Digital promotion of narrative writing skills for year 5: Journey to Narrativa
The project for the digital promotion of narrative writing skills aims to design and evaluate a web-based application for promoting narrative writing, particularly in an inclusive context. To this end, an analog concept from the University of Oldenburg ("Journey through Narrativa digital - a world full of stories") is being adapted.
A corresponding web application extends the analog concept with a reward system, a read-aloud function, assistance and automatic task differentiation. It also includes tools for the independent creation of complete stories based on the writing process model according to Hayes & Flower (1980). The web application enables peer-supported development, digital exchange and the sending of completed stories. The project was evaluated in terms of its effectiveness on narrative writing skills (pre/post/follow-up control group design).
The project is currently being expanded to integrate the web application into the Levumi learning platform.
The project ran for approximately four and a half years (July 2019 - December 2023) and was funded by the "Qualitätsoffensive Lehrerbildung" (federal and and state governments).
- Keywords
- Writing support, digitization
- Duration
- 7/1/19 - 12/31/23
Key facts
Description
Project management: M.-C. Vierbuchen, Lea Schröder
Project description:
- Conception and evaluation of a web-based application to promote narrative writing, especially in an inclusive context, by adapting an analog concept from the University of Oldenburg ("Journey through Narrativa digital - a world full of stories")
- Web application extends analog concept with reward system, read-aloud function, assistance and automatic task differentiation
- Level for independent creation of a complete story based on the writing process model according to Hayes & Flower (1980)
- Peer-supported development and digital exchange possible by sending stories
- Evaluation of effectiveness on narrative writing competence (pre/post/follow-up control group design)
Embedded in: BRIDGES project (2nd funding phase, Vechta), Module 2: Digitalization workshop in inclusive settings
References:
- Schröder, L., Urton, K., Vierbuchen, M.-C., Hertel, S., Knaak, T., Nobel, K., Barwasser, A., Grünke, M., Schulden, M. & Hillenbrand, C. (2022). Digitale Förderung der narrativen Schreibkompetenz bei Schülerinnen und Schülern mit diagnostiziertem Unterstützungsbedarf: Ein systematisches Literatur-Review. Empirische Sonderpädagogik. https://bit.ly/3DSC7VH
- Schröder, L. & Vierbuchen, M.-C. (2022). Konzeption und Evaluation einer Webanwendung für die narrative Schreibkompetenzförderung heterogener Lerngruppen der 5. Jahrgangsstufe als Beispiel der Synthese von Inklusion und Digitalisierung. Beitrag im Rahmen der Tagung "Zukunftsstrategie Lehrer*innenbildung (ZuS)", Köln. (angenommen)
- Schröder, L. & Vierbuchen, M.-C. (2021). Digitale Förderung der narrativen Schreibkompetenzen. In: Schulz, L., Krstoski, I., Lüneberger, M., Wichmann, D. (Hrsg.). Diklusive Lernwelten. Zeitgemäßes Lernen für alle Schülerinnen und Schüler (S. 191-197). Visual Ink Publishing UG. https://bit.ly/3UBQZ0x
- Rensing, J., Vierbuchen, M.-C., Hillenbrand, C. & Grünke, M. (2016). Implementing Peer-Assisted Writing Support in German Secondary Schools. Insights into Learning Disabilities, 13 (2), 151-164.
Responsible
Prof. Dr.Marie-Christine Vierbuchen
- Phone
- +49 461 805 2678
- marie-christine.vierbuchen-PleaseRemoveIncludingDashes-@uni-flensburg.de
- Building
- Gebäude Helsinki
- Room
- HEL 214
- Street
- Auf dem Campus 1a
- Post code / City
- 24943 Flensburg
Partner
Financing
Teacher training quality campaign (federal and state governments)