ARLE 2017
Abstracts for 'ArLERT Research School'

Eduardo Calil Luísa A. Pereira Paulo Feytor Pinto	Multimodal registration methods in school writing process research
Daniel Perrin	From focused writing to writing by-the-way Investigating the digital literacy shift in professional writing
Irene Pieper	Research on students’ literary reading processes: why, how and what to learn from process data
Gert Rijlaarsdam Huub van den Bergh	The quintessence of setting up intervention studies in language education in some 90 minutes

Eduardo Calil & Luísa A. Pereira & Paulo Feytor Pinto (Brazil)
MULTIMODAL REGISTRATION METHODS IN SCHOOL WRITING PROCESS RESEARCH

ARLE Research School plenary session

Tuesday, 14:15-15:45

Room unknown

Since the first research on writing processes, inaugurated by Hayes & Flower, using the think aloud protocol with experienced writers, and Bereiter & Scardamalia adopting the retrospection protocol with new writers, the techniques and the writing recording methods in real time has evolved significantly. Thanks to technological advances, important investigations have been dedicated to record aspects related to linear and recursive time the writing process (pause, stroke, burst, eye movement...). However, these techniques generally registration records writing processes performed in laboratory settings, under stringent experimental conditions. Few techniques and methods have been developed for the process of writing record in ecological situations (naturalistic), respecting its interactive and multimodal features. This workshop aims to present a record method of writing processes in real time and space of the classroom. Known as Ramos System, multimodal capture offered by this system allows synchronization of three different semiotic dimensions: i. Visual dimension (capture the students and teacher movement, gestures, facial expressions and physical environment of the classroom); ii. Sound dimension (capture speech and dialogue among the participants); and iii. Written dimension (capture time and the pen ink stroke position on the sheet of paper). We will detail the technique developed for multimodal and synchronic record of these three dimensions of scripture in schools and discuss some results obtained from samples taken in France, Portugal and Brazil.


Daniel Perrin (Switzerland)
FROM FOCUSED WRITING TO WRITING BY-THE-WAY INVESTIGATING THE DIGITAL LITERACY SHIFT IN PROFESSIONAL WRITING

ARLE Research School plenary session

Tuesday, 09:30-11:00

Room unknown

Chair: Pereira, Luísa A.

In cultural literacies investigated so far, the functions of writing as a distinctive mode of language use have developed and expanded from mnemotechnical to communicative and epistemic writing. Throughout this development, writing has become an increasingly focused activity: people decide to engage in writing with the intention of producing a text that helps them memorize, share, or elaborate their thoughts. With emerging digital media, however, this focused way of writing has been more and more interfered with by a new, fragmentary, and incidental mode of language use we term “writing-by-the-way” (Hicks & Perrin, 2014). In my presentation, I analyze the role of language awareness in this digital literacy shift by juxtaposing perspectives from the German language tradition of Schreibforschung and that of Anglo-American writing research. The comparison shows how and why our field can benefit from mutual learning across research cultures.


Irene Pieper (Germany)
RESEARCH ON STUDENTS’ LITERARY READING PROCESSES: WHY, HOW AND WHAT TO LEARN FROM PROCESS DATA

ARLE Research School plenary session

Tuesday, 11:15-12:45

Room unknown

Chair: Pieper, Irene

Despite the variety of approaches to research on literature education one aim regularly is to broaden the knowledge base that allows for understanding what is going on in class and for developing teaching. Key issues concern the question how to best assist learners of different age groups to understand literary texts and experience them as meaningful. Thus, knowledge about reading processes of learners in different stages of their school career is needed. The workshop focusses upon data from a research project that is currently carried out at the Technical University of Dresden (Dorothee Wieser and Marie Lessing-Sattari) and the University of Hildesheim (Irene Pieper and Bianca Strutz). In the project ‚LiMet’ on literary understanding and metaphor we look both at the reading processes of students and at the concepts and aims of teachers. We adapted the think-aloud-method to learn about students’ approaches to metaphor in poems and collected data from students in grade 6 and 9 (higher and middle academic track in German secondary school). Our analysis is based on a coding system which has been revised several times and on a sequential analysis of a limited number of cases. The workshop will provide opportunities to work with some think-aloud-data and the coding system. We’ll reflect on options of data analysis and discuss potentials and limits of the approach.


Gert Rijlaarsdam & Huub van den Bergh (Netherlands (the))
THE QUINTESSENCE OF SETTING UP INTERVENTION STUDIES IN LANGUAGE EDUCATION IN SOME 90 MINUTES

ARLE Research School plenary session

Tuesday, 16:00-17:30

Room unknown

In this seminar we plan to discuss some basic research designs for interventions studies, with examples from PhD-projects in our labs. Special attention will be paid to measurement issues, which are very typical in research on Language and Literature Education: without reliable and valid measurements, it will be very difficult to observe effects of your intervention. Other topics we want to discuss are (1) interaction effects (intervention A might be beneficial for student type T, while intervention B seems to be beneficial for student type U), (2) process measures, and (3) fidelity indicators, and how to include this data in the statistical design.