Rogoff (1986) observed that careful instructional guidance can be provided by adults in both classrooms and other less structured situations. In Robert's case, the mother provided this support. The desire to write a story was initiated by the child, and it was the child who directed the learning and determined the nature of the feedback provided by his mother. This example of scaffolding, wherein an adult or more capable peer provides verbal support for completing a task, occurs in all kinds of learning situations (Bruner, 1978). The assistance offered by Robert's mother is typical of the guidance parents give children when they are helping them accomplish tasks.

In the area of electronic media, the guidance provided by parents and teachers is also affected by the nature of the software. Multimedia software that allows a wide range of choices for drawing, writing, and experimenting encourages children to treat the screen as a medium in which to play. More narrowly focused programs, such as Storybook Weaver, turn attention to story elements and provide more directed support for story writing. As the class books and “Robert's Story” show, the computer has the potential to change reading and writing, but at present, computer-based activities support development of traditional forms of literacy.

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