However, I need to get used to the “new ways” that my students and other composition teachers are using. After all, according to Cynthia L. Selfe, “teachers of composition may be paying increased attention to new media texts because students are doing so-and their enthusiasm about reading/viewing/interacting and composing/designing/authoring such imaginative texts percolates through the substrata of composition, in direct contrast to students’ laissez faire attitudes towards more conventional texts” (44). Going back to my blogs on my students’ reactions to my use of Serial and Survivor in the composition classroom, I can see how this is absolutely true. Indeed, the conversations about these two texts were easily the best class conversations I had this semester. After all, as Selfe points out in “Students Who Teach Us”, “new media literacies may play an important role in indentify formation, the exercise of power, and the negation of new social roles” (Selfe 51). So, if I am able to effectively use “new media texts”, I can actually ensure that my students are able to grow and develop not only as critical thinkers and writers, but as people and citizens of the world as well. That idea is such an intense pressure to put on my shoulders, but I must be able to embrace it since I am a teacher.
So, how do I use “new media texts” effectively? Luckily, Selfe gives so much good advice about this for the uninitiated and tentative composition teacher. Her first step is to recognize the “whole range of literacies that students bring to the classroom” (Selfe 57). So, in order to be an effective composition teacher, I need to realize that my students have acquired their knowledge of “new media texts” in different environments. For example, some of my hypothetical have always grown up with a computer and a pathway to the Internet in their homes, while others still may not own a computer or an iPad. Recognizing this element is crucial in the composition classroom because it automatically disrupts any assumptions I (or any teacher) may have about the classwide understanding of “new media texts”.
Now, how do all of these ideas about using “new media texts” translate to teaching Writing I (a.k.a the writing class that everybody has to take)? Obviously, some of the assignments that Selfe herself recommends don’t neatly translate to teaching the basics of academic writing, but the principles can be addressed through individual activities. For example, one of the weekly journals can be a literacy narrative that only addresses their written literacy but their technological literacy as well. Another example of using “new media texts” is not doing just written texts as “reading” homework but using TEDTalks or other podcasts as the homework for that week. A suggestion that I have tried as a class activity is having my students watch a particular Youtube video (a particular favorite of my students is this one due to the humor and ease of language) and then having them do an argument analysis to figure out the video’s claim, reasons, and foundations. If you have any suggestions to help someone who admittedly a little scared of using “new media texts” in her classroom, please let me know. As of right now, it is a slow but necessary transition into using this technology. After all, I do not want to be the teacher that is left behind and still talking about Friendster and MySpace while my students are on their (hypothetical) hoverboards.
Works Cited
Green, Hank. “How to Name a Baby Properly.” Online video clip. Youtube. Youtube, 2 March
2011. Web. 29 March 2015.
Selfe, Cynthia L. “Students Who Teach Us.” Writing New Media. Eds. Anne Frances Wysocki, et al. Logan, Utah: Utah State UP, 2004. 43-66.
I liked how you really expressed your opinion. I feel that your attitude is one that many teachers have, not being left behind in the wake of a technological takeover, but still being sensitive to the present day reality that not everyone has equal technological access. Thankfully, most universities offer computer labs for students. I liked your idea of using TEDTalks and then having your students write about them, and coming up with ways for them to write traditionally. Nice integration.
ReplyDeleteThanks! Sometimes, something as simple as showing a segment from "The Daily Show" is enough to cause an enlightening conversation about argument analysis.
DeleteI am having the same problems with all the technology talk. I want to use what works to help my students become better writer. However, I also want them to be successful in their writing in college. I have always believed that I am preparing them for writing in the collegiate setting and I don't think that teaching to use so much technology is the best way to teach them academic writing. Maybe a mixture of the new and old ways would be the best.
ReplyDeleteI am also worried about the balance between all the technology and none at all. I am still trying to figure a solution, but it can honestly vary due to the class environment. One class may need more than another class.
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