A Study on Team Editing as Cultural Learning: Based on the Analysis of Dialogue between Co-Editors

Abstract

This study aimed to clarify the learning process of team editing by focusing on the perspective of co-editors. Additionally, this research regards writing as cultural learning. First, I organized the abilities necessary for a co-editor based on research data about cognitive processes in writing and critical thinking. Thereafter, I considered five types of thinking activities for co-editors. Second, I conducted two surveys to analyze the thinking process of co-editors. The participants included 36 fifth-year students at a private elementary school in Tokyo, which the author oversees. Both the surveys mainly analyzed the voice recordings during team editing, and examined types of thinking processes of co-editors while comparing them based on pre-established classifications. The results revealed three processes by which co-editors become conscious about the “readers assumed by writers.” Additionally, the tendency of a specific learner’s critical thinking to influence other learners was confirmed.