Abstract

This paper reports a cross-case analysis of three summer writing programs for youth in the northeast United States, each a longitudinal study in the tradition of design research. Initially, all three programs were most concerned with leveraging cultural and linguistic diversity as a resource for multilingual participants. As the three principal investigators played the role of critical friend informally for one another, they identified a common commitment to inclusive writing pedagogy—instruction designed to promote writing proficiency and engagement for all students, including but not limited to students with disabilities. Employing lenses from disability studies applied to literacy, they undertook joint analysis with this focus. Common data sources across the sites included documents describing the programs to varied audiences, instructional artifacts, communication among team members in each site, students’ print-based and digital writing, and pre- and post-program surveys. Cross-case analysis with a design research heuristic adapted from Bakker yielded two cross-cutting design principles. To construct inclusive writing pedagogy in the context of summer programming, educators are advised to: (1) Build writing communities deliberately, by promoting a sense of belonging, and (2) Promote a broad vision of who can be a writer, by offering varied writing models and exemplar texts. The study concludes that research-based, cognitively-oriented instructional approaches are a necessary but not sufficient condition for supporting writing competence for youth writers with varied needs, including those with disability labels. Emphases on relational and social aspects of writing are essential as well.

摘要

本文报告了对美国东北部青年的三个暑期写作项目的跨案例分析，每个项目都是对设计研究传统的纵向研究。最初，这三个项目最关心的是利用文化和语言多样性作为多语言参与者的资源。由于三位主要调查人员非正式地相互扮演了关键朋友的角色，他们确定了对包容性写作教学法的共同承诺——旨在提高所有学生的写作能力和参与度的指导，包括但不限于残疾学生。他们利用残疾研究的视角应用于扫盲，并以此为重点进行了联合分析。跨站点的通用数据源包括向不同受众描述节目的文档，教学成果、每个站点团队成员之间的交流、学生的印刷和数字写作，以及计划前和计划后的调查。使用改编自 Bakker 的设计研究启发法进行的跨案例分析产生了两个跨领域的设计原则。为了在暑期计划的背景下构建包容性写作教学法，建议教育工作者：（1）通过促进归属感，有意识地建立写作社区，以及（2）通过提供不同的编写模型和示例文本。该研究得出的结论是，以研究为基础、以认知为导向的教学方法是支持具有不同需求的青年作家（包括有残疾标签的青年作家）写作能力的必要条件，但不是充分条件。