Processes of Writing as Mediational Tool in Higher Education
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| Title: | Processes of Writing as Mediational Tool in Higher Education |
|---|---|
| Language: | English |
| Authors: | Wittek, Anne Line |
| Source: | Scandinavian Journal of Educational Research. 2018 62(3):444-460. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Writing Processes, Writing Instruction, Higher Education, Writing Assignments, Content Area Writing, Mediation Theory, Professional Identity, Preservice Teacher Education, Preservice Teachers, Case Studies, Vignettes, College Students |
| Geographic Terms: | Norway |
| DOI: | 10.1080/00313831.2016.1258664 |
| ISSN: | 0031-3831 |
| Abstract: | This article addresses writing in higher education with the primary aim of conceptualizing writing as a mediational tool. The conceptual framework consists of three concepts: "learning trajectories," "mediation," and "recontextualization." The article describes how writing can work as a mediational tool and suggests possible implications for higher education. An empirical study from the context of initial teacher education in Norway is used for the purpose of illustration. Writing activities can mediate learning in important ways. However, design elements that make students explore, contrast, and compare different meaning potentials and position themselves within disciplinary or professional discourse are crucial when considering the potential of writing as a mediational tool in higher education. |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2018 |
| Accession Number: | EJ1174083 |
| Database: | ERIC |
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| Abstract: | This article addresses writing in higher education with the primary aim of conceptualizing writing as a mediational tool. The conceptual framework consists of three concepts: "learning trajectories," "mediation," and "recontextualization." The article describes how writing can work as a mediational tool and suggests possible implications for higher education. An empirical study from the context of initial teacher education in Norway is used for the purpose of illustration. Writing activities can mediate learning in important ways. However, design elements that make students explore, contrast, and compare different meaning potentials and position themselves within disciplinary or professional discourse are crucial when considering the potential of writing as a mediational tool in higher education. |
|---|---|
| ISSN: | 0031-3831 |
| DOI: | 10.1080/00313831.2016.1258664 |
