Stories from the Notebook Margins

Students who are ‘doodlers’ may seem to be more focused on anything but their Language Arts work.Yet, rather than seeing these actions as unproductive, what if educators instead saw these habits as opportunities for engaging students in literacy practices?

In her research, Dr. Kimberly Lenters found that the short texts and drawings – which she termed ‘overwriting’ – in notebook margins can connect students meaningfully with their writing, and with literacy learning goals. This network of ideas shown in the overwriting holds important meanings for students. These practices are likely connected to a student’s interests, experiences, and reflect what they are passionate about.

Thinking of these off-task engagements as potentially purposeful can help students tap into them in their writing

By opening up a space for students to ‘play’ with writing, teachers allow students to develop as writers and engage in literacy practices in ways which build on their passions and motivation. In addition to more structured activity, these opportunities can include:

• Using shorter writing activities
• Free-writing periods
• Creating smaller texts – which may or may not be taken up into full stories
• Allowing students to follow their own pathways into a writing activity
• Through these ‘off task’ moments, pulling them out of the margins, teachers can spark students’ engagement as writers in school tasks.

For Teachers

Teachers, along with their students, may wish to explore the meanings associated with student overwriting. These insights may lead to students being able to express themselves, and bring more of what they are passionate about into literacy spaces.  Allowing students to play with their writing, without necessarily having to complete full stories each time, may help connect students to Language Arts activities.

*This research was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC)*