Teaching Digital Writing in K–3

This chapter explains the occasion for the book, the threatened obsolescence of key works from the first modern generation (or “Golden Age”) of digital writing. The authors attempted to preserve not just the material form of the works, but the experience of their operation or performance, recording encounters with the works on vintage equipment. Traversals represents a second stage in this process, reflecting both on insights gained in the preservation effort, but on the interventions themselves and the cultural meaning of obsolescence.

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Making and Remaking the Self through Digital Writing

The Routledge Handbook of Digital Writing and Rhetoric ◽

10.4324/9781315518497-11 ◽

2018 ◽

pp. 104-112

Author(s):

Julie Faulkner

Keyword(s):

The Self ◽

Digital Writing

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Designing Small Spaces

Cases on Higher Education Spaces ◽

10.4018/978-1-4666-2673-7.ch004 ◽

2013 ◽

pp. 64-86

Author(s):

Ben Lauren

Keyword(s):

Digital Media ◽

Design Process ◽

Program Assessment ◽

Corporate Sector ◽

Digital Writing ◽

Limited Budget ◽

International University ◽

Florida International University ◽

K 12 ◽

Effective Design

This case is useful as a model for institutions creating media labs in small spaces with a limited budget and advances a discussion of effective design among scholars, K-12 educators, a range of industries, and the corporate sector. By addressing how small spaces can function effectively for users, the author encourages representatives from these areas to design media labs in usable ways. The study begins by arguing for a user-centered approach to designing digital media labs in order to engage stakeholders in the design process. Then, the chapter explains the process of how the author engaged users while piloting several iterations of the Florida International University Digital Writing Studio, reporting what was learned about designing the space. Finally, the study investigates the usability of the Digital Writing Studio through a usability test meant to investigate the functionality of the space for collaboration among users. This case demonstrates a challenge that many must take on at a time when budgets are being cut and space is difficult to secure. Usability methods of inquiry can help create a space designed in part by stakeholders—a method that this case argues can be built into annual program assessment.

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What Now? Shifting Our Colleagues' Perceptions of Digital Writing

Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5982-7.ch031 ◽

2014 ◽

pp. 629-642

Author(s):

Troy Hicks

Keyword(s):

Network Modeling ◽

Fair Use ◽

National Writing Project ◽

Writing Teachers ◽

Digital Writing ◽

Writing Project ◽

Personal Learning ◽

Entry Points ◽

Personal Learning Network ◽

Writing Tools

Though many teachers, including the authors in this collection, are incorporating digital writing tools and making significant changes in their instruction, too many other teachers are not. Based on the results of a Pew Internet and National Writing Project survey, this chapter explores six skills that a majority of writing teachers describe as “essential” or “important.” Building on the premise that all teachers want their students to learn these skills, this chapter describes strategies for how digital writing tools could be used in that capacity. With examples such as alternative search engines, creating a personal learning network, modeling the digital writing process, and understanding the dimensions of fair use, copyright, and citation, the chapter provides entry points for all teachers - even those unsure about why or how to use particular technologies - to begin teaching digital writing.

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Pose/Wobble/Flow

Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5982-7.ch027 ◽

2014 ◽

pp. 544-566

Author(s):

Antero Garcia ◽

Cindy O'Donnell-Allen

Keyword(s):

Preservice Teachers ◽

Communities Of Practice ◽

Undergraduate Students ◽

Professional Growth ◽

Complex Environment ◽

Digital Writing ◽

Face To Face ◽

Non Linear ◽

The Creation ◽

Culture Technology

This chapter examines how culture, technology, and standards intersect to create a complex environment for preservice teachers that shapes their understanding of how to teach composition. The authors draw on the cases of two undergraduate students engaged in immersive digital writing experiences to present a model called “Pose/Wobble/Flow.” This model attempts to capture the non-linear, recursive nature of teachers' professional growth by acknowledging and interrogating uncertainties, positionality, and cultural privilege. The authors recommend the creation of virtual and face-to-face communities of practice wherein preservice teachers can take up stances, or poses, toward their practice and reflect on areas in which they “wobble” with the intent of attaining provisional moments of progress in their teaching. They conclude that engaging preservice teachers in cycles of Pose/Wobble/Flow increases the likelihood that they will in turn construct learning experiences for their students that include robust opportunities for digital composing and interaction.

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