| Autor: |
Kester, Jessica, Vie, Stephanie |
| Předmět: |
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| Zdroj: |
Currents in Teaching & Learning; Jan2021, Vol. 12 Issue 2, p52-70, 19p |
| Abstrakt: |
This article explores the pedagogical artifacts that accompany social media assignments in writingfocused classes and students' perceptions about social media pedagogy. Using survey data about social media in writing classes, we employ grounded theory (Glaser & Strauss, 1967) and practitioner inquiry (Ray, 1993) to analyze instructor-created writing assignments and student responses to social-media-infused writing assignments. Our findings indicate that students are interested in social media writing assignments, generally think faculty members including social media in class assignments is positive, and see opportunities for learning to use social media more critically. While our assignment samples did not overwhelmingly showcase critical digital pedagogies and critical digital literacies in practice, the data do suggest possibilities for critical social media use. These findings also suggest opportunities for teacher-scholars across disciplines to reflect critically on whether and how to incorporate social media content and tools into digital, ideally critical, pedagogical practices. [ABSTRACT FROM AUTHOR] |
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