Abstract
This article will share the literacy coaches' experiences of engaging in a literacy community of practice (Lave and Wenger, 1991). It will share the writing cohort process, topics discussed, books read, professional developments enacted, and materials generated during their time of study. The writing cohort enacted meaning and identity to the community to create learning and growth. Effective communities of practice promote innovation, spread knowledge, develop social capital, and facilitate existing knowledge (Lave and Wenger, 1991). These communities learn and grow through requesting information, problem solving, and reusing available assets. After a thorough description of the writing community and its practices, we offer insights into how others can create, maintain, and foster similar communities within their schools and school districts. This examination of writing practices profoundly impacted students as well as the cohort participants.
Recommended Citation
Schrodt, Katie; Nunnery, Brandi; Kissel, Brian; and Knapp, Melissa
(2022)
"Creating Communities of Practice Focused on Writing Instruction,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
Iss.
3, Article 5.
Available at:
https://scholarworks.wmich.edu/wte/vol11/iss3/5