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

Jannica Heinström, Eero Sormunen

Research output: Chapter in Book/Conference proceedingChapterScientificpeer-review

1 Citation (Scopus)

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.
Original languageUndefined/Unknown
Title of host publicationWorldwide Commonalities and Challenges in Information Literacy Research and Practice : European Conference, ECIL 2013, Istanbul, Turkey, October 22-25, 2013. Revised Selected Papers
Editors Kurbanoglu, Serap [Hrsg.]...
Pages401–407
Number of pages7
Publication statusPublished - 2013
MoE publication typeA3 Part of a book or another research book

Keywords

  • Students
  • approach to studying
  • collaboration
  • social identity

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