Analysis of postures for handwriting on touch screens without using tools

The act of handwriting affected the evolutionary development of humans and still impacts the motor cognition of individuals. However, the ubiquitous use of digital technologies has drastically decreased the number of times we really need to pick a pen up and write on paper. Nonetheless, the positive cognitive impact of handwriting is widely recognized, and a possible way to merge the benefits of handwriting and digital writing is to use suitable tools to write over touchscreens or graphics tablets. In this manuscript, we focus on the possibility of using the hand itself as a writing tool. A novel hand posture named FingerPen is introduced, and can be seen as a grasp performed by the hand on the index finger. A comparison with the most common posture that people tend to assume (i.e. index finger-only exploitation) is carried out by means of a biomechanical model. A conducted user study shows that the FingerPen is appreciated by users and leads to accurate writing traits.

Multilingual Writing in Digital World

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

The Scenes of Violence in a Digital Writing Environment: The Sample of Wattpad

The social and technological developments experienced have led the 21st century children to digital tools for education, entertainment and communication. The concepts of literacy were also affected by this tendency, and with the spread of extracurricular reading and writing activities, students’ literacy tendencies rapidly began to evolve from paper to screen. The Wattpad is also a text writing and sharing application that children and young people engagedly turn to. In this uncontrolled free platform, thousands of stories written in various forms of expressions on all kinds of subjects are presented to the admiration of children in the developmental age and are quickly consumed by many children and young people who are not yet digitally literate. In this qualitative research, which is designed as a case study, 6 stories that were awarded in 2018 within the scope of the Wattys Awards given by Wattpad each year with user votes were examined within the framework of the concept of violence. The data were obtained through document analysis and they were analyzed with the descriptive analysis method according to Polat’s (2016) classification of “physical violence, sexual violence, emotional violence, economic violence and cyber violence” and analyzed according to the determined codes and categories. The findings show that there are many elements of violence in the stories examined and that these mainly include physical and emotional violence types. The acts of “killing” and “dying” in the physical violence, and the insults aimed at disdaining and ridiculing were the most common forms of emotional violence. The fact that these stories, in which all kinds of violence were encountered, were deemed worthy of awards by the readers, revealed that readers had an interest in violent genres, and Wattpad fed this interest of young readers. For this reason, it is recommended that Wattpad application be used under the family supervision and an editorial application be implemented within Wattpad itself.

Enregistered spellings in interaction

Against the backdrop of the societal differentiation of literacy, the paper investigates spelling variation in digital written communication beyond the binary paradigm of standard and nonstandard. To this end, the paper proposes a formal classification of digital spelling variants and then focuses on the socio-communicative functions of these variants in usage. Theoretically grounded in the notions of register and social indexicality, the paper discusses how spelling variants are metapragmatically ordered by social actors and deployed in text-messaging interactions in order to indicate interpretive context. To investigate these phenomena holistically, the paper furthermore presents a tripartite research framework that addresses digital writing regarding its I) structural variants, II) communicative practice, and III) reflexive awareness. Afterwards, this methodological approach is applied empirically. This is done based on a data set that includes samples of everyday literacy by 23 German adolescents: informal WhatsApp texting, on the one hand, formal school essays on the other. The exemplary analyses focus on phonostylistic spellings (e. g. elisions such as <ich hab> instead of <ich habe>) and graphostylistic spellings (e. g. graphemic substitutions such as <daß> instead of <dass>) in these WhatsApp interactions, reconstructing the metapragmatic status of standard orthography in digital writing. By combining structure-oriented, interactional, and ethnographic perspectives, the paper seeks a disciplinary dialogue by relating concepts of sociolinguistics and linguistic anthropology not only to research fields of media linguistics but also to research on writing systems.

Hygienic Assessment of Digital Writing: A Bio-Cybernetic Approach. Report I

Background: Introduction of digital technologies into the educational process involves the widespread use of keyboard typing and spending less time handwriting. At the same time, studies in the field of physiology and hygiene of handwriting show its importance for the development and formation of brain functions in children in the learning process. Potential risks for child development associated with regular typing and rare handwriting require proper hygienic assessment of the former. Yet, the lack of a scientifically based methodological approach is a strong limitation for such studies. Objective: To develop a methodological approach and conduct a pilot study on hygienic assessment of digital writing based on a bio-cybernetic analysis of the bioelectrical activity of the brain. Materials and methods: To arrange and conduct the research, we developed an algorithm based on a comparative analysis of the bioelectrical activity of the brain during typing and handwriting. Scalp electrodes were applied according to the International 10–20 system. EEG registration was carried out using a Neuro-KM computer-aided electroencephalograph by Statokin, Russia, with a Brainsys software for spectral-coherent and statistical analysis of EEG. The software allowed us to estimate the topography of the absolute power of the alpha rhythm in a resting state, during handwriting and typing, and the intrahemispheric and interhemispheric coherence of the alpha rhythm. Results: We established that the power of vibrations in the alpha range during digital and handwriting decreased compared to the resting state. Such a decrease reflecting activation of the cortex was noted in a more extensive area during handwriting. Typing decreased alpha waves only in the motor and sensorimotor areas of the brain. Compared to the resting state, handwriting significantly increased interaction between all areas of the cortex inside both hemispheres while typing did that in one hemisphere only. Conclusion: Our findings indicate that handwriting is provided by a more complex system of activation and interaction of areas of the cerebral cortex than typing. The developed algorithm can be used for further research on digital writing.

Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education

Writing centres play a vital role in supporting all forms of student academic writing in higher education (HE) institutions, including digital writing projects (DWPs)—multiliterate and multimodal, often video-and-audio-based projects, produced using digital technologies. The importance of writing support for multimodal composing is evident in emerging research on both the multi-skilled practices of writer-designers and the conceptual shifts involved in their adoption. Currently, no research exists regarding the Canadian context of writing centre support for DWPs. To address this, we conducted two surveys: one of 22 Canadian writing centres asking about DWPs prevalence, technology and skills readiness, and DWP awareness; and one of faculty at a large Canadian university, asking about DWPs prevalence and frequency and types of DWP assignments. We find a significant disconnect between the number of DWPs being assigned by faculty and the number being supported in writing centres. We also find a significant lack of writing centre preparedness for supporting DWPs. This paper calls, with some urgency, for writing centres to invest in the reality of student writing in Canadian HE, to begin developing instructional materials, equipment, and skilled staff to support DWPs.