• 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 Writing Pedagogies, TC Digital Humanities
    Subject(s):
    Composition, Digital humanities
    Item Type:
    Article
    Tag(s):
    blogging, digital composition, digital humanities, editing, scholarly communication
    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:
    Published as:
    Journal Article
    Publisher:
    GLOKALde is an official e-Journal of UDEEEWANA
    Journal:
    GLOKALde
    Volume:
    2
    Issue:
    4
    Start Page:
    1
    End Page:
    17
    Status:
    Published
    License:
    All Rights Reserved

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