"Walking a Thin Line": Exploring the Tensions between & Composition Curriculum and Students' Lives as Digital Writers

Autor/inn/en	Canady, Fawn; Scott, Chyllis E.; Hicks, Troy
Titel	"Walking a Thin Line": Exploring the Tensions between & Composition Curriculum and Students' Lives as Digital Writers
Quelle	In: Journal of Language and Literacy Education, 16 (2020) 2, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Grade 10; High School Students; Writing Instruction; Electronic Publishing; Writing (Composition); Educational Technology; Technology Uses in Education; Social Media; Experience; Resources; Teaching Methods; Telecommunications; Handheld Devices; Student Projects; Learning Modalities; Student Motivation; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Elektronisches Publizieren; Schreibübung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Medien; Erfahrung; Betriebsmittel; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Telekommunikationstechnik; Schulprojekt; Lernumgebung; Schulische Motivation; Schulnote; Studentische Bewertung
Abstract	Tensions between high school writing curricula and students' lived literacies persist in spite of burgeoning research in multimodal composition. Drawn from the second iteration of a multi-year formative experiment, this narrative explores the dissonance stemming from the meeting of these two worlds in a project titled Digital Self Portrait. This conceptual article includes one 10th grade student's digital multimodal project titled "Offline," which was created on social media. "Offline" demonstrates how students can draw on various lived literacies, or resources and experiences, to successfully navigate digital writing in ways that mirror school-sanctioned writing outcomes. The second half of the study explored the change in pedagogical practice that occurred when the teacher learned to trust her students to take ownership of writing in all of its forms. In addition, as the teacher who partnered in the project reconsidered her instructional practices, this study explored how she reconceptualizes students' ownership of their own writing across many multimodal forms. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01