Re-shaping of Writing in the Digital Age - a Study of Pupils’ Writing with Different Resources

This article explores how resources used in test situations shape pupils’ writing and to some extent their possibilities to represent their knowledge. Two conditions (pen-and-paper and digital) are investigated in two subjects. The theoretical underpinnings stem from a design-oriented and multimodal perspective on learning (Jewitt, 2009; Kress, 2010; Selander & Kress, 2010). Findings presented in this article are in line with previous research, which has shown that digital writing technologies have an impact on pupils’ writing process (Haas, 1996; Stapleton, 2012; Genlott & Grönlund, 2013) and that the modes and media used for learning shape communication and to some extent delimit what is possible to represent as knowledge in a given situation (Kress, 2003; Jewitt, 2009; Selander & Kress, 2010).