As digital media makes its way into elementary school classrooms, urban school culture moves slowly to join in. The move to integrate new technologies into schools is both enabled and constrained by factors such as the need for students and teachers to be seen as people who are "successful" in both public and social terms. The purpose of this dissertation was to explore the complexities for elementary children learning to write in the digital age. I used a case study approach, examining the language choices of eight third and fourth grade students (4 girls and 4 boys) who attended an urban elementary school in a large southeastern city in the United States. I analyzed how the students' language choices contributed to the construction/negotiation of their writer identities and the degree to which these constructs/negotiations were enabled/constrained by what the participants imagined was/not possible from their positions as students while composing with varying technologies. I conclude that it is not only the young writers who imagine what is/not possible from their position as students, it is also those who guide, or "authorize" student writing, including teachers, administrators, and parents. This constructing/negotiating, authorizing/guiding all take place as students seek to maintain membership (textually) within their school world while endeavoring to cultivate new memberships within expanses or publics that coexist alongside their schools. The young writers highlighted in this study, working against from within the school district's accountability and efficiency agenda show that being a "successful" student writer can mean more than their merely reproducing what is expected of them.
|Commitee:||Kissel, Brian, Knoblauch, Cy, Scott, Tony|
|School:||The University of North Carolina at Charlotte|
|Department:||Curriculum and Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 76/01(E), Dissertation Abstracts International|
|Subjects:||Language arts, Elementary education, Curriculum development|
|Keywords:||Children's writing, Figured worlds, Genre|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be