"My experience has been great. At first I really did not want to come to this camp because I hate writing, but these 2 weeks have overall been the greatest 2 weeks of camp. I am proud of me writing a full book about my interest . I am also proud of myself for learning how to work new things and meeting new people." - 6th grader
Creating digital authors
by Melody Zoch, Brooke Langston De-Mott, Melissa Adams-Budde
AbstractElementary students find themselves engaged and learning at a digital writing camp. The authors find that such elementary students usually have limited access to technology at home and school, and posit that teachers should do all they can to give them more access to and experience in digital composing. Students were motivated and learned to use technology through experimentation and collaboration, the authors said, adding that technology had a positive effect on the students’ writing process and final products.
by Melody Zoch, Brooke Langston De-Mott, Melissa Adams-Budde
AbstractElementary students find themselves engaged and learning at a digital writing camp. The authors find that such elementary students usually have limited access to technology at home and school, and posit that teachers should do all they can to give them more access to and experience in digital composing. Students were motivated and learned to use technology through experimentation and collaboration, the authors said, adding that technology had a positive effect on the students’ writing process and final products.
Organizing a Young Writers' Camp Dedicated to 21st Century Literacies
by Amy Vetter, Mark Meacham, and Tresha Layne
For the past three years, the University of North Carolina Greensboro has hosted a two-week Young Writers’ Camp for students in grades 3-12. After the first year, the committee decided to dedicate the two-week camp to 21st Century Literacies. In other words, we wanted to create a space for young writers to collaborate with other writers, read and produce multimedia texts, and share information with other young writers across the globe. The purpose of this blog is to write about how teacher educators, doctoral students, and public school educators’ worked together to set up a camp dedicated to writing in the 21st century. Two blogs will follow that describe how the camp actually worked and what we learned from the process.
by Amy Vetter, Mark Meacham, and Tresha Layne
For the past three years, the University of North Carolina Greensboro has hosted a two-week Young Writers’ Camp for students in grades 3-12. After the first year, the committee decided to dedicate the two-week camp to 21st Century Literacies. In other words, we wanted to create a space for young writers to collaborate with other writers, read and produce multimedia texts, and share information with other young writers across the globe. The purpose of this blog is to write about how teacher educators, doctoral students, and public school educators’ worked together to set up a camp dedicated to writing in the 21st century. Two blogs will follow that describe how the camp actually worked and what we learned from the process.
Differentiating Digital Writing Instruction
by Nicole Martin and Claire Lambert
U.S. adolescents’ prior technology experiences and exposure to digital genres vary, but they will often write digital texts as they enter college and adulthood. We explored middle school students’ digital writing instructional experience in the context of a university-based summer digital writing camp. The sixth- through eighth-grade adolescents fell into three profile groups: digital passengers, digital navigators, and digital drivers. Each group displayed distinct patterns of prior technology experiences and exposure to digital genres, digital writing processes, and instructional needs. Their digital writing instructional experience suggests that prior technology experiences and exposure to digital genres influence the ways adolescents envision and enact digital writing. In the middle school classroom, teachers may need to address a range of instructional needs during digital writing instruction.
by Nicole Martin and Claire Lambert
U.S. adolescents’ prior technology experiences and exposure to digital genres vary, but they will often write digital texts as they enter college and adulthood. We explored middle school students’ digital writing instructional experience in the context of a university-based summer digital writing camp. The sixth- through eighth-grade adolescents fell into three profile groups: digital passengers, digital navigators, and digital drivers. Each group displayed distinct patterns of prior technology experiences and exposure to digital genres, digital writing processes, and instructional needs. Their digital writing instructional experience suggests that prior technology experiences and exposure to digital genres influence the ways adolescents envision and enact digital writing. In the middle school classroom, teachers may need to address a range of instructional needs during digital writing instruction.
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