In the age of standards, the challenge is great to sustain children’s
voices as transformative forces in academic contexts. Interactive writing may offer
an environment where children can reframe their engagement with curricular and
personal knowledges, or even redefine the nature of academic content itself. This
article focuses on the second year of a school-university project in which child and
adult writers carried out long-term email dialogues. The adult writer-researchers
questioned the suitability of these dialogues for enhancing the children’s
curricular knowledge while supporting their personal investment in writing. The
year-long dialogues resulted in three types of third-space environments where
children differently balanced the relationship of curricular knowledge to personal knowledge.
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