Pub Date : 2017-10-01DOI: 10.17239/JOWR-2017.09.02.03
Maria Cerrato-Lara, M. Castelló, Regina García-Velázquez, K. Lonka
{"title":"Validation of the Writing Process Questionnaire in Two Hispanic Populations: Spain and Mexico","authors":"Maria Cerrato-Lara, M. Castelló, Regina García-Velázquez, K. Lonka","doi":"10.17239/JOWR-2017.09.02.03","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.02.03","url":null,"abstract":"","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"90 1","pages":"151-171"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84326051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.17239/JOWR-2017.09.02.02
Anthony Wilson, S. Dymoke
Theoretical explanations of learners' poetry writing development are relatively new and, compared to other genres, rare. Neither the cognitive models of writing development, nor the descriptions of poet-practitioners or inspired experts give a fully nuanced representation of the complexity at play in poetry composition. Also missing from these models is the social context of learning to write poetry. We link Vygotsky's work on the symbolic function of inner speech to documented accounts of poets 'answering' the social world to which they belong. We propose a theoretical model of development in poetry writing that takes into account learners’ fluid social contexts, and which draws on Schultz and Fecho's survey of writing development. This fusion is a new contribution to theorisations of writing development.
{"title":"Towards a model of poetry writing development as a socially contextualised process","authors":"Anthony Wilson, S. Dymoke","doi":"10.17239/JOWR-2017.09.02.02","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.02.02","url":null,"abstract":"Theoretical explanations of learners' poetry writing development are relatively new and, compared to other genres, rare. Neither the cognitive models of writing development, nor the descriptions of poet-practitioners or inspired experts give a fully nuanced representation of the complexity at play in poetry composition. Also missing from these models is the social context of learning to write poetry. We link Vygotsky's work on the symbolic function of inner speech to documented accounts of poets 'answering' the social world to which they belong. We propose a theoretical model of development in poetry writing that takes into account learners’ fluid social contexts, and which draws on Schultz and Fecho's survey of writing development. This fusion is a new contribution to theorisations of writing development.","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"56 1","pages":"127-150"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82371532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.17239/JOWR-2017.09.02.04
S. Rietdijk, T. Janssen, D. V. Weijen, H. Bergh, Gert Rijlaarsdam
This study examined the effects of an innovative comprehensive writing program in upper primary education on students' writing performance and on teachers' classroom practices, beliefs and skills. ...
本研究考察了小学高年级创新综合写作课程对学生写作表现和教师课堂实践、信念和技能的影响. ...
{"title":"Improving writing in primary schools through a comprehensive writing program","authors":"S. Rietdijk, T. Janssen, D. V. Weijen, H. Bergh, Gert Rijlaarsdam","doi":"10.17239/JOWR-2017.09.02.04","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.02.04","url":null,"abstract":"This study examined the effects of an innovative comprehensive writing program in upper primary education on students' writing performance and on teachers' classroom practices, beliefs and skills. ...","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"25 1","pages":"173-225"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74379070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.17239/JOWR-2017.09.02.05
{"title":"Sönke Ahrens (2017). How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking for Students, Academics and Nonfiction Book Writers","authors":"","doi":"10.17239/JOWR-2017.09.02.05","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.02.05","url":null,"abstract":"","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"18 4 1","pages":"227-231"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78014762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-01DOI: 10.17239/JOWR-2017.09.02.01
Teresa Limpo, Rui A. Alves
{"title":"Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy","authors":"Teresa Limpo, Rui A. Alves","doi":"10.17239/JOWR-2017.09.02.01","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.02.01","url":null,"abstract":"","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"39 1","pages":"97-125"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78213943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.17239/JOWR-2017.09.01.02
Cindy Kuiper, J. Smit, L. D. Wachter, J. Elen
In recent years, embedding writing into subject teaching through genre-based writing instruction (GBWI) has been advocated in tertiary education. However, little is known about how this approach can be shaped and implemented in this context. In a design-based research study in Dutch higher professional education, we aimed to explore how GBWI can be used to scaffold students’ writing within the subject of Event Organization and to what extent students learned to use the typical features of the genre ‘event proposal’. A 5-week subject-specific writing intervention was designed and subsequently enacted by a subject lecturer in a first-year class involving 13 students. Using a coding scheme for interactional scaffolding strategies, five interaction fragments were analyzed against the background of designed scaffolding and learning goals. The fragments indicated that the interplay of designed scaffolding (instructional materials and activities) and interactional scaffolding (teacher-student interactions) promoted students’ writing performance over time. Comparison of students’ preand posttests by means of an analytic scoring scheme pointed to statistically significant growth in the use of typical genre features (d=1.41). Together, the results of this design-based research study indicate the potential of GBWI for scaffolding and promoting tertiary students’ writing.
{"title":"Scaffolding tertiary students' writing in a genre-based writing intervention","authors":"Cindy Kuiper, J. Smit, L. D. Wachter, J. Elen","doi":"10.17239/JOWR-2017.09.01.02","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.01.02","url":null,"abstract":"In recent years, embedding writing into subject teaching through genre-based writing instruction (GBWI) has been advocated in tertiary education. However, little is known about how this approach can be shaped and implemented in this context. In a design-based research study in Dutch higher professional education, we aimed to explore how GBWI can be used to scaffold students’ writing within the subject of Event Organization and to what extent students learned to use the typical features of the genre ‘event proposal’. A 5-week subject-specific writing intervention was designed and subsequently enacted by a subject lecturer in a first-year class involving 13 students. Using a coding scheme for interactional scaffolding strategies, five interaction fragments were analyzed against the background of designed scaffolding and learning goals. The fragments indicated that the interplay of designed scaffolding (instructional materials and activities) and interactional scaffolding (teacher-student interactions) promoted students’ writing performance over time. Comparison of students’ preand posttests by means of an analytic scoring scheme pointed to statistically significant growth in the use of typical genre features (d=1.41). Together, the results of this design-based research study indicate the potential of GBWI for scaffolding and promoting tertiary students’ writing.","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"316 1","pages":"27-59"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80102784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.17239/JOWR-2017.09.01.03
Yves Karlen
Writing is a complex, recursive, and strategic process that requires metacognitive competencies. Skillful writers have a high level of metacognitive strategy knowledge (MSK) and use strategies effectively. MSK about writing describes a person’s verbalizable knowledge and awareness of memory, comprehension, and higher order processes that underlie skillful writing. Measurement instruments assessing students’ MSK about academic writing in higher education that can be used for group settings and large samples are lacking. The aim of this article is to describe the development of a new MSK test instrument. The MSK test consists of three different writing scenarios related to the three self-regulated writing phases: planning prior to composing full text, monitoring the writing during composition, and subsequent revision. The findings of a pre-study (N = 51) and two studies (N = 23; N = 113) showed that the new MSK test is economical in use, is reliable and has high content validity. Further, the findings demonstrated external validity of the new instrument in terms of relationships with students’ metacognitive strategy use and writing performance. Implications for future research and educational practice are discussed.
{"title":"The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance","authors":"Yves Karlen","doi":"10.17239/JOWR-2017.09.01.03","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.01.03","url":null,"abstract":"Writing is a complex, recursive, and strategic process that requires metacognitive competencies. Skillful writers have a high level of metacognitive strategy knowledge (MSK) and use strategies effectively. MSK about writing describes a person’s verbalizable knowledge and awareness of memory, comprehension, and higher order processes that underlie skillful writing. Measurement instruments assessing students’ MSK about academic writing in higher education that can be used for group settings and large samples are lacking. \u0000The aim of this article is to describe the development of a new MSK test instrument. The MSK test consists of three different writing scenarios related to the three self-regulated writing phases: planning prior to composing full text, monitoring the writing during composition, and subsequent revision. \u0000The findings of a pre-study (N = 51) and two studies (N = 23; N = 113) showed that the new MSK test is economical in use, is reliable and has high content validity. Further, the findings demonstrated external validity of the new instrument in terms of relationships with students’ metacognitive strategy use and writing performance. Implications for future research and educational practice are discussed.","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"1 1","pages":"61-86"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82461862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.17239/JOWR-2017.09.01.04
Claire Gossen, Van Reybroeck Marie
{"title":"Book review: Written and Spoken Language Development across the Lifespan","authors":"Claire Gossen, Van Reybroeck Marie","doi":"10.17239/JOWR-2017.09.01.04","DOIUrl":"https://doi.org/10.17239/JOWR-2017.09.01.04","url":null,"abstract":"","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":"85 1","pages":"87-96"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77650694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-06DOI: 10.15291/LIBELLARIUM.V9I2.289
Tatjana Aparac Jelušić
U protekla dva desetljeca visoko je obrazovanje u Europi prolazilo kroz duboke promjene, utemeljene na viziji objedinjenog obrazovnog prostora i reformi obrazovanja pod naletom silovitih drustvenih i tehnoloskih promjena. Iako su se održale mnoge rasprave, organizirane brojne konferencije, objavljeni ozbiljni istraživacki clanci o promjenama, internacionalizaciji i europeizaciji obrazovanja informacijskih strucnjaka, i dalje se vode rasprave o konceptualnim pitanjima te zagovara nužnost novih, inovativnih pristupa strukturi i organizaciji visokoobrazovnih institucija, ukljucujuci i podrucje informacijskih znanosti. Cilj je ovoga rada ukazati na trendove u europskom visokoskolskom prostoru koji su zahvatili i obrazovanje u informacijskim znanostima te potaknuti na razmisljanja i traganja za prihvatljivim rjesenjima koja bi, polazeci od tradicionalnih kompetencija i kriticki sagledavajuci nove mogucnosti, omogucila ponudu atraktivnih i održivih programa, dovoljno fleksibilnih da reagiraju na potrebe tržista rada za strucnjacima osposobljenima za rad u digitalnom okruženju te na prihvacanje izazova ponude novih obrazovnih profila.
{"title":"Education for digital libraries: from European perspective","authors":"Tatjana Aparac Jelušić","doi":"10.15291/LIBELLARIUM.V9I2.289","DOIUrl":"https://doi.org/10.15291/LIBELLARIUM.V9I2.289","url":null,"abstract":"U protekla dva desetljeca visoko je obrazovanje u Europi prolazilo kroz duboke promjene, utemeljene na viziji objedinjenog obrazovnog prostora i reformi obrazovanja pod naletom silovitih drustvenih i tehnoloskih promjena. Iako su se održale mnoge rasprave, organizirane brojne konferencije, objavljeni ozbiljni istraživacki clanci o promjenama, internacionalizaciji i europeizaciji obrazovanja informacijskih strucnjaka, i dalje se vode rasprave o konceptualnim pitanjima te zagovara nužnost novih, inovativnih pristupa strukturi i organizaciji visokoobrazovnih institucija, ukljucujuci i podrucje informacijskih znanosti. \u0000 \u0000Cilj je ovoga rada ukazati na trendove u europskom visokoskolskom prostoru koji su zahvatili i obrazovanje u informacijskim znanostima te potaknuti na razmisljanja i traganja za prihvatljivim rjesenjima koja bi, polazeci od tradicionalnih kompetencija i kriticki sagledavajuci nove mogucnosti, omogucila ponudu atraktivnih i održivih programa, dovoljno fleksibilnih da reagiraju na potrebe tržista rada za strucnjacima osposobljenima za rad u digitalnom okruženju te na prihvacanje izazova ponude novih obrazovnih profila.","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":" ","pages":"0-0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-02DOI: 10.15291/LIBELLARIUM.V9I2.256
Nicolas Prongué, F. Ricci, René Schneider, René Schurte
The project LODZ (Linked Open Data Zurich) adopts an experimental approach to merge data and develop a semantic web infrastructure to enable its discovery. For this purpose, three institutions in the field of art and design provided their metadata. The project cycle followed six steps: team building, gathering and cleaning of the original data, modelling, transforming, interlinking and exploration of the Linked Data set. The resulting pilot application offers innovative and attractive features based on the capability of the Linked Data, with the aim to provide a better user experience. The major challenge of this project was the creation of links between the internal datasets, and with external sources. An important lesson learnt is therefore to focus more on the interoperability of data at the time of cataloguing in the original databases, for example by integrating external identifiers rather than just terms in the form of strings.
LODZ（Linked Open Data Zurich）项目采用了一种实验方法来合并数据，并开发语义web基础设施以实现数据发现。为此，艺术和设计领域的三个机构提供了元数据。项目周期遵循六个步骤：团队建设、原始数据的收集和清理、建模、转换、互联和探索关联数据集。由此产生的试点应用程序基于链接数据的功能提供了创新和有吸引力的功能，旨在提供更好的用户体验。该项目的主要挑战是在内部数据集之间以及与外部来源之间建立链接。因此，学到的一个重要教训是，在原始数据库编目时，更多地关注数据的互操作性，例如，通过整合外部标识符，而不仅仅是字符串形式的术语。
{"title":"Art and design as linked data: the LODZ project (Linked Open Data Zurich)","authors":"Nicolas Prongué, F. Ricci, René Schneider, René Schurte","doi":"10.15291/LIBELLARIUM.V9I2.256","DOIUrl":"https://doi.org/10.15291/LIBELLARIUM.V9I2.256","url":null,"abstract":"The project LODZ (Linked Open Data Zurich) adopts an experimental approach to merge data and develop a semantic web infrastructure to enable its discovery. For this purpose, three institutions in the field of art and design provided their metadata. The project cycle followed six steps: team building, gathering and cleaning of the original data, modelling, transforming, interlinking and exploration of the Linked Data set. The resulting pilot application offers innovative and attractive features based on the capability of the Linked Data, with the aim to provide a better user experience. \u0000 \u0000The major challenge of this project was the creation of links between the internal datasets, and with external sources. An important lesson learnt is therefore to focus more on the interoperability of data at the time of cataloguing in the original databases, for example by integrating external identifiers rather than just terms in the form of strings.","PeriodicalId":30549,"journal":{"name":"Libellarium Journal for the Research of Writing Books and Cultural Heritage Institutions","volume":" ","pages":"0-0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45172699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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