The importance of diverse activities, skills development and reflexivity about writing for everyday learning processes is widely accepted in educational scholarship. Yet the study of associated practices of composing, recording, inscribing and communicating environmental knowledge has not yet received sustained attention in environmental education research. In order to develop critical understandings of the role of writing in environmental learning and ecological knowledge production, this study investigated written records elaborated by a group of citizen scientists tracking and documenting the migration of the monarch butterfly in Mexico. Informed by insights from New Literacy Studies and Critical Discourse Analysis, the thesis offers ethnographic insights into their writing practices as follows. First, through a focus on socio-cultural practices, the research developed understandings of how lay people participate in the construction of ecological knowledge as they write reports on monarch butterfly migration. In addition, an intertextual analysis of their texts was linked to the sociocultural conditions of production, and considered how the texts were produced, circulated and consumed. Next, key aspects highlighted in the study included a focus on the linguistic features of texts related to the decisions that authors made about the use of a particular vocabulary, its formal structure, and phrasing. The study also afforded insights into how the writing of reports related to situated knowledge production, through interviews and participatory observation with the authors. Data from each study phase helps develop an analysis of the role of social and cultural settings, and the material and cultural resources available to citizen scientists. Key findings in this instance reveal that instead of producing simple scientific reports, these particular citizen scientists prefer to compose hybrid documents, incorporating data about migration using scientific language, as well as own local narratives, stories, and social experiences. In this, the key features of a text’s construction are strongly indexed to expressions of interest and concern, and accessible cultural and linguistic resources. Such results underscore that the cultural context of

中文翻译：

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“写作问题：对调查帝王蝶迁徙的公民科学家的写作实践的研究”

各种活动、技能发展和写作对于日常学习过程的反思的重要性在教育学术界被广泛接受。然而，在环境教育研究中，对环境知识的创作、记录、刻录和传播的相关实践的研究尚未得到持续关注。为了对写作在环境学习和生态知识生产中的作用形成批判性的理解，本研究调查了一组公民科学家编写的书面记录，这些记录是跟踪和记录墨西哥帝王蝶迁徙的。根据新扫盲研究和批判性话语分析的见解，该论文提供了对其写作实践的民族志见解如下。第一的，通过关注社会文化实践，该研究加深了对非专业人士在撰写帝王蝶迁徙报告时如何参与生态知识建设的理解。此外，对他们文本的互文分析与生产的社会文化条件相关联，并考虑了文本是如何生产、传播和消费的。接下来，研究中强调的关键方面包括关注文本的语言特征，这些特征与作者就特定词汇的使用、其形式结构和措辞做出的决定有关。该研究还通过与作者的访谈和参与式观察，深入了解了报告的撰写如何与情境知识生产相关。每个研究阶段的数据有助于分析社会和文化环境的作用，以及公民科学家可用的物质和文化资源。在这个例子中的主要发现表明，这些特定的公民科学家更喜欢撰写混合文件，使用科学语言结合移民数据，以及自己的当地叙事、故事和社会经验，而不是制作简单的科学报告。在这方面，文本结构的关键特征与兴趣和关注的表达以及可访问的文化和语言资源密切相关。这样的结果强调，文化背景 这些特殊的公民科学家更喜欢撰写混合文件，使用科学语言整合有关移民的数据，以及自己的当地叙事、故事和社会经验。在这方面，文本结构的关键特征与兴趣和关注的表达以及可访问的文化和语言资源密切相关。这样的结果强调，文化背景 这些特殊的公民科学家更喜欢撰写混合文件，使用科学语言整合有关移民的数据，以及自己的当地叙事、故事和社会经验。在这方面，文本结构的关键特征与兴趣和关注的表达以及可访问的文化和语言资源密切相关。这样的结果强调，文化背景