Theory Into Practice ( IF 3.124 ) Pub Date : 2021-03-19 , DOI: 10.1080/00405841.2020.1857126 Anna Smith 1 , Carolyn S. Hunt 1
ABSTRACT
In this article, we take a close look at the authoritative discourses of digital writing development communicated through the US Common Core State Standards, inclusive of its marketing materials (e.g., website, supplemental documents, and videos). Digital writing is largely missing from the CCSS and its limited inclusion is predominantly in the service of reading and reading assessment. We argue that rather than offering a roadmap for digital writing development drawn on decades of research and theorization of writing in a digital age, the CCSS implicitly draws on larger authoritative discourses of development as competitiveness, a staircase, and assessment. To begin to shift these discourses, we suggest that efforts must be made a multiple scales of influence such as bringing together coalitions of professional organizations and universities, and creating media campaigns. Policy makers and administrators need to work alongside teachers, parents, and students to recognize authoritative discourses of standards at play in their schools and intercede in their perpetuation. Such work has the potential to restructure schools to allow for multiple pathways of humanizing, culturally sustaining digital writing development.
中文翻译:
有关数字写作课程政策的权威性发展话语
摘要
在本文中,我们将仔细研究通过美国通用核心州标准传达的数字写作发展的权威话语,包括其营销材料(例如网站,补充文件和视频)。CCSS在很大程度上缺少数字写作,其有限的包含率主要用于阅读和阅读评估服务。我们认为,CCSS并没有提供基于数字时代数十年研究和写作理论的数字写作发展路线图,而是隐含地采用更大的权威性发展话语作为竞争力,阶梯和评估。为了开始改变这些话语,我们建议必须做出多种影响力的努力,例如召集专业组织和大学联盟,并制作媒体广告系列。政策制定者和管理者需要与老师,父母和学生一起努力,以认识到权威性的标准话语在学校中发挥作用,并在其永续发展中发挥作用。此类工作有可能重组学校,以实现人性化,在文化上维持数字写作发展的多种途径。