Archive for the ‘new technology’ tag
Putting It All Together (Part VI)
Process-Oriented, Collaborative and Shared
With new media, what matters most is the process, not the product. Unlike previous kinds of free-writing and generative assignments, discarded once the final product is turned in, new media gives each step of the writing process its own validity and its own separate existence. Text on a message board is not preserved, but serves its own purpose and exists in its own right, as do questions and responses to the class forums. Writers may use material, ideas, and insights later for more formal blog posts.
Putting It All Together (Part V)
Using New Media in the Classroom
The danger of trying to connect everyday and academic writing is setting up a kind of creepy treehouse effect, an artificial environment that supposedly recreates the familiar, more entertaining worlds that students move through, when in fact an overwhelming, but hidden presence of a teacher hovers over all interactions, turning child-like spontaneity into poorly disguised adult intentionality.
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Putting It All Together (Part IV)
Integrated reading and writing
Research and writing used to occur separately in space and time. Students would do their research in the library and then do their writing elsewhere. According to James P. Purdy in “The Changing Space of Research: Web 2.0 and the Integration of Research and Writing Environments,” the physical and temporal separation “disconnects research from writing, artificially separates the academic from the non-academic, and misrepresents how knowledge is created. This compartmentalization incorrectly leads students to believe that research and writing are wholly separate and separable, that they are uniformed by one another” (Purdy 48).
Putting It All Together (Part III)
Bridging Everyday and Academic Writing
How can a teacher connect out-of-class and in-class writings? First of all, teachers should make students aware of the skills most of them already have: familiarity with different modes of writing, descriptive, narrative, and persuasive skills, awareness of audience and purpose, and ability to write in different tones. I propose an activity in which students find examples from their own writing, the writing of friends, or the writing of peers who are strangers online or off for as many different modes of writing they can discover, including, but not limited to, text messages, online chatting, posts on social network sites, emails, and blogs. This exercise should also include paper-based media such as postcards, letters, comics, zines and fanfiction. If the assignment is open-ended, many unexpected forms of text should also appear.
Putting It All Together (Part II)
Acknowledging Out-of-Class Literacies Creates Continuity
Taken as a group, young people today are reading more than ever before: surfing the internet, playing text-based video games, reading blogs, zines and fan fiction. They are writing more than ever before: designing webpages, sending text-messages and emails, and writing for social-networking sites, discussion boards, and blogs. Yet some teachers complain about a decline in literacy, a new informality to writing, a slip in spelling and grammar, a lack of organization, an inability to focus deeply on one topic for extended periods.
Putting It All Together: Collaborative and Integrated Reading and Writing
Introduction
Scholastic writing used to be disconnected. From research: reading and writing took place in different spaces at different times. From other writers: writing was a solitary activity. From previous steps of the process: each piece of writing produced along the way was discarded. From a real audience: students wrote to prove something to a professor who claimed they were engaged in an imaginary “academic discourse.” From authentic purpose: writing ended up in the garbage can and all the student’s hard work, knowledge, insights and craftsmanship were wasted.
Technobabble: The Digital Life of Ronosaurus (Writing and Teaching with New Technologies)
Not sure how to begin the story of how I came to be sitting here with my laptop at Cafe Abir (just a moment, let me pick up my triple latte), writing a technoliteracy autobiography, but I will just get started and see what comes out. I can always fix things — make that, revise — later. After all, this changing piece of writing, which is morphing under my fingertips even now, is the climax of the story I wish to tell, the story of how my own composition process has changed because of digital technology and how that should affect the way I teach writing.
