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Teaching Creative Writing in Primary Schools: A Systematic Review of the Literature through the Lens of Reflexivity

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Title: Teaching Creative Writing in Primary Schools: A Systematic Review of the Literature through the Lens of Reflexivity
Language: English
Authors: Georgina Barton (ORCID 0000-0003-2703-238X), Maryam Khosronejad, Mary Ryan, Lisa Kervin, Debra Myhill
Source: Australian Educational Researcher. 2024 51(4):1311-1330.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Creative Writing, Writing Instruction, Elementary Schools, Creativity, Educational Research
DOI: 10.1007/s13384-023-00641-9
ISSN: 0311-6999
2210-5328
Abstract: Teaching writing is complex and research related to approaches that support students' understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer's critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435865
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Georgina+Barton%22">Georgina Barton</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2703-238X">0000-0003-2703-238X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maryam+Khosronejad%22">Maryam Khosronejad</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Ryan%22">Mary Ryan</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+Kervin%22">Lisa Kervin</searchLink><br /><searchLink fieldCode="AR" term="%22Debra+Myhill%22">Debra Myhill</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2024 51(4):1311-1330.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Teaching writing is complex and research related to approaches that support students' understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer's critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.
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      – SubjectFull: Elementary Schools
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