Collaborative Writing in L1 School Contexts: A Scoping Review

Autor/inn/en	Svenlin, Mindy; Sørhaug, Jon Olav
Titel	Collaborative Writing in L1 School Contexts: A Scoping Review
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 6, S.980-996 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Svenlin, Mindy) ORCID (Sørhaug, Jon Olav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2115128
Schlagwörter	Collaborative Writing; Literature Reviews; Native Language Instruction; Elementary School Students; Secondary School Students; Writing Processes; Writing Instruction; Foreign Countries + Suchen Sie Ihr Suchwort? Native language education; Muttersprachlicher Unterricht; Sekundarschüler; Schreibunterricht; Ausland
Abstract	This article examines collaborative writing in schools by systematically reviewing peer-reviewed and empirical articles published in English in scientific journals between 1986 and 2020. Drawing on scoping review methodology and using the typology of collaborative writing, 107 studies on collaborative writing in first-language school contexts (primary to upper secondary) were analyzed. The research gaps are related to school contexts and theoretical underpinnings. Most studies are performed with a sociocognitive, sociocultural or constructivistic theoretical foundation. Therefore, we recommend future research to be conducted with more theoretical diversity and in higher school grades (e.g., upper secondary). Further, most studies analyze the drafting process, whereas the brainstorming and outlining activities are underresearched. Technological advances aside, few articles explicitly study collaborative writing related to technology. In addition to these research gaps, we recommend that longitudinal studies be conducted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01