{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,3]],"date-time":"2026-05-03T23:22:02Z","timestamp":1777850522228,"version":"3.51.4"},"reference-count":29,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T00:00:00Z","timestamp":1749427200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T00:00:00Z","timestamp":1749427200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"name":"Portuguese Foundation for Science and Technology","award":["PTDC\/CED-EDG\/0736\/2021"],"award-info":[{"award-number":["PTDC\/CED-EDG\/0736\/2021"]}]},{"name":"Centro de Investiga\u00e7\u00e3o em Estudos da Crian\u00e7a","award":["UID\/317"],"award-info":[{"award-number":["UID\/317"]}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Journal of Education"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:p>\n                    This study explores the writing practices fostered by digital tools and the characteristics of the resulting narratives. Conducted with 64 students (ages 7-10) from second and fourth grades across public and private schools, the research employed a multisite qualitative methodology, including observations, student writings, and teacher interviews. Results revealed that the tools supported both writing to learn and learning to write practices. Narrative characteristics varied based on teachers\u2019 objectives and tool usage, while between-group analysis showed a link between tool\n                    <jats:italic toggle=\"yes\">stimuli<\/jats:italic>\n                    , narrative structure, and lexical diversity. These findings enhance understanding of integrating digital tools in hybrid writing practices in K-12 education.\n                  <\/jats:p>","DOI":"10.1177\/00220574251349731","type":"journal-article","created":{"date-parts":[[2025,6,25]],"date-time":"2025-06-25T02:33:25Z","timestamp":1750818805000},"page":"115-128","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":2,"title":["The Use of Digital Tools to Enhance Writing in Primary School Through Hybrid Practices: A Multisite Qualitative Study"],"prefix":"10.1177","volume":"206","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2814-2540","authenticated-orcid":false,"given":"Mait\u00ea Moraes","family":"Gil","sequence":"first","affiliation":[{"name":"Universidade Cat\u00f3lica Portuguesa"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8324-2157","authenticated-orcid":false,"given":"Adriana Jo\u00e3o","family":"Cunha","sequence":"additional","affiliation":[{"name":"Universidade do Minho"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0647-2319","authenticated-orcid":false,"given":"\u00cdris Susana","family":"Pires Pereira","sequence":"additional","affiliation":[{"name":"Universidade do Minho"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2159-7566","authenticated-orcid":false,"given":"Cristina Maria","family":"Sylla","sequence":"additional","affiliation":[{"name":"Universidade do Minho"}]}],"member":"179","published-online":{"date-parts":[[2025,6,9]]},"reference":[{"key":"e_1_3_5_2_1","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9781316106372"},{"key":"e_1_3_5_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639-018-9844-x"},{"key":"e_1_3_5_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/00220574241249454"},{"key":"e_1_3_5_5_1","doi-asserted-by":"publisher","DOI":"10.6035\/clr.6773"},{"key":"e_1_3_5_6_1","doi-asserted-by":"crossref","unstructured":"Gil M. 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