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TWITAGOGY: WRITING, INFORMATION LITERACY, WRITTEN COMMUNICATION, and 21st CENTURY PEDAGOGY
- Author(s):
- Brooke Carlson (see profile)
- Date:
- 2016
- Group(s):
- GS Nonfiction Prose, RCWS History and Theory of Composition, RCWS Literacy Studies, RCWS Literacy Studies, RCWS Writing Pedagogies, TC Digital Humanities
- Subject(s):
- Digital humanities
- Item Type:
- Article
- Tag(s):
- blogging, digital composition, digital humanities, editing, scholarly communication, Composition
- Permanent URL:
- http://dx.doi.org/10.17613/M6MG76
- Abstract:
- Technology is transforming twenty-first century education. Central to the study of English Literature is critical thinking and writing, and with the advent of digital texts (along with the precursor - digitized writing) the space of the discipline continues to expand. One way to get at what is being done in the study of literature is to explore the core competencies most directly linked to the field: Written Communication, Information Literacy, and Critical Thinking. “Twitagogy” is a qualitative exploration of the use of the social media platform Twitter across two semesters of teaching a variety of courses in English. I offer over twenty examples of students Tweeting, the prompts that produced them, and analysis of their work, as well as student feedback via pre- and post-surveys, class evaluations, and Canvas discussions. Twitter strengthens critical thinking and pushes students to think critically outside of the classroom. Keywords : mobile learning, Twitter, critical thinking, information literacy, social media
- Metadata:
- xml
- Published as:
- Journal article
- Status:
- Published
- Last Updated:
- 4 years ago
- License:
- All Rights Reserved
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carlsontwitagogy.pdf