Children’s experiences with leisure writing in “author schools” in Denmark

TY - CONF

T1 - Children’s experiences with leisure writing in “author schools” in Denmark

AU - Heger, Stine

PY - 2023/6

Y1 - 2023/6

N2 - In my PhD project, I explore children as creative writers. In extensive ethnographic field work I study children who spend their free time in “author schools” in Denmark. Here, the children write stories and poems, and professional authors teach them about writing, building plots and characters, playing with language, etc. I draw from rhetoric and writing research the fundamental understanding that being able to express yourself in writing is essential – not just for success in school and education but also beyond (Brandt, 2015; Cremin & Myhill, 2012; Fleming, 2016). Factors like identity, motivation, and engagement are vital to the development of strong writing skills. However, what kinds of writing instruction, teaching or writing practices can actually strengthen these factors, is scarcely researched (Boscolo & Hidi, 2007; Camacho, Alves & Boscolo, 2020; Nolen, 2007). My focus is the children’s perspectives (Spyrou, 2018) on participating in the Danish author schools: what it means for them to write and be writers, and what makes them enjoy writing. My research question is: What do children experience when they participate in voluntary out-of-school creative writing programs, and how could an understanding of these experiences contribute to discussions of writing in school settings? In this session, I will share from conversations with these children and the significance of community, agency and imagination that they express. I will address the importance of writing as craft – for the children and for me as a researcher: how writing with the children has become vital in my phenomenological research method.

AB - In my PhD project, I explore children as creative writers. In extensive ethnographic field work I study children who spend their free time in “author schools” in Denmark. Here, the children write stories and poems, and professional authors teach them about writing, building plots and characters, playing with language, etc. I draw from rhetoric and writing research the fundamental understanding that being able to express yourself in writing is essential – not just for success in school and education but also beyond (Brandt, 2015; Cremin & Myhill, 2012; Fleming, 2016). Factors like identity, motivation, and engagement are vital to the development of strong writing skills. However, what kinds of writing instruction, teaching or writing practices can actually strengthen these factors, is scarcely researched (Boscolo & Hidi, 2007; Camacho, Alves & Boscolo, 2020; Nolen, 2007). My focus is the children’s perspectives (Spyrou, 2018) on participating in the Danish author schools: what it means for them to write and be writers, and what makes them enjoy writing. My research question is: What do children experience when they participate in voluntary out-of-school creative writing programs, and how could an understanding of these experiences contribute to discussions of writing in school settings? In this session, I will share from conversations with these children and the significance of community, agency and imagination that they express. I will address the importance of writing as craft – for the children and for me as a researcher: how writing with the children has become vital in my phenomenological research method.

KW - children’s fiction writing

KW - Author schools for children

KW - agency

KW - ethnography

KW - writing along

M3 - Paper

T2 - UKLA 2023

Y2 - 23 June 2023 through 25 May 2024

ER -