Fostering Meaning and Community in Writing Courses Via Social Media

Abstract

This commentary is a reflective discussion of how to use simple social media tools in college-level writing courses, and contains research elements such as effective examples of what is attainable and possible when incorporating blogs (e.g., Posterous) and Twitter in the college classroom. In order to do this, it uses reflective writing with a focus on failures/successes in past courses, and also incorporates students' own comments on blogging and Twitter. The chapter's findings include the following: The overall ease of use and relative simplicity of certain social media tools make for low barriers of entry for a majority of students. The mobile accessibility of these online communicative technologies should also be of specific appeal. These characteristics should encourage student participation in ways that content management systems like Blackboard do not. The convenience of and allowance for quick and easy sharing of information via blogging and microblogging can also mean that each is often quicker than email for contacting someone. What makes both better than Blackboard concerns how they, when taken together, sustain class discussion, keeping it alive, present, and continuous. If proper affordances are made in terms of framing and timing, social media can make for successful additions to college-level courses. Simple tools allow and encourage students to document and reflect on their own learning in ways that are meaningful and unique as they are.

Citation

Schirmer, J. (2011), "Fostering Meaning and Community in Writing Courses Via Social Media", Wankel, C. (Ed.) Teaching Arts and Science with the New Social Media (Cutting-Edge Technologies in Higher Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 15-38. https://doi.org/10.1108/S2044-9968(2011)0000003005