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'But What Did They Learn?' Clearing Third Spaces in Virtual Dialogues with Children

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Title: 'But What Did They Learn?' Clearing Third Spaces in Virtual Dialogues with Children
Language: English
Authors: Britsch, Susan Jane
Source: Journal of Early Childhood Literacy. Aug 2005 5(2):99-130.
Availability: Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free).
Peer Reviewed: Y
Page Count: 32
Publication Date: 2005
Document Type: Journal Articles
Reports - Evaluative
Descriptors: College School Cooperation, Computer Uses in Education, Electronic Mail, Computer Mediated Communication, Grade 3, Elementary School Students, Graduate Students, Writing Exercises, Letters (Correspondence), Writing Skills
DOI: 10.1177/1468798405054581
ISSN: 1468-7984
Abstract: In the age of standards, the challenge is great to sustain children's voices as transformative forces in academic contexts. Interactive writing may offer an environment where children can reframe their engagement with curricular and personal knowledges, or even redefine the nature of academic content itself. This article focuses on the second year of a school-university project in which child and adult writers carried out long-term email dialogues. The adult writer-researchers questioned the suitability of these dialogues for enhancing the children's curricular knowledge while supporting their personal investment in writing. The year-long dialogues resulted in three types of third-space environments where children differently balanced the relationship of curricular knowledge to personal knowledge.
Abstractor: Author
Number of References: 28
Entry Date: 2005
Accession Number: EJ689341
Database: ERIC
FullText Text:
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  Data: 'But What Did They Learn?' Clearing Third Spaces in Virtual Dialogues with Children
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  Data: In the age of standards, the challenge is great to sustain children's voices as transformative forces in academic contexts. Interactive writing may offer an environment where children can reframe their engagement with curricular and personal knowledges, or even redefine the nature of academic content itself. This article focuses on the second year of a school-university project in which child and adult writers carried out long-term email dialogues. The adult writer-researchers questioned the suitability of these dialogues for enhancing the children's curricular knowledge while supporting their personal investment in writing. The year-long dialogues resulted in three types of third-space environments where children differently balanced the relationship of curricular knowledge to personal knowledge.
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