Li, Tak-Sang;
(2025)
How can we better understand the nature of collaboration in Year 7 writing in English involving the use of cloud-based platforms? An exploratory study.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
This study explores cloud-based collaborative writing involving Year 7 pupils in a London-based independent preparatory school, as part of the Key Stage 3 English curriculum. Its core focus is the way in which the pupils wrote and collaborated with one another on the cloud-based platforms, and the platforms’ influence on the pupils’ writing. It also considers the pupils’ perceptions of this writing, as well as of themselves as collaborating writers. An exploratory, embedded case study research design is adopted, and a sociomaterial theoretical lens informs the study, with a particular emphasis on the affective dimension of literacy practices, in keeping with the ‘literacy-as-event’ model. There is consideration of what emerges, both in terms of written text, as well as perceptual data, within the various assemblages of pupils and the platforms on which they wrote. The study arrives at an enriched understanding of what collaboration looks like, and can look like, when pupils in the context of Key Stage 3 English are tasked to write together in the cloud. The roles that the pupils adopted when writing – critical friends, ventriloquising authors, and subversive writers, for example – demand a more nuanced understanding of collaboration in such writing tasks. The agency that the pupils exercised, both individually and collectively, synchronously and asynchronously, as they made decisions about the content of their writing, and how they engaged critically with the platforms, are also key in this respect. The study’s findings have implications for the teaching and learning of writing in Key Stage 3 English, in the contexts of collaborative writing and writing in the cloud. It calls for a re-evaluation of what can be understood as ‘writing’ in the English curriculum at UK policy level, and the role(s) that digital platforms can play in the assemblages between pupils, English teachers, and digital spaces.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | How can we better understand the nature of collaboration in Year 7 writing in English involving the use of cloud-based platforms? An exploratory study |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2025. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10204750 |
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