"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale de...

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Autores principales:	Jen McConnel, Pamela Beach
Formato:	article
Lenguaje:	EN FR
Publicado:	Language and Literacy Researchers of Canada 2021
Materias:	Theory and practice of education LB5-3640 Language and Literature P
Acceso en línea:	https://doaj.org/article/00dac62d57a54f8b9ca2bb771b45e340
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id	oai:doaj.org-article:00dac62d57a54f8b9ca2bb771b45e340
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spelling	oai:doaj.org-article:00dac62d57a54f8b9ca2bb771b45e3402021-11-18T12:19:25Z"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms10.20360/langandlit295171496-0974https://doaj.org/article/00dac62d57a54f8b9ca2bb771b45e3402021-10-01T00:00:00Zhttps://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29517https://doaj.org/toc/1496-0974 This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued. Jen McConnelPamela BeachLanguage and Literacy Researchers of CanadaarticleTheory and practice of educationLB5-3640Language and LiteraturePENFRLanguage and Literacy: A Canadian Educational e-journal, Vol 23, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Theory and practice of education LB5-3640 Language and Literature P
spellingShingle	Theory and practice of education LB5-3640 Language and Literature P Jen McConnel Pamela Beach "I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
description	This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.
format	article
author	Jen McConnel Pamela Beach
author_facet	Jen McConnel Pamela Beach
author_sort	Jen McConnel
title	"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
title_short	"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
title_full	"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
title_fullStr	"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
title_full_unstemmed	"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
title_sort	"i'm not the only writer in the room": a framework for co-creating confident writing classrooms
publisher	Language and Literacy Researchers of Canada
publishDate	2021
url	https://doaj.org/article/00dac62d57a54f8b9ca2bb771b45e340
work_keys_str_mv	AT jenmcconnel imnottheonlywriterintheroomaframeworkforcocreatingconfidentwritingclassrooms AT pamelabeach imnottheonlywriterintheroomaframeworkforcocreatingconfidentwritingclassrooms
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"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

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