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

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Internal Authors/Editors


Publication Details

List of Authors: Jannica Heinstrom, Eero Sormunen
Editors: Kurbanoglu, Serap [Hrsg.]...
Place: Cham
Publication year: 2013
Journal: Communications in Computer and Information Science
Book title: Worldwide Commonalities and Challenges in Information Literacy Research and Practice : European Conference, ECIL 2013, Istanbul, Turkey, October 22-25, 2013. Revised Selected Papers
Journal acronym: COMM COM INF SC
Title of series: Communications in Computer and Information Science
Volume number: 397
Start page: 401
End page: 407
Number of pages: 7
ISBN: 978-3-319-03918-3
ISSN: 1865-0929


Abstract

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.


Keywords

approach to studying, collaboration, social identity, Students

Last updated on 2019-19-09 at 08:33