“We gotta put our name on it”: Second and third grade writers’ negotiations of authorship and ownership

Raskauskas, Jennifer Ann

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https://hdl.handle.net/2142/99455 Copy

Description

Title

“We gotta put our name on it”: Second and third grade writers’ negotiations of authorship and ownership

Author(s)

Raskauskas, Jennifer Ann

Issue Date

2017-08-25

Director of Research (if dissertation) or Advisor (if thesis)

Dyson, Anne H.

Doctoral Committee Chair(s)

Dyson, Anne H.

Committee Member(s)

• Prendergast , Cathy
• Smith, Patrick
• Lo, Adrienne

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Ownership
• Participation modes
• Participation structures
• Elementary writing
• Collaborative writing

Abstract

Using a sociocultural frame to view the composing process as contextualized social practices, this qualitative study focused on children’s and teachers’ conceptions and negotiations of authorship and ownership. Drawing on data from four months of classroom observations, as well as semi-structured interviews, I examined the collaborative composing processes (i.e. writing, talking, and drawing) of second grade students, the ways in which they adapted and transformed these practices as third graders, and their changing conceptions and negotiations of issues of authorship and ownership. Through thematic and discourse analysis, this close examination of two classrooms in two different grades in the same school revealed a) there are many different ways to co-author a text and all co-authors might not contribute in the same way or in the same amount to a text, b) teachers' ideologies about writing shape the participation structures, modes of participation, and roles available to children in their classroom, and c) participation structures and modes of participation shape and are shaped by children’s relationships with each other, their perceived identities, and their ideas about textual ownership. These findings have implications for thinking about collaborative writing practices, particularly that “collaboration” is not an accurate term to describe all the different ways, and the myriad roles, in which children engage when they work together to co-author a text. When students set their own rules and expectations for collaboration, they demonstrate that writing is a social practice by choosing to write with their friends about topics that are important to them.

Graduation Semester

2017-12

Type of Resource

text

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http://hdl.handle.net/2142/99455

Copyright and License Information

Copyright 2017 Jennifer Raskauskas

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