The present study explored the experiences of 80 Wikibookians who had developed or were in the process of developing wikibooks. Both online surveys and email interviews were employed to investigate four main factors, including Wikibookian statuses, successes, satisfactions, and sociocultural experiences. The survey data indicated that the majority…

Pedagogical and scholarly representations of collaborative writing and knowledge construction in technical communication have traditionally recognized consensus as the logical outcome of collaborative work, even as scholars and teachers have acknowledged the value of conflict and "dissensus" in the process of collaborative knowledge…

This study reports on students' and lecturers' perceptions of using wikis as a platform for conducting assessed group projects in two postgraduate Master's level university courses. The results highlight the fact that student attitudes to group work, in general, are mixed, and that the use of wikis "per se" is not enough to improve these…

This paper presents eight suggestions for improving the chances for success of collaborative writing projects among scholars. Based on personal experience and semi-structured interviews with colleagues, eight "clues" for collaboration were identified: (1) a written pre-collaborative agreement; (2) an unambiguous work plan; (3) equal motivation on…

Presents a practice report that profiles the use of collaborative writing techniques in a dual-diagnosis drug and alcohol treatment program. Provides examples of typical patient-generated collaborative poems. Concludes that collaborative group poetry, when effectively facilitated, can generate a meaningful process-discussion toward values…

Describes a collaborative writing assignment which serves as a reassuring and illuminating practice piece for the research paper. (RAE)

Details a review of collaborative styles of professional writers. Notes that some Society of Technical Communication members reported an often hierarchical collaborative process, whereas respondents within the Modern Language Association seemed suspicious of collaboration. Reveals, however, that a dialogic collaborative mode subverting the status…

Presents a dialogue between the authors on what it is like to collaborate in writing young adult fiction. Discusses their writing processes, how they come up with ideas for their books, and how they get the books published. (RS)

Finds that both experienced scientists and college students found it difficult to carry out intellectual teamwork involving collaboratively authored documents without the interactivity and expressiveness permitted by face-to-face communication. (SR)

Examines whether collaborative writing projects force students to reflect critically on their own ideas. Finds that collaboration does not guarantee reflection. Suggests that how students represent collaboration and the writing assignment itself determines whether and how they reflect on their own ideas. (PRA)

Describes in detail the functions and applications of a computer software program called "ClassWriter" that sets up networked electronic space in which computer conversations can take place. Outlines ways of using the program in the writing classroom. (HB)

Argues that students can use electronic bulletin boards to create a single shared text that can be added to as personal time allows. Notes that use of electronic bulletin boards allows valuable class time to be set aside for other instructional strategies. (RS)

Describes the results of a survey conducted at Penn State University that examined the collaborative publications of academic librarians. Discusses co-authors' views of the benefits of collaboration and whether collaboration produces a higher quality journal article than does a single-authored article. (Contains 29 references.) (LRW)

Focuses on whether a collective mind forms in large-group writing in the workplace. Discusses "collective form" in two senses. Describes how group leaders prominently displayed a task completion check-off chart that, in a downsizing environment, helped both to coordinate group activity and to encourage completion. Discusses pedagogical…

Examines collaborative academic authorship by addressing equity in name ordering and conventions used in crediting authorship. Suggests ways to make equal authorship visible and calls for development of collaborative academic culture and negotiation with scholarly journals and database services for recognition of equal authorship. (SK)