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Writer Identity and the Teaching and Learning of Writing

Cremin, Teresa and Locke, Terry eds. (2016). Writer Identity and the Teaching and Learning of Writing. London and New York : Routledge (In Press).

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In the light of increasing international interest in teachers’ and students’ literate identities and practices, this book addresses the under-researched area of teachers’ and students’ writer identities and in so doing seeks to advance the field. The volume is premised upon two key assertions, namely that writer identity matters and needs recognition and development in educational contexts, and that young people’s writer identities are influenced by the ways in which their teachers identify as writers. It brings together new empirical studies and scholarly reviews on writer identity and the teaching and learning of writing from researchers working in Australia, Canada, Denmark, New Zealand, the UK and the USA. The volume explores what it means to identify as a writer, the issues which surround the concept of ‘being a writer’, and the consequences which arise when teachers and students do or do not identify as writers. Several contributors also conceive of and examine writing as a significant form of identity work.

Item Type: Edited Book
Copyright Holders: 2016 Routledge
ISBN: 1-138-94890-X, 978-1-138-94890-7
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 47049
Depositing User: Teresa Cremin
Date Deposited: 18 Aug 2016 10:39
Last Modified: 15 Jan 2018 14:23
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