Alias Librarian's List: Twitter

• • New literacy practices move text from author-centered to participatory, multimodal, distributive, and co-constructed.
• • p. 467

  • Twitter Benefits in Ed. = positive ed. outcomes, increased student engagement, active learning, improved relationship between students/instructor, and higher grades.
• use of Twitter in learning settings was found to sup-

  port a number of positive educational outcomes, including increased student engagement,

  active learning, improved relationship between students and instructors, and higher grade
• t Twitter’s just-in-time design allowed students and instruc-

  tors to engage in sharing, collaboration, brainstorming, problem-solving, and creating
• 1) student–faculty

  contact, (2) cooperation among students, (3) active learning, (4) prompt feedback, (5)

  emphasizing time on task, (6) communicating high expectations, and (7) respecting di-

  versity.
• tweeting added “depth to our class discussions” by offering “different views” of the

  course content
• tweeting
• Participants noted that using Twitter for socializing and learning purposes felt

  more “natural and immediate” t
• ). Multimod
• Other benefi ts to using Twitter were the ability to “write concisely ... for an audi-

  ence,”
• exts can be interactive as users can “write back,” thus blending authorship, readership,

  production, and consumption.
• tudents’ use of Twitter was linked to

  a number of educative aims, including fostering “rich discussion of [literature] themes”

  through students’ directly addressing other students, peer questioning, and refl

  ection
• themes
• New literacy theorists also view literacy as being socially mediated
• Technology tools shape relationships and practice
• people’s orientation toward participative, multimodal, distrib-

  uted, and co-constructed texts rather than individualistic and author-centered creations

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