimed to create a safe, inclusive environment for experimentation in writing, composition and collaborative performance. This initiative arose from the author’s interest in challenging the sociopolitical traditions and hierarchical infrastructures associated with opera production. Inspired by the ethos of devised theatre, the workshops created a space for participants to be involved in both creative and performance aspects, working individually and collaboratively. This article presents the pedagogical and creative methodologies informing the delivery of the workshops, focusing on inclusion, collaboration and independent creativity.
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Herrera, Yeison Edgardo. "Writing skill enhancement when creating narrative texts through the use of collaborative writing and the Storybird Web 2.0 tool*." Colombian Applied Linguistics Journal 15, no. 2 (January 21, 2014): 166. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a02.
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The purpose of this article is presenting how the use of Collaborative Writing (CW) through Storybird, a web 2.0 tool which promotes the creation of stories collaboratively, led two groups of learners to improve certain specific aspects of their writing skill. Both groups, the former one with fifteen students and the latter one with ten students, were about to complete a two-year general English course at Instituto de Lenguas de la Universidad Distrital (ILUD) in Bogotá, Colombia. Although their English language proficiency was expected to be at an upper-intermediate level (B2) according to the Common European Framework of Reference for languages (CEFR), their writing skill was below average. Two pedagogical interventions were performed at two diferent times, the first one from October to November 2010, and the second one from March to April 2011. Pre and posttests, focus groups, surveys and reflective journals were used and data was analyzed following coding procedures. The findings revealed that the CW supported with Storybird encouraged learners to create narrative texts and their positive attitude towards the production of stories increased. Moreover, an improvement in learners’ vocabulary and increased attempts to use complex language forms to write were noticeable.
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Cook, Samuel, and Thomas Klatka. ""Whose Blood, Sweat, and Tears": Reclaiming African History and Collaborative Anthropology in Virginia's New River Valley." Practicing Anthropology 32, no. 4 (September 1, 2010): 35–39. http://dx.doi.org/10.17730/praa.32.4.pkp6446812x176g0.
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In recent years the term collaborative has taken on powerful—if not contested—meanings in anthropology, resulting in spirited discussions concerning methodology, the production of knowledge, and ethnographic authority (e.g., Field and Fox 2007; Rappaport 2007). Perhaps the central voice in this dialogue is Luke Lassiter, who argues for an, approach to ethnography that deliberately and explicitly emphasizes collaboration [with native consultants] at every point in the ethnographic process without veiling it—from project conceptualization to fieldwork, and especially through the writing process (Lassiter 2005:16).
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Laddaga, Reinaldo. "From Work to Conversation: Writing and Citizenship in a Global Age." PMLA/Publications of the Modern Language Association of America 122, no. 2 (March 2007): 449–63. http://dx.doi.org/10.1632/pmla.2007.122.2.449.
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In the last few years, a growing number of writers and artists have begun to develop a new form of verbal art. They no longer devote themselves to individually writing fixed texts destined to be read in solitude and silence. Instead, they are designing mechanisms that enable large and heterogeneous groups to collaborate on projects that combine the production of discourses, the exploration of knowledge about local circumstances, and the invention of potential socialities. These projects intend to foster forms of cosmopolitan citizenship in a globalized world at a time of expanding digital technologies. The article describes some crucial aspects of this process through a reading of two projects: a platform for collaborative translation on the Internet designed by the American artists Warren Sack and Sawad Brooks and an “open-source narrative” by the Italian collective Wu Ming.
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Critchley, Andy, Ditty Dokter, Helen Odell-Miller, Nicki Power, and Stephen Sandford. "Starting from Scratch: Co-production with dramatherapy in a Recovery College." Dramatherapy 40, no. 2 (May 8, 2019): 63–80. http://dx.doi.org/10.1177/0263067219843442.
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This piece of writing has focused on the first stage of creating a co-production arts wing of the Recovery College and is written with the intention of demonstrating the practical value of a dramatherapy and ‘experts by experience’ collaboration. It includes an introduction to ‘recovery’ and the contemporary NHS guidelines for a Recovery College. The first four classes of co-production in action with a dramatherapist are described with feedback from students. Followed by a sharing of the evolution of this process into three new courses leading to a workshop, performance and exhibition on World Mental Health Day. It also includes a BASIC Ph evaluation analysis of group work through the three courses run in collaboration with a dramatherapist at the Recovery College. The following questions are addressed by the evaluation – Can dramatherapy effectively support the co-production process? Can these co-production situations be creatively defined and described by their participants? The conclusions are that dramatherapy lends itself to collaborative work. Service users share languages of resilience and, through forming social networks, improve in confidence and self-esteem.
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Talaván, Noa, Ana Ibáñez, and Elena Bárcena. "Exploring collaborative reverse subtitling for the enhancement of written production activities in English as a second language." ReCALL 29, no. 1 (October 19, 2016): 39–58. http://dx.doi.org/10.1017/s0958344016000197.
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AbstractThis article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.
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Cabrita, Joel. "Writing Apartheid: Ethnographic Collaborators and the Politics of Knowledge Production in Twentieth-Century South Africa." American Historical Review 125, no. 5 (December 2020): 1668–97. http://dx.doi.org/10.1093/ahr/rhaa512.
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Abstract Knowledge production in apartheid-era South Africa was a profoundly collaborative process. In particular, throughout the 1930s–1950s, the joint intellectual labor of both Africans and Europeans created a body of knowledge that codified and celebrated the notion of a distinct realm of Zulu religion. The intertwined careers of Swedish missionary to South Africa Bengt Sundkler and isiZulu-speaking Lutheran pastor-turned-ethnographer Titus Mthembu highlight the limitations of overly clear demarcations between “professional” versus “lay” anthropologists as well as between “colonial European” versus “indigenous African” knowledge. Mthembu and Sundkler’s decades-long collaboration resulted in a book called Bantu Prophets in South Africa ([1948] 1961). The work is best understood as the joint output of both men, although Sundkler scarcely acknowledged Mthembu’s role in the conceptualization, research, and writing of the book. In an era of racial segregation, the idea that African religion occupied a discrete, innately different sphere that the book advanced had significant political purchase. As one of a number of African ideologues supportive of the apartheid state, Mthembu mobilized his ethnographic findings to argue for innate racial difference and the virtues of “separate development” for South Africa’s Zulu community. His mysterious death in 1960 points to the high stakes of ethnographic research in the politically fraught climate of apartheid South Africa.
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Brataas, Delilah Bermudez. "Teaching Shakespeare through Collaborative Writing and Performance in a Norwegian Primary School ESL Classroom: An Interview with Ellen Marie Kvaale." Early Modern Culture Online 7 (January 26, 2020): 120–31. http://dx.doi.org/10.15845/emco.v7i1.2975.
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This interview outlines the experience of Ellen Marie Kvaale, primary school teacher in Hoberg Primary School, in Stange, Norway. She discusses her innovative three-year project introducing three of William Shakespeare’s plays to 5th, 6th, and 7th -grade ESL students. Her project successfully employed challenging pedagogical methods that resulted in student performances, as well as student publications. The project was designed to develop their written and communicative skills in English with students producing multimodal written texts and collaborating on all levels of scene writing, performance design, and production. Building on her project, Ellen Marie also held workshops at Inland Norway University of Applied Sciences for pre-service teachers in which her primary school students participated. Her experience demonstrates the value and efficacy of using Shakespeare and his texts in ESL Primary School classrooms through active and interactive approaches, including performance, music, and collaborative writing that effectively engaged the four basic language skills.
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Charteris, Jennifer, Sarah Crinall, Linette Etheredge, Eileen Honan, and Mirka Koro-Ljungberg. "Writing, Haecceity, Data, and Maybe More." Qualitative Inquiry 26, no. 6 (May 5, 2019): 571–82. http://dx.doi.org/10.1177/1077800419843558.
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Postqualitative research offers opportunities for playful praxis—reconfiguring ways of writing, sharing, engaging in the physicality of data generation, the vitality of data matter, and the enactment of experimental forms of writing. In this article, data multiplicity is generated through an authorless haecceity of experimentation with and through writing. Taking a line of flight from an initial data event at a research conference workshop, the process of diffracting and cutting together a data envelops the researchers in spacetimematterings of the workshop, skypes, and emails. We offer insights into the “thisness” of collaborative writing, data, and some potentialities of intensive relationalities between human and nonhuman matter, textuality, and scholarship. We propose that writing a haecceity could function as a postrepresentational process that foregrounds the production of data while drawing attention to the movements and middles, the floating time that creates collective insights and material tensions.
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Fuentealba Urra, Andrés, and Gabriela Kotz Grabole. "Esquemas Digitales de Escritura (EDE): adaptación de un diseño CALL para mejorar la calidad de informes digitales en español como lengua materna." Foro Educacional, no. 22 (July 2, 2014): 53. http://dx.doi.org/10.29344/07180772.22.665.
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Resumen La escritura digital colaborativa ha suscitado el interés de reconocidos investigadores lingüistas porque se trata de una nueva modalidad de escritura sustentada en la participación. Este tipo de escritura se estudia, principalmente, para identificar qué aspectos lingüísticos mejoran con el apoyo de las tecnologías. Por ello, el objetivo de esta investigación es describir cómo mejora la producción colaborativa de informes digitales mediante la adaptación de un diseño modular CALL para el aprendizaje del español como lengua materna en estudiantes de 7° año básico. Para la concreción de este objetivo se ha implementado un estudio fenomenográfico con una triangulación mixta: temporal y por niveles de persona. Los resultados de este estudio proveen evidencia empírica respecto de los aspectos lingüísticos que mejoran con la escritura digital estructurada y de las tareas colaborativas que inciden en la variación positiva de la calidad de la habilidad lingüística. Palabras clave: informe, escritura digital estructurada, enseñanza de lenguas, aprendizaje por tareas, aprendizaje colaborativo. Writing digital outline (WDO): adaptation of a CALL design to improve the quality of digital reports in Spanish as a mother tongue Abstract Collaborative digital writing has aroused the interest of renowned research linguists as it is a new mode of writing based on participation. The main purpose of studying this kind of writing is to find out those linguistic aspects which are improved by the support of new technologies. The objective of this research is to describe the way in which collaborative production of digital reports improves by the adaptation of a CALL modular design aimed at learning Spanish as a mother tongue by primary seventh-year students. A phenomenographic study with a mixed triangulation –temporal and individual level– was implemented. The study results provide empirical evidence on the linguistic aspects improved by digital structured writing and about the collaborative tasks which have a positive impact on the quality of the linguistic competence. Key words: Report; Structured Digital Writing; Language Teaching; Task-Based Learning; Collaborative Learning. * Tesis para optar al grado de Magíster en Lingüística.
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Ajil, Ahmed, and Kwan-Lamar Blount-Hill. "“Writing the Other as Other”: Exploring the Othered Lens in Academia Using Collaborative Autoethnography." Decolonization of Criminology and Justice 2, no. 1 (June 29, 2020): 83–108. http://dx.doi.org/10.24135/dcj.v2i1.19.
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Trends seemingly signal the decay of White heterosexual male hegemony in academe. Still, while changes have addressed lack of access to an academic system whose benefits are assumed, critical literatures call into question Western-based theory and traditionally Eurocentric ways of knowledge production. An important programmatic component of decolonizing knowledge production consists of arguing for increased inclusivity and diversity among scholars. The present study is inscribed in these decolonial tendencies and focuses on the experience of otherness inside academia. Using collaborative autoethnography, we set side-by-side the academic and professional experiences and epistemological reflections of two criminal justice and criminology scholars: an Arab European scholar of politico-ideological violence and a Black American scholar of identity and the psychology of justice. We explore otherness as a ‘social fact’ and identify three dimensions, namely (1) otherness as a lens to read coloniality, (2) feeling and coping with otherness, and (3) otherness as connection. We suggest that promoting the “othered lens” in academia, especially criminology, may not only be healthy and necessary for a diversification of views and perspectives, but also epistemologically and methodologically vital for how criminology engages with the socially deviant or harmed Other it is, by its very essence, preoccupied with.
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Stollfuß, Sven. "Platformized book prosumption on Wattpad: Reading and writing in the case of a pandemic diary." Book 2.0 11, no. 1 (August 1, 2021): 139–55. http://dx.doi.org/10.1386/btwo_00049_1.
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This article investigates how readers and writers engage on the Wattpad platform. As examples of the digitalization of book culture, platforms such as Wattpad allow converging practices of reading and writing by means of collaborative community actions of prosumption in a data-driven environment of communication and cultural exchange. Following the concepts of prosumption, communities of practice and the platformization of media cultural production, I refer to Wattpad’s converging practices of reading and writing as ‘platformized book prosumption’. To understand how platformized book prosumption works on the Wattpad platform, I will analyse the reading and writing of the most frequently read COVID-19 online diary as a case study. In doing so, I will discuss the mutual relationship between author reflection and community engagement in social reading and writing on the Wattpad platform.
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Schnepf, J. D. "Collaborative Futures: Arts Funding and Speculative Fictions." Review of International American Studies 13, no. 2 (December 31, 2020): 145–57. http://dx.doi.org/10.31261/rias.9995.
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According to scholars of literary sociology, US arts institutions—from the federal government to the writers’ colony to the creative writing program—have been central to the shaping of US literature for the better part of a century. This paper offers a preliminary investigation of the global crowdfunding platform Kickstarter as an emerging arts institution. Drawing on Kim Stanley Robinson and Marina Abramović’s artistic collaboration as a case study, the paper argues that the appearance of the Marina Abramović Institute (MAI) in Robinson’s novel New York 2140 troubles the author’s stated generic commitments to “realist speculative fiction”—fiction that bases its vision of the future on the state of things in our present. In addition to furnishing uncertain conditions of production for the novel, Kickstarter’s funding model solicits short-form speculative fiction organized around neoliberal selfhood from its artists. With the assistance of Kickstarter’s networked platform, the MAI’s capital campaign reimagined private funding as public performance art, as dutiful civic engagement, and as reward for artists willing to narrate entrepreneurial optimism.
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Schnepf, J. D. "Collaborative Futures: Arts Funding and Speculative Fictions." Review of International American Studies 13, no. 2 (December 31, 2020): 145–57. http://dx.doi.org/10.31261/rias.9995.
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According to scholars of literary sociology, US arts institutions—from the federal government to the writers’ colony to the creative writing program—have been central to the shaping of US literature for the better part of a century. This paper offers a preliminary investigation of the global crowdfunding platform Kickstarter as an emerging arts institution. Drawing on Kim Stanley Robinson and Marina Abramović’s artistic collaboration as a case study, the paper argues that the appearance of the Marina Abramović Institute (MAI) in Robinson’s novel New York 2140 troubles the author’s stated generic commitments to “realist speculative fiction”—fiction that bases its vision of the future on the state of things in our present. In addition to furnishing uncertain conditions of production for the novel, Kickstarter’s funding model solicits short-form speculative fiction organized around neoliberal selfhood from its artists. With the assistance of Kickstarter’s networked platform, the MAI’s capital campaign reimagined private funding as public performance art, as dutiful civic engagement, and as reward for artists willing to narrate entrepreneurial optimism.
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Albuquerque França, Sara Regina. "Fazendo amor com Caio F.: um conto escrito a seis mãos?" Scriptorium 4, no. 1 (December 28, 2018): 43. http://dx.doi.org/10.15448/2526-8848.2018.1.31416.
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Este ensaio pretende fazer uma análise reflexiva sobre os bastidores e a trajetória de escrever o conto bolha opaca de sabão (a partir de trechos do conto Sem Ana, blues, do autor Caio Fernando Abreu), em atendimento à proposta de produção colaborativa literária, nos moldes sugeridos pelo grupo de estudos de escrita criativa, pertencentes ao projeto de pesquisa Cartografias narrativas em língua portuguesa: redes e enredos de subjetividade II, coordenado pelo Professor Doutor Paulo Kralik, na Pontifícia Universidade Católica do Rio Grande do Sul, em meados de junho de 2018. Questiona-se o modelo atributivo-tradicional que endurece os autores, em seus próprios processos individuais, quando desse tipo de produção. *** Making love to Caio F.: a six-handed short story? ***This essay intends to make a reflective analysis on the backstage and the trajectory of writing the bolha opaca de sabão (from excerpts from the short story Sem Ana, blues, by Caio Fernando Abreu), in response to the proposal of collaborative literary production, as suggested by the group of creative writing studies, belonging to the research project Narrative cartographies in Portuguese language: networks and entanglements of subjectivity II, coordinated by Professor Paulo Kralik, at the Pontifical Catholic University of Rio Grande do Sul, in June of 2018. It is questioned the attributive-traditional model that stiffens the authors, in their own individual processes, when this type of production happens.Keywords: collaborative literary production; Sem Ana, blues; Caio Fernando Abreu; creative process; intertextuality.
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Janssen, Daniël, and Joost Schilperoord. "Tekstplanning en Tekstproduktie." Schrijven in moedertaal en vreemde taal 40 (January 1, 1991): 80–91. http://dx.doi.org/10.1075/ttwia.40.08jan.
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In our article we describe the functions of so-called 'text plans1 in two different processes of text production: (1) dictating business letters and (2) writing governmental policy issue papers. Text plans are defined as: abstract, schematic representations of the text a writer/dictator wants to convey. We look upon dictating business letters and writing policy issue papers as two writing tasks. In our article we explore the differences between the two tasks in terms of the constraints the dictator and the policy writer should meet. Our research makes clear that dictators strive for first-time-final versions and that planning the text is a necessary requirement for effective dictating. While dictating, the dictator follows the exact line of his plan. Writing policy issue papers, however, is mainly a collaborative writing task. Policy issue papers are written in groups which strive for internal consensus about the issues (and the text) at stake. Text plans are uses by policy writers to divide tasks, to guarantee cohesion between the different contributions and as the first negotiation object.
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Mahmud, Abdullah Al, and Suparna Gupta. "A Collaborative Action Research on Teaching Writing to the Spanish Speaking Equatorial Guinea Students of an Efl Class at a Malaysian University College." Journal of Business and Social Review in Emerging Economies 5, no. 1 (June 30, 2019): 1–8. http://dx.doi.org/10.26710/jbsee.v5i1.545.
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Out of the four universal language skills, writing is the most reliable instrument for assessing one’s proficiency in a foreign language due to its challenge of production with a scope of reflection. So the writing samples of a learner can be a rich source of understanding their error patterns not only of performance but also of competence. The error patterns may be due to a first or second language interruption as well as the learners’ different worldviews, cultural/ethnic features and individual characteristics. However, the aim of this study is to look into the typical mistake patterns in Spanish speaking trilingual students’ English writing. It is based on the performance of a group of students from Equatorial Guinea with Spanish as their first or second language. Their essay samples in an English Communication course of a Malaysian university college are analysed and correlated with the consequent interviews with them. The paper identifies the respective weaknesses to be overhauled and strengths to be utilized in teaching writing to the Spanish speaking trilingual English language learners.
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Nwankwo, Ifeoma, and Monika Ardelt. "INTEREST GROUP SESSION—REMINISCENCE, LIFE STORY AND NARRATIVE: RESEARCH AND PRACTICE: WISDOM OF THE ELDERS: ART, MEDICINE, NARRATIVES, AND POETRY." Innovation in Aging 3, Supplement_1 (November 2019): S568—S569. http://dx.doi.org/10.1093/geroni/igz038.2102.
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Abstract The Wisdom of the Elders (WOE) is a series of autobiography production workshops conducted since 2012 through a collaboration among community, university, and municipal partners. Beginning in Murfreesboro, TN it has since been replicated in New Orleans, LA. The Wisdom of the Elders project has many elements, including life history interviews, creative writing workshops, and creative expressions that allowed elders to share their wisdom with younger generations. Our focus was to understand how personal characteristics and historical/environmental events interact to influence healthy aging. Later work extended to interviewing older hospitalized patients in order to gain insight into intergenerational themes. The interdisciplinary team has also used poetry and reflection to train healthcare professionals and caregivers to use active listening strategies to better understand how patients cope with life-changing illnesses, and how they incorporate the challenges of those illnesses into rich, fulfilling lives. WOE has been supported by the Mellon Foundation, the Meharry-Vanderbilt Community Engaged Research Core, and the Department of English, the College of Arts and Science Dean’s Office, and the Chancellor’s Higher Education Fellowship at Vanderbilt University. WOE has led to the formation of an interdisciplinary research and publication collaborative featuring distinguished clinicians, artists, and scholars from Creative Writing, Education, Geriatrics, Interprofessional Learning, Psychology, and Public Humanities.
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Monteiro, Carlos, and José Leal. "Managing experiments on cognitive processes in writing with HandSpy." Computer Science and Information Systems 10, no. 4 (2013): 1747–73. http://dx.doi.org/10.2298/csis121130061m.
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Experiments on cognitive processes require a detailed analysis of the contribution of many participants. In the case of cognitive processes in writing, these experiments require special software tools to collect gestures performed with a pen or a stylus, and recorded with special hardware. These tools produce different kinds of data files in binary and proprietary formats that need to be managed on a workstation file system for further processing with generic tools, such as spreadsheets and statistical analysis software. The lack of common formats and open repositories hinders the possibility of distributing the workload among researchers within the research group, of re-processing the collected data with software developed by other research groups, and of sharing results with the rest of the cognitive processes research community. This paper describes the development of HandSpy, a collaborative environment for managing experiments in the cognitive processes in writing. This environment was designed to cover all the stages of the experiment, from the definition of tasks to be performed by participants, to the synthesis of results. Collaboration in HandSpy is enabled by a rich web interface. To decouple the environment from existing hardware devices for collecting written production, namely digitizing tablets and smart pens, HandSpy is based on the InkML standard, an XML data format for representing digital ink. This design choice shaped many of the features in HandSpy, such as the use of an XML database for managing application data and the use of XML transformations. XML transformations convert between persistent data representations used for storage and transient data representations required by the widgets on the user interface. Despite being a system independent from a specific collecting device, for the system validation, a framework for data collection was created. This framework has also been highlighted in the paper due to the important role it took in a data collection process, of a scientific project to study the cognitive processes involved in writing.
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Olien, William C., Joe G. Harper, and Katherine Ashe. "Fruit Teaching Garden as a Collaborative Project between Horticulture and Agriculture Education." HortScience 30, no. 4 (July 1995): 902C—902. http://dx.doi.org/10.21273/hortsci.30.4.902c.
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A Teaching Fruit-Garden Project was developed as a joint project between two classes in Horticulture and Agricultural Education to develop a teaching resource for college classes, area kindergarten to 12th grade (K–12) schools, and members of the community who were interested in fruit and edible landscaping. Our teaching goal was to develop a sense of involvement in course subject matter among students. The project was based on coordination of team activity, writing across the curriculum, and hands-on learning. Final product in the horticulture course was a proposal consistent with low maintenance; sustainable production principles, including choice of fruit species and cultivars; management plan; and a preliminary site plan. Final products in agriculture education were self-contained teaching modules for K–12 school teachers, including sample lesson plans, projects, and teaching materials. Students liked combining efforts between the two classes. They also liked the idea that their efforts contributed to an on-going service to the community.
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Uslu, Ali, and Nilüfer Atman Uslu. "Improving Primary School Students’ Creative Writing and Social-Emotional Learning Skills through Collaborative Digital Storytelling." Acta Educationis Generalis 11, no. 2 (August 1, 2021): 1–18. http://dx.doi.org/10.2478/atd-2021-0009.
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Abstract Introduction: It is stated that digital storytelling (DST) involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving (Robin, 2006). In this process, it is seen that recent studies have started to focus on collaborative digital storytelling (CDST) to support students (Liu, Huang, & Xu, 2018; Nishioka, 2016; Perez, Martinez, & Pineiro, 2016; Perez, Martinez, & Pineiro, 2018; Rubino, Barberis, & Malnati, 2018). Building a digital story as an artefact with a group and examining its effect on creative writing skills can help gain insight into the potential of the CDST. Also, it can be stated that CDST has the potential to provide a suitable environment for social-emotional learning skills. In this regard, this study aims to examine the effect of collaborative digital storytelling on the creative writing and social-emotional learning skills of elementary school fourth grade students. Methods: In the study, a quasi-experimental design, was used, with pre-test and post-test control groups. A process in which the experimental group was assigned a collaborative digital story, and the control group the task of preparing a visual presentation was designed. 60 students attending the fourth grade of a primary school participated in the study. The control group consisted of 30 students (14 females and 16 males), and the experimental group was also 30 students (15 female and 15 male students). The research was carried out in the 2017-2018 academic year and the implementation process lasted 11 weeks. Writing activities of the students were scored with the Creative Writing Rubric developed by Öztürk (2007). The Creative Writing Rubric is composed of eight sub-dimensions: (a) originality of ideas, (b) fluency of thoughts, (c) flexibility of thoughts, (d) word richness (selection), (e) sentence structure, (f) organisation (introduction to writing, development and outcome), (g) writing style, (h) compliance with grammar rules. The Social-emotional Learning Skills Scale developed by Kabakçı and Owen (2010) was used to measure social-emotional learning skills. There are 40 items on a 4-point Likert scale which consists of four factors: problem solving, communication, increasing self-value and coping with stress. In the study, paired samples t-test and single factor ANCOVA analysis were used and effect size (η2) and Cohen’s d were calculated. Results: According to the t-test results for dependent groups, an increase between pre-test and post-test scores was found significant for creative writing in both the experimental (t(29)=8.623; p=0,000) and the control group (t(29)=5.259; p=0,000).When the calculated effect size values are examined, it is seen that there is a large effect size for the experimental group (Cohen’s d=0.88) and a medium (Cohen’s d=0.54) for the control group (Cohen, 1988). For social-emotional learning skills, a statistically significant difference was found between pre-test and post-test scores in both experimental (t(29)=2.518; p=0.018) and control groups (t(29)= 3.934; p=0.000). The effect size is small for both in the experimental (Cohen’s d=0.42) and control groups (Cohen’s d=0.42) for social-emotional learning. When pre-test scores were kept constant, a single factor covariance analysis (ANCOVA) was conducted to examine whether the collaborative digital story preparation process had a significant effect on the post-test scores of the groups. According to the ANCOVA results, there was a significant difference between the creative writing post-test scores of the groups, F(1, 57)=7.09, p<0.05. In other words, the experimental process had an impact on creative writing. It is seen that the effect size value is calculated as η2=0.111. According to the ANCOVA results, there was no significant difference between the social-emotional learning skills post-test scores of the groups, F(1, 57)=0.137, p> 0.05. Discussion: When the experimental and control groups were compared, it was concluded that the experimental process had a moderate effect in favour of the experimental group on the creative writing skill. When the related literature is examined, studies-support these results. Schmoelz (2018) stated that the specific stages of digital storytelling are very important for providing co-creativity, especially the story production stage enables the co-creative flow experience. According to Daigle (2008), digital storytelling requires writing skills and creativity. It can be used effectively where DST is considered as a means of developing narrative knowledge (Garcia & Rossiter, 2010). When the social-emotional learning skills were examined, it was seen that there was an improvement in both the experimental group and the control group when the implementation process was completed. However, it was concluded that the experimental process did not have a significant effect on social-emotional learning skills. This may be because the students in both groups performed a collaborative study. Future studies may focus on an in-depth understanding of the process by conducting a qualitative study within the context of CDST and social-emotional learning skills. As a result of this study, it can be concluded that CDST improved students’ creative writing skills and can be used in language lessons. Conclusions: In the study, it was observed by the researchers that CDST was more advantageous in terms of time and application. Future research may focus on comparing individual and collaborative digital storytelling. Other research may examine the effect of CDST on the attitudes of students towards collaborative work. This study was designed with a quantitative method, and research can be conducted in the future using a qualitative or mixed method that addresses students’ experiences, difficulties, teachers and parents’ views in the process.
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MASSEY, DREW. "Leonard Bernstein and the Harvard Student Union: In Search of Political Origins." Journal of the Society for American Music 3, no. 1 (January 15, 2009): 67–84. http://dx.doi.org/10.1017/s1752196309090051.
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AbstractIn spite of the publicity generated at times by the politics of the mature Leonard Bernstein, the roots of his entanglement with political causes have been little-explored. As part of a larger collaborative project investigating Bernstein's ties to Boston, this article traces his role in the Harvard Student Union's theatrical productions. These shows were important because they represented some of Bernstein's earliest efforts at writing and directing for the theater. Bernstein worked on two shows sponsored by the Union: the production of Marc Blitzstein'sCradle Will Rockin 1939, during Bernstein's senior year at Harvard, and that of Aristophanes' playPeacein 1941, two years after he graduated. Although the Harvard Student Union was a major progressive political force on campus, Bernstein's relationship with the group appears to have been surprisingly casual. Examination of archival materials surrounding the productions, as well as selected interviews from the larger collaborative Bernstein project of which this article is but one part, reveals Bernstein as a man who was primarily interested in the Harvard Student Union insofar as it was an organization amenable to supporting his musical activities. As the heat of Bernstein's celebrity cools with time, such findings are an important aid in avoiding drawing overly deterministic conclusions about the significance of Bernstein's affiliations while ignoring his own immediate aims, political or otherwise.
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Carden, Kailah R., Sabina E. Vaught, Arturo Muñoz, Vanessa Pinto, Cecilia Vaught, and Maya Zeigler. "A Critical Archival Pedagogy: The Lesbian Herstory Archives and a Course in Radical Lesbian Thought." Radical Teacher 105 (July 7, 2016): 23–32. http://dx.doi.org/10.5195/rt.2016.275.
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This paper is the story of a critical archival pedagogy that emerged through the undergraduate course Radical Lesbian Thought. As teachers and students, we dialogically co-constructed the praxis and content of the course throughout the semester. We employed archives throughout the course as theory, site, and pedagogy. In this paper we identify three archival frameworks: dialogue and difference, collaborative knowledge production, and archival methodology; and detail how they informed three course activities: reading and writing archival letters, visiting the Lesbian Herstory Archives, and completing final archival projects. We argue that archives provide theoretical and practical opportunities, in the tradition of critical pedagogy, to challenge and rearrange powered classroom structures and practices of thought.
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Ballena, Camilo, and Virginia Unamuno. "Challenge from the margins." AILA Review 30 (December 31, 2017): 120–43. http://dx.doi.org/10.1075/aila.00006.bal.
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This paper explores the production of new meanings linked to written practices in the Wichi language in the Impenetrable Chaqueño (Argentina). Through collaborative ethnography examining different collective experiences and points of view, we study changes in writing in connection with changes in the access, distribution and availability of written practices in the Wichi language, and particularly in connection with social processes that position the Wichi people as key agents. Voice and agency are considered in order to explain meaning-making of language practices that are central but at the same time peripheral, and which seem to challenge, from the margins, social relationships between languages and people that hitherto seemed to be immovable.
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Gold, Ann Grodzins, Bhoju Ram Gujar, Madhu Gujar, and Chinu Gujar. "Shared knowledges: Family, fusion, friction, fabric." Ethnography 15, no. 3 (August 20, 2014): 331–54. http://dx.doi.org/10.1177/1466138114533458.
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Ann Grodzins Gold, the senior author, has collaborated for over 30 years with Bhoju Ram Gujar, the first co-author, a village-born government civil servant. While Ann and Bhoju have previously published their thoughts on the joint production of ethnographic knowledge, their understandings continue to evolve and change over time. During Ann’s most recent fieldwork spell (2010–11) in the provincial town of Jahazpur, present home to Bhoju and his family, Bhoju’s daughters, Madhu and Chinu, also assisted in conducting interviews. In this article, the four of us reflect on our aims, methods, findings and relationships. We draw from our particular experiences of collaborative fieldwork to discuss forged familial bonds, moments of intellectual fusion, counterpoints of friction, and the resulting woven fabric of our writing.
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Coyle, Yvette, and Julio Roca de Larios. "EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK." Studies in Second Language Acquisition 36, no. 3 (November 7, 2013): 451–85. http://dx.doi.org/10.1017/s0272263113000612.
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This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts—on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition.
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Nevill, Alexander. "Cinematography and filmmaking research." Alphaville: Journal of Film and Screen Media, no. 17 (July 1, 2019): 188–96. http://dx.doi.org/10.33178/alpha.17.13.
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This paper offers an overview of a recent practice-led doctoral enquiry which examined lighting techniques used by cinematographers and more widely amongst practitioners working with moving imagery. This research was completed in the Digital Cultures Research Centre at UWE Bristol and funded by the AHRC 3d3 Centre for Doctoral Training. The paper specifically reflects on three strands of enquiry which existed in dialogue with one another, showing how the mutual interaction and reinforcement between scholarly activity, collaborative film production and independent creative experimentation were fundamental to the approach and direction of the research. Amongst a wider contribution, this doctoral research can be seen as methodologically innovative, providing a more detailed first-hand investigation into lighting processes than is currently available by using autoethnographic methods to capture practical knowledge that is deployed in situ during moving image production. The paper discusses this novel use of autoethnography within practice-research and also explains how the resulting evidence was incorporated in the thesis through a layered approach to writing.
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Karltun, Johan, Anette Karltun, Karin Havemose, Magnus Karlsson, and Sofia Kjellström. "Studying Resilient Action Strategies of First Line Managers." Social Science Protocols 4 (February 22, 2021): 1–15. http://dx.doi.org/10.7565/ssp.v4.5293.
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Background: One important key to an organization’s long-term competitiveness is the ability of first line managers (FLMs) to handle their role as a leader in daily work. FLMs main task is to contribute to a high and stable production output according to customer demands from an input that is characterized by instability and variability. To do so, FLMs must develop resilient action strategies – ways of working and daily problem solving that systematically facilitate to cope with instability. In this study protocol we present a methodological approach developed to evaluate and improve these.
Methods/Design: The research approach is collaborative and developmental and performed together with two companies. The approach integrates and extends the theory and application of a model on interactive research and a framework on activity analysis. It will be applied using data collection techniques like interviews, diaries, observations, document analysis, and questionnaires. The analysis and development stages will be performed both separate and in collaboration in workshops and the result is planned to end up in the joint writing of a generic handbook on advantageous action strategies for FLMs’.
Discussion: This study contributes with a new integration of two methodological approaches which provides a novel way to understand and develop dynamic on-the-job behaviour in work settings.
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Zhang, Hong. "Application of Production-Oriented Approach in College English Instruction in China: A Case Study." English Language Teaching 13, no. 10 (September 2, 2020): 14. http://dx.doi.org/10.5539/elt.v13n10p14.
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With effective learning as its core principle, Production-oriented Approach (POA) was developed to address the problems of English classroom instruction in China, such as text-centeredness, the separation of learning and using and “dumb English”. This study applied POA to college English classroom instruction in order to examine its effects on English learning and explore its implications for English instruction in the EFL context. Twenty-two second-year students majoring in Applied English in a Sino-US cooperative education program participated in the study. Data were collected through questionnaires distributed to the students at the end of each unit and the semester, and semi-structured interviews with fifteen participants to elicit information about students’ motivation, engagement, reflections upon their learning process, and perceptions on the POA class. A variety of assessment tools, including the Teacher-Student Collaborative Assessment approach, were applied to evaluate students’ performance and progress. The study revealed that POA played a positive role in stimulating students’ learning motivation and enhancing students’ communicative competence, especially in speaking and writing. However, the implementation of POA should also be adapted to learner’s variables and needs so that POA can realize its values and create successful results in practice.
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Krewinkel, Albert, and Robert Winkler. "Formatting Open Science: agilely creating multiple document formats for academic manuscripts with Pandoc Scholar." PeerJ Computer Science 3 (May 8, 2017): e112. http://dx.doi.org/10.7717/peerj-cs.112.
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The timely publication of scientific results is essential for dynamic advances in science. The ubiquitous availability of computers which are connected to a global network made the rapid and low-cost distribution of information through electronic channels possible. New concepts, such as Open Access publishing and preprint servers are currently changing the traditional print media business towards a community-driven peer production. However, the cost of scientific literature generation, which is either charged to readers, authors or sponsors, is still high. The main active participants in the authoring and evaluation of scientific manuscripts are volunteers, and the cost for online publishing infrastructure is close to negligible. A major time and cost factor is the formatting of manuscripts in the production stage. In this article we demonstrate the feasibility of writing scientific manuscripts in plain markdown (MD) text files, which can be easily converted into common publication formats, such as PDF, HTML or EPUB, using Pandoc. The simple syntax of Markdown assures the long-term readability of raw files and the development of software and workflows. We show the implementation of typical elements of scientific manuscripts—formulas, tables, code blocks and citations—and present tools for editing, collaborative writing and version control. We give an example on how to prepare a manuscript with distinct output formats, a DOCX file for submission to a journal, and a LATEX/PDF version for deposition as a PeerJ preprint. Further, we implemented new features for supporting ‘semantic web’ applications, such as the ‘journal article tag suite’—JATS, and the ‘citation typing ontology’—CiTO standard. Reducing the work spent on manuscript formatting translates directly to time and cost savings for writers, publishers, readers and sponsors. Therefore, the adoption of the MD format contributes to the agile production of open science literature. Pandoc Scholar is freely available fromhttps://github.com/pandoc-scholar.
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Glassman, Julia A., and Douglas M. Worsham. "Digital research notebook: a simple tool for reflective learning." Reference Services Review 45, no. 2 (June 12, 2017): 179–200. http://dx.doi.org/10.1108/rsr-10-2016-0063.
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Purpose This paper aims to outline the ongoing development, implementation and evaluation of a digital research notebook designed to support hybrid and online approaches to information literacy development in one-shot, course-integrated and full course instruction. Design/methodology/approach The paper describes the authors’ collaborative creation of the research notebook and its evolution from a collection of online modules to a student-centered online learning tool focused on supporting the reflective research and writing process. A small random sampling of notebooks was used for assessment of student learning and the notebook’s effectiveness. Findings Hybrid approaches to library instruction that leverage direct assessment of student work as well as opportunities for students to reflect on their research process facilitate both student learning and increased understanding for library staff of how students experience the research and writing process. Practical implications The development of instructional tools to extend the “one-shot” model can lead to a variety of instructional innovations and open up opportunities to explore and develop new approaches. Including opportunities for students to reflect and provide feedback on their experience of the research and writing process offers important insights often missed by purely quantitative assessment methods. Social implications Use of the research notebook opened up more time during face to face instruction time for deeper learning, critical information literacy and discussions of social justice issues related to information production and access. Originality/value The paper presents an innovative, adaptable and scalable approach to addressing common challenges faced by information literacy instruction programs.
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Barness, Jessica, and Vince Giles. "Like a Letter, You." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 5, no. 1 (December 27, 2017): 85–86. http://dx.doi.org/10.14195/2182-8830_5-1_15.
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Like a Letter, You is a collaborative investigation focused on the concept of ‘conversation as an object’. Originally recorded as part of a larger self-produced project titled hEar Pixels, this track manifests as an experimental soundbased reconfiguration of an original essay about handwritten correspondence: How might an analog essay be performed as a digital assemblage of sound? In what ways are the methods of a DJ tied to speech, literature, and dialog? The track is composed using a cut-and-paste process of ‘utterances’, which may be described as units of speech distinct from language that may be oral or written and are inevitably completed by a response[1] which inevitably forms a dialog. Further, these speech units may manifest through gestures associated with digital tools as a form of cultural production[2]. Like a Letter, You includes a reading of the essay aloud, snippets of informal spoken conversations between the authors, and musical bits generated with a touch-based audio mixing platform. In effect, Like a Letter, You embodies the concepts of writing, dialog, and gesture within the genre of sound literature, and it also speaks to the unpredictable nature of collaboration and human interaction.
[1] BAKHTIN, Mikhail (1986). Speech Genres and Other Late Essays. Austin: University of Texas Press.[2] NOLAND, Carrie (2009). Agency and Embodiment: Performing Gestures/Producing Culture. Cambridge, MA: Harvard University Press.
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Joyce, Kelly Ann, Kendall Darfler, Dalton George, Jason Ludwig, and Kristene Unsworth. "Engaging STEM Ethics Education." Engaging Science, Technology, and Society 4 (March 1, 2018): 1. http://dx.doi.org/10.17351/ests2018.221.
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The automation of knowledge via algorithms, code and big data has brought new ethical concerns that computer scientists and engineers are not yet trained to identify or mediate. We present our experience of using original research to develop scenarios to explore how STS scholars can produce materials that facilitate ethics education in computer science, data science, and software engineering. STS scholars are uniquely trained to investigate the societal context of science and technology as well as the meaning STEM researchers attach to their day-to-day work practices. In this project, we use a collaborative, co-constitutive method of doing ethics education that focuses on building an ethical framework based on empirical practices, highlighting two issues in particular: data validity and the relations between data and inequalities. Through data-grounded scenario writing, we demonstrate how STS scholars and other social scientists can apply their expertise to the production of educational materials to spark broad ranging discussions that explore the connections between values, ethics, STEM, politics, and social contexts.
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SANTOS, KEILA MENDES, and Cleide Jane de Sa Araújo Costa. "TECNOLOGIAS DIGITAIS E ENSINO DE INGLÊS: uma proposta de escrita colaborativa e produção de vídeo." Revista Observatório 5, no. 6 (October 1, 2019): 547–77. http://dx.doi.org/10.20873/uft.2447-4266.2019v5n6p547.
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Este estudo tem por objetivo analisar as contribuições da utilização das TDIC no processo de desenvolvimento das habilidades de speaking e writting em aprendizes de inglês, partindo da proposta de produção de um vídeo e da escrita colaborativa de um e-book. Trata-se de uma pesquisa qualitativa, configurada como estudo de caso, que teve como participantes 6 licenciandos em língua inglesa (LI). Os dados foram coletados por meio de questionários e foi realizado ao longo do Componente Curricular Língua Inglesa Avançada I. Os resultados alcançados permitiram perceber que as TDIC auxiliaram eficazmente na aprendizagem dos discentes, estimulando a percepção dos próprios erros e incitando a autonomia, levando os participantes a revisarem aspectos linguísticos fundamentais para suas produções.
PALAVRAS-CHAVE: Tecnologias; Língua inglesa; Aprendizagem.
ABSTRACT
This study aims to analyze the contributions of the use of ICDT in the developing process of speaking and writing skills with English learners, starting from the proposal of a video production and the collaborative writing of an e-book. It is a qualitative research, configured as a case study, which had as participants 6 English-language students (EL). The data were collected through questionnaires and was conducted during the Subject Advanced English Language I. The results obtained allowed to realize that the ICDT helped effectively in the students’ learning, stimulating the perception of their own errors and inciting the autonomy, taking the participants to review linguistic aspects that were fundamental to their productions.
KEYWORDS: Technologies; English language; Learning.
RESUMEN
Este estudio tiene por objetivo analizar las contribuciones de la utilización de las TDIC en el proceso de desarrollo de las habilidades de hablar y escribir en aprendices de inglés, partiendo de la propuesta de producción de un vídeo y de la escritura colaborativa de un ebook. Se trata de una investigación cualitativa, configurada como estudio de caso, que tuvo como participantes 6 licenciandos en lengua inglesa (LI). Los datos fueron recolectados por medio de cuestionarios y fue realizado a lo largo del Componente Curricular de la Lengua Inglesa Avanzada I. Los resultados alcanzados permitieron percibir que las TDIC ayudaron eficazmente en el aprendizaje de los discentes, estimulando la percepción de los propios errores e incitando la autonomía, llevando a los participantes a revisar aspectos lingüísticos fundamentales para sus producciones.
PALABRAS CLAVE: Tecnologías; Idioma Inglés; Aprendizaje.
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Rasmussen, Eric Dean. "Narrative and Affect in William Gillespie'sKeyhole FactoryandMorpheus: Biblionaut, or, Post-Digital Fiction for the Programming Era." CounterText 2, no. 2 (August 2016): 140–71. http://dx.doi.org/10.3366/count.2016.0050.
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Programmable computation is radically transforming the contemporary media ecology. What is literature's future in this emergent Programming Era? What happens to reading when the affective, performative power of executable code begins to provide the predominant model for creative language use? Critics have raised concerns about models of affective communication and the challenges a-semantic affects present to interpretive practices. In response, this essay explores links between electronic literature, affect theory, and materialist aesthetics in two works by experimental writer and publisher William Gillespie. Focusing on the post-digital novel Keyhole Factory and the electronic speculative fiction Morpheus: Bilblionaut, it proposes that: first, tracing tropes of code as affective transmissions allows for more robust readings of technomodernist texts and, second, examining non-linguistic affect and its articulation within constraint-based narrative forms suggests possibilities for developing an affective hermeneutics. My project was prompted by calls for more in-depth critical interpretations of works of electronic literature; an appreciation of how Gillespie problematises tropes of proximity and distance used to characterise modes of critical reading; and a desire to explain Gillespie's commitment to both conceptual, constraint-based writing practices (facilitated by computational media) and the intentional production of meaningful narrative affect. Ultimately, my analyses showcase Gillespie's countertextual achievement: assembling a network of texts, both electronic and analogue, that functions as a literary ecosystem resistant to the instrumentalism of the neoliberal publishing industry. Gillespie's Spineless Books provides an exemplary model of and working platform for collaborative, conceptual, and countertextual literary writing across media.
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Dhavan, Purnima. "Networks and fault lines in eighteenth-century Deccani literary communities: Lachmī Narāyan ‘Shafīq’ and his circle." Indian Economic & Social History Review 57, no. 4 (October 2020): 461–80. http://dx.doi.org/10.1177/0019464620948702.
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By the end of the eighteenth century, emerging states in South Asia drew on successive waves of migration to staff their institutions. Scholars, poets and bureaucrats in these new states were entrusted with the crafting and maintenance of new bureaucratic systems and cultural spaces. The attempts to create shared bonds in these new spaces, however, also created tensions between those who were recent arrivals in these communities and those whose families had settled there earlier. In the fiercely competitive world of late Mughal literary culture, the task of uniting these groups by creating new networks was complicated by divergent goals. I examine how the writing and dissemination of new histories, memoirs and literary works with a literary network connected with one author, Lachmī Narāyan ‘Shafīq,’ built a shared history in the eighteenth-century Deccan, but also created moments of acute conflict and dissent through its literary production. The competing needs for individual self-presentation and success in the competitive climate of the period undercut the desire to forge collaborative networks. The conflicting record of these collaborations and fault lines in the archival records of this period invite us to revisit the ways in which both collective and individual identities were forged in this period.
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Fox, Joanna. "Experiences of user involvement in mental health research: exploring reflections from a service user researcher using auto-ethnography." Mental Health Review Journal 25, no. 3 (September 4, 2020): 281–94. http://dx.doi.org/10.1108/mhrj-11-2019-0040.
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Purpose User involvement in research is entering the mainstream of traditional mental health research. In practice, there are diverse ways in which the process of involvement is experienced by mental health service user researchers. This paper aims to explore two diverse experiences of involvement by the researcher. Design/methodology/approach Auto-ethnography is the research methodology used in this study; it combines a process of reflective writing and critical analysis which enables the author to explore experiences of being both a service user and academic researcher. Two accounts of the author’s involvement in mental health research are presented: one which builds on a consultation model and the other based on co-production principles. Findings Experiences of power-sharing and collaborative decision-making, alongside disempowerment, are discussed, leading to exploration of the theoretical and practical processes for promoting participation of users in research. Research limitations/implications The research is limited because it is undertaken by one individual in a local setting, and is therefore is not generalisable; however, it provides useful insights into the diverse processes of involvement that many service users experience. Practical implications Recommendations are presented to support the involvement of service users in research, with final remarks offered considering the possible future implementation of this still emerging tradition. Originality/value This paper reflects on the experiences of one service user academic involved in research and highlights diverse experiences of both empowering and disempowering involvement, providing recommendations for best practice.
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Hidalgo, María Ángeles, and Amparo Lázaro-Ibarrola. "Task repetition and collaborative writing by EFL children: Beyond CAF measures." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 501–22. http://dx.doi.org/10.14746/ssllt.2020.10.3.5.
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Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners’ compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students’ productions and discuss the positive effects of collaborative writing in the context of TR with YLs.
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Wolfram, Barbara, Christina Wintersteiger, Elena Meilicke, Nina Kusturica, and Claudia Walkensteiner-Preschl. "Confronting Realities – First Steps Working on Cinematic Autosociobiographies." International Journal of Film and Media Arts 5, no. 2 (November 13, 2020): 100–123. http://dx.doi.org/10.24140/ijfma.v5.n2.06.
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This paper provides a case study of the artistic research project Confronting Realities – First Steps. Working on Cinematic Autosociobiographies conducted at the Film Academy Vienna/ mdw – University of Music and Performing Arts Vienna, Austria as well as a reflection on the relationship between its research approaches, theory and criticism. Drawing from literary autosociobiographies of Ernaux (Les Années, 2008) and Éribon (Retour à Reims, 2009), the aim was to explore, describe and produce cinematic autosociobiographies - autobiographies in regard to and contextualized within the frame of social class and larger historical developments. Over the course of 10 months a multi-level project was designed and conducted to explore the format of cinematic autosociobiographies within the course “Research Project II” of MA and BA Students for Directing, Script Writing as well as Film and Media Studies. A group of 8 external performers from various backgrounds joined the project. The project was designed on four levels: Level (1) of Autosociobiographical Exploration that created three exploration groups with varying composition – 14 artist researchers/ film and acting students from Europe, refugee artists from Iran and Syria - to explore, make accessible and contextualize one’s sociobiography. Level (2) of Cinematic Forms and Techniques intended to develop narratives, cinematic techniques and formats of cinematic autosociobiographies - 2 short films were produced in that context that show the diversity of cinematic form and content on the levels of visuals, framing, audio, editing as well as in the narrative and the narrative development. Level (3) of Interdisciplinary and Theoretical Contextualization intended to build a strong interconnection between artistic, theoretical and interdisciplinary research about social class, cinematic forms and collaborative strategies of film production. Level (4) of Reflection and Evaluation intended to create a reflective framework, especially focusing on the collaborative aspect of filmmaking, ethical aspects of working with autosociobiographies and of researching/ creating in an intimate way in an academic environment. Cinematic autosociobiographies have shown to provide unique artistic research approaches and tools to convey collective movements, to find relations between different realities as well as creating ways of making them accessible. Further research is still needed and planned.
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Sarkam, Saida Farhanah, Siti Khadijah Mohd Ghanie, Nur Sa’adah Muhamad, and Khairul Akmaliah Adham. "Yeayyy.com: venturing into mobile app business." Emerald Emerging Markets Case Studies 25, no. 6 (August 16, 2016): 1–28. http://dx.doi.org/10.1108/eemcs-12-2014-0287.
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Subject area “Starting up a new company” and “development of technology-based venture”. Study level/applicability The target audiences for this study are advanced business or non-business undergraduate students and MBA students taking courses of entrepreneurship, management of innovation and organization theory and design. Case overview Yeayyy.com was a private limited company based in Bandar Baru Bangi, Selangor, a township located about 30 km south of Kuala Lumpur. It was founded by Mr Hazmin in early 2010 with a seed funding of RM150,000 (about US$50,000). By the end of 2014, its core businesses include developing mobile application (app), software and website, as well as conducting information technology (IT) training. The company had developed its own animation cartoon, Oolat Oolit, and had commercialized several mobile app inventions. These mobile apps include a Jawi (traditional Malay writing system) app, mobile games and Facebook apps which were compatible with most mobile operating systems. Since its inception, Yeayyy.com had aspired to follow the footsteps of the internationally acclaimed Malaysian home-grown animation production house, Les’ Copaque, which had produced the popular Upin Ipin series. Similar to Les’ Copaque, Yeayyy.com also planned to commercialize its in-house characters into TV series and to market related merchandises, along with its collaborative partner, CikuTree Studio. However, by the end of 2014, the company’s seed funding had depleted, thus forcing Mr Hazmin to strategize for the company’s future. Expected learning outcomes Understanding the process of entrepreneurship and technology-based venture development enables case analysts to apply the concepts in many situations involving business opportunities and company development. Subject code CSS:3 Entrepreneurship.
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Mello, Layssa Gabriela Almeida e. Silva. "READING AND WRITING POEMS IN ENGLISH: COLLABORATIVE PRACTICES AT A BRAZILIAN PUBLIC SCHOOL." Trabalhos em Linguística Aplicada 58, no. 3 (September 2019): 1331–52. http://dx.doi.org/10.1590/010318135697715832019.
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ABSTRACT This study, presenting an experience with eighth-grade students at a Brazilian public school, in Goiânia, Goiás, shows students’ ability to collaboratively read and write poems in English. A poem was selected from the Indian-born, Canadian poet Rupi Kaur’s book The sun and her flowers (KAUR, 2017) to discuss and reflect on themes such as love and loss. Firstly, a theoretical reference on the importance of literary texts for English language teaching and the role of collaboration is presented to provide a theoretical basis for this pedagogical practice. The pre-reading, while-reading and post-reading activities are then described and the students’ written productions, based on Rupi Kaur’s poem, are also presented. Through these activities, students enhanced their lexical knowledge of the English language and their creativity, and also interacted with their colleagues to reflect on current issues.
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Soraya, Tengku Ratna, Nurilam Harianja, and Hesti Fibriasari. "Teaching Material Development of Macromedia Flash 8.0-Based Production Écrite Pre Avancée." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (February 21, 2020): 447–53. http://dx.doi.org/10.33258/birle.v3i1.839.
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Production Écrite Pre Avancée course is a course that aims to develop skills in working together and collaborating, adapting, being responsible, analyzing information and data, thinking critically and solving problems, creativity, communicating through writing, and using information and communication technology in learning activities on French writing at advanced level to achieve the students’ ability on writing complex French sentences that refer to the European standard curriculum (Cadre Européen Commun de Référence Pour Les Langues (CECRL) on Niveau B1 DELF. Teaching material development of Macromedia Flash 8.0-based Production Écrite Pre Avancée has a purpose for students to improve the writing ability on French text B1 level. This research makes teaching materials by using macromedia flash 8.0 software in Production Écrite Pre Avancée course. The research method used is Research and Development. The research is held at the French Language Study Program at FBS UNIMED by developing lecture teaching materials, to find out that these teaching materials can improve writing skills by French students Unimed.
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Scott, Joan W. "Writing Women, Work, and Family: The Tilly-Scott Collaboration." Social Science History 38, no. 1-2 (2014): 113–20. http://dx.doi.org/10.1017/ssh.2015.11.
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Between 1973 and 1977, Louise Tilly and Joan Scott wrote two articles and a book on the history of women that became a standard in the history of women, work, and the development of industrial capitalism. The authors occasionally met to work together, and they spoke on the phone, but mostly, the collaboration was based on their exchange of hundreds of letters. Based largely on the letters that Tilly wrote to her, Scott's reminiscence looks at the way that Louise combined her scholarly work with raising a family, and how she advanced the production of knowledge about women's history through her efforts to put more women and women's history on the program of major history conferences. Finally, the author details how their efforts to critique prevailing assumptions that the history of women's work was an expression of advancing individualist values, made possible by the expansion of the industrial city, resulted in the publication of Women, Work, and Family.