Literacy researchers might develop a richer understanding of how literacy practices construct communities and writers within those communities through more detailed attention to what writers do when they write. Very little is currently known about the processes by which individuals are actually composing in digital writing environments. However, in this cultural moment of sweeping social, linguistic, and technological literacy transformations, research on digital composing processes involves unique methodological challenges. Contemporary writing technologies intersect with digital literacy composing processes in ways that require critical ethical and methodological decision-making by literacy researchers at all stages of the research process. In this article, I argue that research on contemporary composing processes provides a crucial window onto literacy as a social practice, and further, that such research poses unique methodological challenges for researchers. Through an examination of Facebook writers’ composing processes, I articulate some of these challenges and offer guidance for future research.
Commentary: Expanding Notions of Acceptable Research Evidence in Educational Technology: A Response to Schrum et al.03/01/2006
“Developing Acceptable Evidence in Educational Technology Research” (Schrum et al., 2005) and its precursor editorial, “A Proactive Approach to a Research Agenda for Educational Technology” (Bull, Knezek, Roblyer, Schrum, & Thompson, 2005), are unprecedented collaborative efforts by journal editors to influence research in our field. This response aims to highlight the inherent complexity within each of the four main issues addressed by Schrum et. al. and to expand the conversation. We appreciate both the editors' efforts to be proactive with the problems and solutions as well as their open invitation to comment on their ideas for advancing the field. We look forward to continued dialogue.