Networking, Storytelling and Knowledge Production in First-Year Writing

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• 作者：Octavia Davis^a  ; [Author Vitae] ; Bill Marsh^b ; ^{wmarsh1@ccc.edu}  ; [Author Vitae]
• 关键词：Keywords ; Tagging ; Social networking ; Narrative ; Story ; Publication ; Web 2.0 ; Apprenticeship
• 刊名：Computers and Composition
• 出版年：2012
• 期刊代码：33_87554615
• 类别：cp
• 出版时间：June, 2012
• 卷：29
• 期：2
• 页码：175-184
• 文件大小：974 K

摘要

As writing teachers, we seek to validate the knowledge that students bring to the classroom while introducing and cultivating new methods, strategies, techniques and technologies that may serve them now and in the future. In this article we describe an approach we take that integrates curricular and extracurricular co-apprenticeship strategies using public writing models in conjunction with social networking tools. With publication as a final goal, we urge students to move from expressing personal problems to addressing social issues, using a private, non-commercial learning network NoDiff <> as a safe zone for skills development, knowledge production and social inquiry. In taking this approach, we resist dichotomies that place professional skills training in strict opposition to critical pedagogy. We argue that many of the so-called 鈥渆xtracurricular鈥?composing activities that most of today's students engage in lay the groundwork for both professional and civic participation. Acknowledging that we as composition teachers are also beginners in the world of 21^st century communication, we emphasize both (1) the continual transference of skills and knowledge among teachers and learners; and (2) the importance of providing what is often lacking in skills-based 鈥榥ew literacy鈥?training, namely a critical pedagogical approach to learning as social engagement and critical intervention.