View in EDS HTML Full Text PDF Full Text

Teacher authorship as critical self‐reflection and engagement in authentic student writing.

Saved in:
Bibliographic Details
Title: Teacher authorship as critical self‐reflection and engagement in authentic student writing.
Authors: Hogue, Breanya1 (AUTHOR) bhogue@purdue.edu
Source: Literacy. May2025, Vol. 59 Issue 2, p268-279. 12p.
Subject Terms: *Personality development, *Educators, *Writing education, *Teacher education, *Children's literature, Story plots
Abstract: How can our students' authentic, every day social interactions provide us with opportunities to critically self‐reflect and examine our practices as educators? In the summer of 2011, a book character, 'Shawn Trenell', was born, based upon characteristics of former students from my early teaching experiences, and I began recounting personal lessons gained following my first year of teaching. These reflections led to journaling and then to unexpected authorship. This paper is (1) an analysis of my critical self‐reflective process as a former elementary educator and (2) the analysis of my two‐book series, including the character development, each book's story plot and their associated moral/themes. Through this self‐study inquiry, my aim is to emphasise the importance of teachers critically examining their own practice and to highlight the process of incorporating relevant experiences (to both students and teachers) into story form to serve as models for engaging readers, writers and preservice (PSTs) in authentic and meaningful ways. [ABSTRACT FROM AUTHOR]
Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 185030887
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher authorship as critical self‐reflection and engagement in authentic student writing.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hogue%2C+Breanya%22">Hogue, Breanya</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bhogue@purdue.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. May2025, Vol. 59 Issue 2, p268-279. 12p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Personality+development%22">Personality development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br /><searchLink fieldCode="DE" term="%22Story+plots%22">Story plots</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: How can our students' authentic, every day social interactions provide us with opportunities to critically self‐reflect and examine our practices as educators? In the summer of 2011, a book character, 'Shawn Trenell', was born, based upon characteristics of former students from my early teaching experiences, and I began recounting personal lessons gained following my first year of teaching. These reflections led to journaling and then to unexpected authorship. This paper is (1) an analysis of my critical self‐reflective process as a former elementary educator and (2) the analysis of my two‐book series, including the character development, each book's story plot and their associated moral/themes. Through this self‐study inquiry, my aim is to emphasise the importance of teachers critically examining their own practice and to highlight the process of incorporating relevant experiences (to both students and teachers) into story form to serve as models for engaging readers, writers and preservice (PSTs) in authentic and meaningful ways. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185030887
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/lit.70000
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 268
    Subjects:
      – SubjectFull: Personality development
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Children's literature
        Type: general
      – SubjectFull: Story plots
        Type: general
    Titles:
      – TitleFull: Teacher authorship as critical self‐reflection and engagement in authentic student writing.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hogue, Breanya
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 17414350
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Literacy
              Type: main
ResultId 1