From Research to Practice: Writing, Technology, and English Teacher Education

Abstract

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

Citation

Curwood, J.S., Lammers, J.C. and Magnifico, A.M. (2017), "From Research to Practice: Writing, Technology, and English Teacher Education", Innovations in English Language Arts Teacher Education (Advances in Research on Teaching, Vol. 27), Emerald Group Publishing Limited, Leeds, pp. 121-141. https://doi.org/10.1108/S1479-368720170000027007