Revolution Lullabye

May 31, 2009

Erikson et al, A Web We Can Weave

Erikson, et al. “A Web We Can Weave: Considering Open Source Technologies in Our Classrooms.” Comupters and Composition. (Spring 2009)

This collaborative article, written by Erikson and his graduate studetns, investigates different Web 2.o interfaces and technologies the authors (who took a grad seminar class with Erikson) used in the seminar and also in their teaching. Erikson argues that it’s important for those in composition and rhetoric to become familiar with and be able to use the many Web 2.0 technologies students are using, the technologies that are part of their everyday litearcy activities. Drawing on Selber’s three-part literacy framework, Erikson advocates for more productive, rhetorically literate assignments and classroom teaching practices to make composition more relevant and answerable to the multiliteracy needs of today’s students. The graduate students each wrote a section about a different technology – YackPack, Facebook, GoogleDocs & GoogleGroups, podcasting, and wikis.

Quotable Quotes

“the use of Google and many other tools of the digital age are an integral part of the history of literacy in Western culture; to ignore this fact and to bridge the gap between students as digital natives and faculty as digital immigrants certainly calls the question about which group is truly more ignorant and less literate”

Questions teachers need to ask before adopting a Web 2.0 technology: 

What are my course goals for using this technology?
What goals can this technology help me accomplish?
What do I want my students to do with technology?
What are the ethical questions to consider when implementing any new media technology into the writing classroom?
How can I expect my student population to respond to new media?
Are there issues of access, funding, literacy, time, or space that I need to examine beforehand?

“the constant reminder that these tools were the ones in use by our students, and lest we consider those irrelevant to the concerns of English studies in general and Rhetoric and Composition in particular, we can only turn to the current national election process to see the role of tools like YouTube in the candidate debates, blogs in disseminating political views by pundits and citizens alike, and how can one forget Barack Obama’s early morning text message to his supporters about his Vice Presidential choice. Because these tools are ones in the hands of today’s students, defined as digital natives (Prensky, 2001), they should be ones worthy of functional, critical, and particularly rhetorical literacy education within graduate programs in Rhetoric and Composition, not only to transform the undergraduate writing curriculum but also to change the presumption that all academic discourse is print in nature, particularly in light of concerns by the Modern Language Association (2006) about the crisis in scholarly publishing and the impact on print production processes as well as on the academic reward system for faculty caught within the paradigm shift between the print and the digital.”

Notable Notes

see what the students are using and use that – don’t just rely on Blackboard because it’s safe and easy

great YouTube video by Michael Wesch at Kansas State University

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