Easing and Enhancing the Imaginative and Creative Writing Process Through Collaboration

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Renewing Writing Processes and Priorities (Table 8)

Abstract

While there is a robust body of research on the pedagogy of collaborative storytelling and writing in early childhood (e.g., Dyson, 1997; Paley, 2005; Wohlwend, 2013), there is less in the literature about older children engaged in collaborative writing. Drawing from Beghetto and Schuh’s (2020) Imagination and Creativity in Academic Learning (ICAL) Model and theories of collaborative emergence (Sawyer, 2000; Parolin & Pellegrinelli, 2020; Sawyer and DeZutter, 2009), this paper analyzes data from a case study in which children compared the experience of writing independently and collaboratively. This paper argues that writing collaboratively supported and enhanced the children’s imaginative and creative process.

Author

• Valerie Ann Hammer, University of Wisconsin - Madison