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Current research aims to investigate whether it would be possible to identify all information security policy (ISP) writing styles and how these would influence ISP compliance. Almost all businesses use ISPs to establish boundaries and require secure behaviour from their employees. Unfortunately, professional surveys and academic research demonstrate a high level of non-compliance with the ISP. While the justification for the employee’s behaviour has been discussed, very few research papers have investigated whether the ISP writing style impacted the intent to comply with ISP. The research methodology incorporates content analysis and a quantitative descriptive review of published papers on ISP and non-IS policy compliance. The theoretical research allowed the identification of five major ISP writing styles: belonging, deterrence, goal, motivation, and specialist, as well as writing style influencers such as timeliness and readability. To achieve a higher level of compliance with the ISP, it was suggested that the writing styles of belonging, goal, and motivation be used primarily. Deterrence is generally discouraged. The study enabled us to determine when ISP writing styles were mentioned and the type of influence on the intent to comply with ISP. It also allowed for comparison and possible differences in ISPs versus standard workplace policies. There are proposals on which writing styles to put forward, along with recommendations on creating an ISP.

Based on equity theory, this paper investigates if guests write on different review websites because of different internal motivations. Furthermore, it examines the moderating effect of service’ exceeds, neutral, negative, and service recovery–on the relationship between motivations and type of website to write reviews.

To exam if the star ratings of the same hotels were significantly different across hotel, online travel agency, and third-party review websites, this study collected 12,000 star ratings from 40 hotels across the US and conducted t-tests. A survey of 1,600 US travelers was administered to uncover the motivations for writing on different websites/website combinations. Four different scenarios were used to test the moderating effect of service: exceeds, neutral, negative, and service-recovery. These responses were analyzed using backwards stepwise regression.

Star ratings for the same hotel do differ among the three websites; hotel is the highest and third-party is the lowest. There are seven distinct groups of guests. Guests are motivated to write reviews to balance inequitable relationships. They decide which website/website combination best improves the equity relationship. This research indicates that guests’ choice of website is based on different internal motivations. The moderating effect of the service experience was significant.

This paper contributes to the literature by examining different motivations to write online reviews by website. Prior research typically examined one website or aggregated results from multiple websites, ignoring website specific differences. This can help hoteliers to understand why initiatives to promote reviews on certain websites may be unsuccessful.

The purpose of this paper is to explore the use of the prototype of a mobile application for the enhancement of children's motivation for writing. The results are explored from students' and experts' perspectives.

This study is based on a field trial and expert evaluations of a prototype of a mobile application. The field trial data consists of questionnaire data collected from elementary school students (n=25) who used the mobile prototype. The expert evaluations (n=8) of the prototype were conducted based on usability and pedagogical heuristics. The main research question is how the mobile application motivates children to learn creative writing.

The findings suggest that the use of a mobile application can have potential in supporting children's creative writing skills and their motivation to complete writing tasks.

Due to a limited sample of students (only one class), and the mobile application of Ruff being only a prototype, the results cannot be directly generalized. In the future, longer and more comprehensive field trial periods with a larger sample group should be conducted.

These findings are valuable for teachers and researchers. This research points out both students' and experts' opinions of the prototype of a mobile application, Ruff, and its potential to motivate children to learn creative writing.

To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.

The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.

Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.

A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.

“Prosumers” (combining “producer” and “consumers”) describes consumers’ ability to openly share their product/service experiences and thereby drive sales and digital marketing. Understanding what motivates active prosumers to engage in electronic word-of-mouth (eWOM) and share or review their hotel experiences online can help organizations empathize with consumers and use their messages to co-create value. Identifying prosumers’ motivators can enable companies to properly target them as resources for review or consumer feedback studies. This paper aims to investigate the influence of motivators (intrinsic and extrinsic), service quality and age on consumers’ eWOM communication behaviors.

A panel of 204 travelers was surveyed regarding their hotel travel experiences, propensity to write online reviews, preferred review-writing platform, motivations for writing reviews and impressions of service quality. To test the hypotheses, a multivariate regression analysis was performed with eWOM as the dependent variable. Differences in eWOM as a function of preferred review platform were also tested using ANOVA, with a multiple comparison analysis that underlines the differences between prosumers who prefer different types of review platforms and their eWOM behaviors.

Both intrinsic and extrinsic motivators, as well as service reliability, had a significant influence on eWOM behavior, while service tangibility had a negative relationship. Additionally, prosumers’ engagement in eWOM about their hospitality experience differed according to their preferred review platform.

The findings of the analysis underline the importance of consumer motivations and of satisfaction with service quality in the context of digital review behavior. For marketing and hospitality research, this shows the benefits of including not only individual characteristics and demographics when analyzing review behavior but also elements such as perceptions of service quality. Given the differences in how the dimensions of service quality affect consumers’ engagement in online review behavior, this represents a very important topic for research and can be included in future studies that analyze the consumer review behavior model.

Regarding the implications for practitioners, this study highlights the important role played by consumer satisfaction with service in the hospitality industry and its effect on their involvement in online reviews. Managers should be focused constantly on offering great service to their guests, while, at the same time, offering them motivations to engage in posting positive reviews about their vacation. Moreover, as the results of this study imply that various dimensions of service quality have a different impact, managers should focus especially on the aspects that consumers consider important and constantly include in their reviews, such as the tangibles dimension. The results of this study also have the potential to provide to businesses more information to improve the social aspects of vacationing, which can not only improve perceptions about service quality but can also have a positive influence on consumers’ motivations.

This paper develops a better understanding of what motivates people to engage in the eWOM communication behavior of writing online hotel reviews, by showing the effect of consumer motivations and service quality variables on prosumers’ engagement in online review behavior.

Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer's (2006) chapter on classrooms as contexts for motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers. Similarly, the inclusion of a chapter (Walker, in press-b) on the sociocultural approach to motivation in the 3rd edition of the International Encyclopedia of Education indicates that this approach has achieved some recognition.

This paper aims to investigate elementary students’ writing experiences using a digital writing application and compares the results to the findings and recommendations of a national survey on instructional practices in writing.

Mixed methods were used to assess the quantity and quality of P-5 public school students’ writing over time. Teacher, librarian and student perceptions and experiences were examined and compared to the results and recommendations from a national survey on writing.

This paper provides empirical insights into the use of a digital writing application in writing instruction. Findings showed the use of a digital writing application: significantly increased the quantity and improved the quality of student writing; excited and motivated students to write; extended the learning day so more time was spent on writing; and supported students of special populations. Comparison to the recommendations of the national survey showed five of seven recommendations were not met in this study.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct further investigations.

The paper includes implications for writing instruction using digital applications for teachers, librarians and educators in pre-service teacher and school librarian preparation programs.

Considering limited growth in national writing scores and the transition to online writing assessments by 2019, this paper addresses the need to integrate technology into writing instruction and offers practical strategies for doing so.

In a qualitative study, 50 pre-service teachers were partnered with 50 elementary students to write each other in dialogue journals responding to texts on public issues. Based upon our analysis of the journals, written reflections from pre-service teachers, and interviews with the elementary teachers in the project, three findings emerged: student motivation for reading and writing increased, both types of students gained perspective consciousness, and elementary teachers found meaningful ways to integrate social studies with language arts. These findings suggest multiple avenues for future research surrounding dialogue journals, student engagement with public issues texts, and teacher education.

Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this chapter provides timely information about how to teach writing products and processes in the 21st century.

Through a historical examination of writing instruction, this chapter provides a contextual lens for how writing has not always been a priority in the field of literacy; how writing and reading are interconnected; and how differing theories aim to explain writing development.

Writing has taken on a balanced approach between writing for product and writing as a practice. Teacher pedagogy has been heavily influenced by the advent of high-stakes assessments. Other factors such as maintaining motivation and engagement for writing affect student performance. Writing and reading benefit from an integrated instructional approach.

Elements of writing instruction are deconstructed to provide information for teachers to support students’ confidence in their writing abilities, build their identity as writers, and promote individualization and creativity to flourish through independence.

To investigate sixth-grade students with learning disabilities and their use of Google Docs to facilitate peer revision for informational writing.

A qualitative case study is used to examine how students used Google Docs to support peer revision. Constant comparative analysis with a separate deductive revision and overall writing quality analysis was used.

The findings indicate that students used key features in Google Docs to foster collaboration during revision, they made improvements in overall writing quality, their revisions focused on adding informational elements to support organization of their writing and revisions were mostly made at the sentence level, and students were engaged while using the technology.

We postulate that the use of peer revision coupled with Google Docs technology can be a powerful tool for improving student writing quality and for changing the role of the writing teacher during revision. The use of peer revision should be accompanied with strong explicit instruction using the gradual release of responsibility model so that peer tutors are well-trained. Writing teachers can use Google Docs to monitor and assess writing and peer collaboration and then use this knowledge to guide whole and small-group instruction or individual conferences.