From Literacy to Literacies: One Teacher’s Journey

Quinn Burke


From the perspective of the classroom instructor, this paper investigates the potential to introduce basic programming concepts to middle-school children within the context of a classroom writing-workshop. Students drafted, revised, and published their own unique digital stories and in the process learned fundamental concepts characteristic of object-oriented programming. The paper reports on the genesis and promise of a writing-workshop as a means to make coding a more intuitive process for children, as well as practitioner reflections on the pedagogical nature of the writing workshop to make composition—regardless of the medium—more personal, authentic, and socially interactive in nature.


programming; digital literacy; writing workshop

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