Writing from a Vygotskian Perspective
A Study of Literate Practices and Literate Products at an After School Computer Club for Children
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This study examined the literate products and practices of children at an after school computer club known as Club Proteo. The participants in this study were children at a local after school computer club for children whose ages ranged from 5 to 12 years old. The analysis was grounded on a cultural historical activity theory (CHAT), coupled with a New Literacies Study (NLS) approach to literacy. I used an ethnographic approach (Spradley, 1980) to gather and analyze data regarding the participants literate practices and the literate products over the course of one academic year (September 2001...
This study examined the literate products and
practices of children at an after school computer
club known as Club Proteo. The participants in this
study were children at a local after school computer
club for children whose ages ranged from 5 to 12
years old. The analysis was grounded on a cultural
historical activity theory (CHAT), coupled with a
New Literacies Study (NLS) approach to literacy. I
used an ethnographic approach (Spradley, 1980) to
gather and analyze data regarding the participants
literate practices and the literate products over
the course of one academic year (September 2001
through June 2002). Over these nine-months, 567
children's writing products and 719 undergraduate
fieldnotes were collected. Results of the study
bring to light the magnitude and range of literate
practices and products at Club Proteo as tied to the
larger social structure and practices of the club
during the target year. Also, results suggest the
importance of adult roles in children s in writing.
This study offers a paradigm for further
examination of writing at Club Proteo and at other
after school environments.
practices of children at an after school computer
club known as Club Proteo. The participants in this
study were children at a local after school computer
club for children whose ages ranged from 5 to 12
years old. The analysis was grounded on a cultural
historical activity theory (CHAT), coupled with a
New Literacies Study (NLS) approach to literacy. I
used an ethnographic approach (Spradley, 1980) to
gather and analyze data regarding the participants
literate practices and the literate products over
the course of one academic year (September 2001
through June 2002). Over these nine-months, 567
children's writing products and 719 undergraduate
fieldnotes were collected. Results of the study
bring to light the magnitude and range of literate
practices and products at Club Proteo as tied to the
larger social structure and practices of the club
during the target year. Also, results suggest the
importance of adult roles in children s in writing.
This study offers a paradigm for further
examination of writing at Club Proteo and at other
after school environments.
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