How Do Students' Social Identities and Study Approaches Play Out in Collaborative Source-Based Writing Assignments?

A3 Bokavsnitt, kapitel i forskningsböcker

Interna författare/redaktörer

Publikationens författare: Jannica Heinstrom, Eero Sormunen
Redaktörer: Kurbanoglu, Serap [Hrsg.]...
Förlagsort: Cham
Publiceringsår: 2013
Tidskrift: Communications in Computer and Information Science
Moderpublikationens namn: Worldwide Commonalities and Challenges in Information Literacy Research and Practice : European Conference, ECIL 2013, Istanbul, Turkey, October 22-25, 2013. Revised Selected Papers
Tidskriftsakronym: COMM COM INF SC
Seriens namn: Communications in Computer and Information Science
Volym: 397
Artikelns första sida, sidnummer: 401
Artikelns sista sida, sidnummer: 407
Antal sidor: 7
ISBN: 978-3-319-03918-3
ISSN: 1865-0929


This study investigated how students' social identity and approach to studying influence their general attitude towards group work and their way of working in a particular collaborative source-based writing assignment. The respondents were 53 upper secondary school students who filled out a survey about their social identity, approach to studying, general group work attitude and ways to work on an assignment. The findings showed that students' social identity (popular, lonely, leader, follower) and their approach to studying (deep, surface, strategic) played out both in their general group work attitude and their work in the collaborative source-based writing assignment, but not always in a matching way. The findings underline the importance of acknowledging students' positioning towards both social and learning dynamics in collaborative work.


approach to studying, collaboration, social identity, Students

Senast uppdaterad 2020-27-02 vid 04:05