Strengthening Reflective, Creative, and Critical Writing Skills Through Community-Based and Cross-Level School Literacy Programs
DOI:
https://doi.org/10.59890/ijgsr.v4i1.140Keywords:
Writing Literacy, Reflective Writing, Creative Writing, Critical Writing, Community-Based Literacy, Cross-Level EducationAbstract
Research on writing literacy has largely focused on formal schooling and single educational levels, leaving limited empirical evidence on how reflective, creative, and critical writing skills develop through integrated community–school programs across educational stages, particularly in Global South contexts. This study addresses this gap by examining a community- and school-based literacy program implemented across three learning settings in North Sumatra, Indonesia: a public book club, a lower secondary school, and an upper secondary school. Employing a qualitative field study design, data were collected through participatory observation, document analysis of students’ writings, and reflective texts produced during eight literacy sessions conducted in October 2025. The findings reveal a staged development of writing skills, where reflective writing functions as an entry point for self-expression, creative writing mediates the articulation of values and empathy, and critical writing emerges as a later outcome marked by growing argumentative clarity and intellectual confidence. Participation patterns varied across contexts, yet consistent improvement was observed when writing practices were contextualized and supported through non-evaluative facilitation. This study contributes a context-sensitive literacy model that integrates reflective, creative, and critical writing across educational levels, offering theoretical and practical insights for literacy development in Global South educational ecosystems
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