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Differentiating Digital Writing Instruction
Author(s) -
Martin Nicole M.,
Lambert Claire
Publication year - 2015
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.435
Subject(s) - context (archaeology) , mathematics education , educational technology , psychology , multimedia , pedagogy , computer science , history , archaeology
Abstract 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.