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digital digs: Why blog? on the rhetoric of social media
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- An urgency to the subject matter (e.g. a current event)
- An important and reasonable purpose (e.g. writing a job letter to get a job)
- A sense of authority, feeling qualified to write about a subject
- A strong personal interest (e.g. creative writing, political writing)
- An audience that will give you positive feedback
In my view, the fundamental challenges of blogging are not very different from those of any kind of writing. One requires sufficient exigency to write. Where does this come from?
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Ecotones and Crossroads: Re-imagining the Spaces of Learning in an In-between Time -- Computers and Writing 2009 - Jerz's Literacy Weblog
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Ganley was immersed in Elbow and
other writing process teachers, but in 2001 got very involved in
classroom blogging; students did all their work out in the world in a
transparent, connected space, but it became impossible to stay in the
classroom anymore. Writing was an opportunity to work with students in
public, and she encountered more walls within the academy, rather than
without.
We know about ubiquitous computing, we are comfortable with it. Noted unrest in Iran -- do we know yet how controlled our understanding of that experience is? In the academy, we continue to use terminology that emphasizes the gap between us and them; the rest of the world is out there on Facebook and texting, but what do we as writing instructors? -
Add Sticky NoteAt UBC, students said in their own personal learning environments, the only things they do online for school are the things they know are going to get them better grades. It's all about the grade, yet we know that students are doing really interesting things outside the classroom. [Yes, I agree with that -- I recently had a student who did all sorts of creative photography outside the classroom, but settled for the bare minimum, in terms of creativity and engagement, in the classroom. Another student lamented how rarely her in-class work felt "fun" for her major.]
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apophenia: Taken Out of Context -- my PhD dissertation
Abstract: As social network sites like MySpace and Facebook emerged, American teenagers began adopting them as spaces to mark identity and socialize with peers. Teens leveraged these sites for a wide array of everyday social practices - gossiping, flirting, joking around, sharing information, and simply hanging out. While social network sites were predominantly used by teens as a peer-based social outlet, the unchartered nature of these sites generated fear among adults. This dissertation documents my 2.5-year ethnographic study of American teens' engagement with social network sites and the ways in which their participation supported and complicated three practices - self-presentation, peer sociality, and negotiating adult society.
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Katt Blackwell-Starnes's Public Lists (15)
- Bakhtin and Composition
- Comps Chat
- Discourse Analysis
- Dissertation Related Blogs
- e-epedagogy
- Educational Folksonomies and Tag Sites
- History of Computers and Writing
- Journals-Dissertation related
- On Teaching Composition
- Research and Composition History
- Research Paper History
- Research text books
- Social Bookmarking
- Social Bookmarking as a Catalyst for Rhetorical Research Pedagogies
- social constructionism