Fourth Graders as Researchers: Authors and Self-Illustrators of Informational Books

Abstract

Purpose

To facilitate teacher–researcher collaboration in order to implement an informational writing research project using the framework of Browse, Collect, Collate, and Compose embedded within the writing workshop.

Design/methodology/approach

This study was conducted using a qualitative (Merriam, 1998) method of inquiry, more specifically, case study research design. A researcher and a practitioner came together to explore problems related to authentic use of expository genre and collaborated to help fourth graders write informational books.

Findings

The development of an authentic informational book was in contrast to the inauthentic purposes whereby students studied expository writing as preparation for statewide testing of student writing achievement. The study advocates the usage of authentic literacy contexts where students can enjoy writing for personal purposes.

Practical implications

Collaboration between classroom teachers of writing and researchers contributes to the theoretical and practical knowledge base of the teacher and researcher. Overall literacy development is enhanced when students read and write out of their own interest. Students use trade books as mentor texts to compose and create their informational books. The value of seeing fourth graders as researchers and making an informational book serves the authentic purpose of writing.

Citation

Nigam, A. and Janisch, C. (2016), "Fourth Graders as Researchers: Authors and Self-Illustrators of Informational Books", Writing Instruction to Support Literacy Success (Literacy Research, Practice and Evaluation, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 263-279. https://doi.org/10.1108/S2048-045820160000007016