New Social Media

Collin Gifford Brooke’s essay, New Media Pedagogy, has sparked many more questions than answers for me this week. I have been contemplating introducing some type of “social” media platform into my classroom in the upcoming semester, but am not sure as to where to start or how exactly to do so.

Although I do still have many questions of which I will get to soon, one passage did help me in considering to add a media platform to the class, “It is our responsibility as writing teachers, to understand the scenes where our students write, the tools they will be using to write, and often, even attitudes our students might have with respect to these technologies” (177). That being said, it may be beneficial if we teachers do consider implementing a form of media into our classroom because our students are using some of these tools on daily basis. I have talked to other instructors who have mentioned using social media in the classroom and they mentioned that it’s helped their students envision audiences and their writing entering public forum(s). Students might be superior than us (me for sure anyway) teachers in how to navigate many media sites and tools, but the agency gained through such interactions is equally, if not more important.

In my last post from Paulo Freire, Pedagogy of the Oppressed, Freire discusses how students and teachers must learn from one another and uses the terms, “teacher-student and student -teacher” (80). This could also apply to students helping us with media as we are also helping them learn together. Sound cliché, maybe a little, but I really do believe I learn just as much, if not more from my students than they learn from me as a teacher.

Questions:

At what point does a medium cease to exist in being new? (178)

How do we teach with these new tools, yet remain the “teacher” of the class?

What are other ways to grade/ assess the media of Twitter for example, other than using the model of the “thick tweet” (186)?

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About hflute

Heather is currently teaching two sections of English 120 at NDSU while on a journey through academic enlightenment through the path of English Composition. She is passionate about reading a variety of books and is always excited to become encapsulated in an engaging research project. She also loves coffee and puns.

One thought on “New Social Media

  1. The connection you make between your desire to push your comfort a little to meet students where they are and need to be and Friere’s notion of students and teachers sharing more completely in the responsibility for learning is a good one, Heather. In some ways, if we always hold expertise so tightly in our own hands, we actually limit the degree of expertise our students can achieve. Some of the most powerful learning happens in murky, complicated problem solving. As teachers, we do have more experience, often, with the murky problem solving part, even if we don’t have more experience with the particular medium or program. And our campus resources are also good for bailing us all out when we don’t have the answers (teachers and students alike).

    I hear Brooke making similar arguments to the one you made about teacher-student, student-teacher, too. This is another kind of teaching and learning risk that may come with some great rewards.

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