Design of an audiobook to promote collaborative writing: an educational experience

Abstract

The aim of this paper is to analyze in ethnographic terms (Rockwell 2008, 2013; Woods, 1987) certain aspects of a school experience carried out from the subject Language and Literature Practices in a second year of high school in Argentina.
The main purpose of this experience was to gradually improve students’ writing practices. It was a project in which students had to design an audiobook. This project presented distinctive moments: reading the genre, writing and production.
Although we will mention each of these moments, in this paper, we will focus on the writing moment to corroborate the effectiveness of a method (of our own invention) called fragmented slogans and a particular way of working called collaborative writing (CD) (Álvarez & Bassa, 2013).
In order to account for the proposed method and way of working, we will analyze the teaching and learning strategies and highlight certain roles established by the students and the teacher during the activity.