Writing-to-learn

Definition

• Writing-to-learn refers to a family of instructional design models that postulate positif effects of pedagogical scenarios that engage learners in writing activities.

• Writing-to-learn is also known as the writing across the curriculum movement (WAC) movement, in particular in science teaching. According to Keys, WAC was inspired by Britton's (1970) work.

Overview

Research reveals that one learns both from and with interactive technology. Writing-to-learn focuses on the use of ICT as social expressive digital media. In this cognitive tools approach, interactive expressive tools are given directly to learners to use for expressing what they experience and know to themselves and also to others.

(1) "Writing-to-learn" has a long research tradition that initially focused mostly on the effects of individual writing and related cognitive issues. Klein's (1999) detailed research review identifies four major research lines and associated main hypothesis:

1. The "point of utterance" hypothesis: writers spontaneously generate knowledge when they write (Galbraith, 1999).
2. The "forward hypothesis": writers externalize ideas in text, and then reread them to generate new inferences.
3. The "genre hypothesis": writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984).
4. The "backward hypothesis": writers set rhetorical goals, and then solve content problems to achieve these goals (Flower & Hayes, 1994).

These four hypotheses invoke different aspects of writing and are in principle compatible with regard to the learner's competence matrix. According to Klein (1999:252) there are plenty of supportive studies, but only the genre hypothesis has been systematically tested against measures of writers' learning, and shown to have generally positive effects. See also the debate on genres

(2) More recent research mainly conducted in the CSCL (computer-supported collaborative work) community focused on collaborative learning mechanisms, its impact on individual learning and development of tools that enhance collaborative and social learning. Learners can be co- located, e.g. in computer-integrated classrooms (Tewissen, 2001).

Writing activities are essential to many different CSCL paradigms. While mainstream "writing-to-learn" research focuses on the production of larger texts or at self self-contained entries, writing in the CSCL perspective concerns rather producing short texts in various genres (questions, arguments, definitions, etc.). Learner productions plus interactions are meant to provoke various meta-cognitive mechanisms beneficial to learning e.g. conceptual change and deeper understanding. "Restructuring learning environments" (Flower & Hayes, 1994; Erkins et al. 2003) are based on the main hypothesis is that knowledge transformation leads to knowledge constitution (Galbraith, 1999).

Restructuring and knowledge building can be enhanced through computer-supported "knowledge building communities". Writing then contributes to a larger collective body of knowledge whose elements can be edited, manipulated and put in relation. A good example are so-called computer-supported intentional learning environments (CSILE) (Scardamalia & Bereiter, 1994), that aim at reframing classroom discourse to support knowledge building in ways extensible to out-of-school knowledge- advancing enterprises and make school education more situated (Lave & Wenger, 1991). In one scenario, records made at the place of work (knowledge in action) "ground" reflective activities in the classroom.

Many compatible instructional models, like inquiry-based learning, problem-based learning or project-based learning can integrate research results from successful experimental of clinical CSCL studies.

(3) Co-construction enhanced by collective knowledge management is also related to organizational learning. Community memories are to communities of practice (Wenger, 1998) what human memories are to individuals. They make use of explicit, external, symbolic representations that allow for shared understanding within a community. They make organizational learning possible within the group (Stahl, 2000). Conversely, such communities need a social infrastructure around the technical infrastructure (Hakkarainen 2003; Bielaczyc, 2001). Interest in knowledge-building communities is both shared by education and the business literature (Snyder, 2003; Bereiter, 2002; Paavola, 2002). In other words, individual learning in school and workplace, life-long learning, and organizational learning are related issues in this perspective (Scardamalia, 2001).

The genres debate

under construction

Writing-to-learn refers to different instructional design models. Catel (2001) distinguishes several dimensions of research according to genre:

1. Expository writing refers to process that engages a learner in reusing existing knowledge, e.g. to test his knowledge in an examination.
2. Scientific writing: learners are engaged into different kinds of academic writing, like lab notes, field notes, presentation (including report and explanation) in poster or paper form.
3. Interpretative (expressive) writing in different genres focusses on exploration of personal thinking, like conceptual cards, stories, slogans
4. Social (collaborative, cooperative and collective) writing social pratice, usually computer-mediated and often referring to practices of the scientific community.

Many authors seem to agree that diversification of genres is important. E.g. Prain & Hand (1998: 158) argue that " ...results indicate that diversification of writing types enhances opportunities for students to develop higher order thinking skills, including metacogntive understandings.".

For some authors it is important that learnins write in their own language (Prain & Hand). Others authors claim that all writings should refer to scientific practice (e.g. Keys). This 2 views can conflict, but also be sequenced in a learning experience.

Examples

• This Wiki will be used in some of courses for student writing activities, e.g. they have to improve articles, add new ones, add cases studies, and so forth [more details will follow]

• Keys (1999) discuss a "science writing heuristic" tool for learning from laboratory activities in secondary science and which can be used by teachers as a framework from which to design classroom activities. "There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings." (Keys 1999:1065).

Technology

under construction

• Wikis
• C3MS Portals
• Knowledge Forum

References

• Bereiter, C. (2002). Education and mind in a knowledge society. Mahwah, NJ: Erlbaum.

• Bielaczyc, K. (2001). Designing social infrastructure: The challenge of building computer-supported learning communities. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 106-114).

• Britton, J. (1970). Language and learning. New York: Penguin.

• Catel, Laurence (2001), Ecrire pour apprendre ? Ecrire pour comprendre ? Etat de la question. in Fillon, Pierre et Vérin, Anne (eds.) Ecrire pour comprendre les sciences, Aster, recheres en didactique des sciences expérimentales 33.

• Connally, P. (1989). Writing and the ecology of learning. In P. Connally & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 1-15). New York: Teachers College Press.q

• Erkens, G., Kanselaar, G., Prangsma, M., & Jaspers, J. (2003). Computer Support for Collaborative and Argumentative Writing. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (eds). Powerful Learning Environments: Unravelling basic components and dimensions (pp. 157- 176). Amsterdam: Pergamon, Elsevier Science.

• Flower, L. & Hayes, J. R. (1984). Images, plans, and prose: The representation of meaning in writing. Written Communication 1: 120-160.

• Galbraith, D. (1999).� Writing as a knowledge-constituting process.� In M. Torrance and D. Galbraith (eds.), Knowing What to Write: Conceptual Processes in Text Production Amsterdam: Amsterdam University Press. (pp. 139-160).

Hand Brian, Carolyn W. Wallace, Eun-Mi Yang (2004). Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: quantitative and qualitative aspects, nternational Journal of Science Education, 26 (2) 131 - 149. [1]

• Holliday, W., Yore, L, & Alvermann, D. (1994). The reading-science learning - writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31, 877-893.
• Klein, P.D. (1999). "Reopening Inquiry into Cognitive Processes in Writing-To-Learn", Educational Psychology Review, 11 (3), 203-270.

• Keys Carolyn W., Brian Hand, Vaughn Prain, Susan Collins, (1999). Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science, Journal Of Research In Science Teaching, 36 (10) 1065-1084. [2]

• Keys Carolyn W. (1997). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science, Science Education, 83 (2), 115 - 130. [3]

• Newell, G. E. (1984). Learning from writing in two content areas: A case study/protocol analysis. Research in the Teaching of English 18: 265-287.

• Paavola, S., Lipponen, L., & Hakkarainen, K. (2002). Epistemological foundations for CSCL: A comparison of three models of innovative knowledge communities. In G. Stahl (Ed.), Computer- supported collaborative learning: Foundations for a CSCL community. Proceedings of the Computer-Supported Collaborative Learning 2002 Conference (pp. 24-32). Hillsdale, NJ: Erlbaum.

• Prain, Vaughan and Hand, Brian (1996), Writing for Learning in Secondary Science: Rethinking Practices, Teaching and Teacher Education, 12 (6), 609-626. ISSN 0742-051X

• Prain, Vaughan and Hand, Brian (1998) Students Perceptions of Writing for Learning in Secondary School Science, Science Education, Volume 83, Issue 2 (p 151-162). [4]

• Scardamalia, M. (2003). Knowledge Forum (Advances beyond CSILE). Journal of Distance Education, 17 (Suppl. 3, Learning Technology Innovation in Canada), 23-28.

• Scardamalia, M. (2004a). CSILE/Knowledge Forum. In Education and technology: An Encyclopedia (pp. 183-192).� Santa Barbara: ABC-CLIO.

• Scardamalia, M. (2004b). Knowledge technologies in education: Beyond learning environments. In Education and technology:� An Encyclopedia (pp. 393-400).� Santa Barbara: ABC-CLIO.

• Scardamalia, M. & Bereiter, C. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly, ed., Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (pp. 201-228). Cambridge, MA: MIT Press/Bradford Books.

• Snyder, W. and E. Wenger (2003), Our world as a learning system. A community of practice approach. in Clawson, J. and Conner, M. (eds.) Creating a Learning Culture: Strategy, Practice, and Technology. New York: Cambridge University Press

• Wenger, E. (1998). Communities of practice Learning, meaning, and identity. Cambridge: Cambridge University Press.

• Wenger, E., R. McDermott and W. Snyder (2002). Cultivating communities of practice, A guide to managing knowledge. Harvard: Harvard Business School Press.