Abstract
AbstractThis chapter explores the relationship between writing and learning and reconsiders for the digital age some of the assumptions underpinning current conceptions of writing-to-learn and learning-to-write. We interrogate the mediating role of technology in connecting writing and learning. Our key argument is that through digitalization both writing and learning have transformed, resulting in many new kinds of interactions between them. In this chapter we focus on four new dimensions of the writing-learning nexus to exemplify and explore this constantly transforming relationship: (1) New spaces for writing and learning, (2) convergent trends in knowledge work, (3) collaborative learning/writing activities, and (4) the role of feedback and assessment. We conclude by looking to the future for some tentative predictions of how the relationship will develop as technology, writing, and learning continue to evolve. We explore how concepts such as creativity and critical thinking will remain as fundamentals of human activity within the digitally mediated relationship of writing and learning.
Publisher
Springer International Publishing
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