Often times I feel like I am a character in those infamous information overload commercials. You know the ones. Where the characters spout out random words and phrases that make no sense at all. While sorting through information, sometimes my thoughts become as jumbled and busy as the search engine results on my screen. Not only am I overloaded with information, I am daunted with deciphering between web-based mentor texts. As an educator and student, I spend much of my day "surfing" the net. I research information to enhance my lessons, I try to find answers to my students' (sometimes absurd) history questions and I research information for my own professional and personal reasons. I spend a great deal of time reading others' digital writing, to say the least.
I began my own digital writing as a middle schooler by using MySpace. I loved having my own personal place on the web. I enjoyed "decorating" my page with images, icons, quotes and even music that matched my personality and style. I quickly discovered that I could enhance my page by learning simple HTML (hypertext markup language). Although my digital writing was important to me (and maybe to my "top friends") I'm not sure that I actually wrote anything worth publishing for the world to see.
Troy Hicks, author of Crafting Digital Writing: Composing Texts Across Media and Genres, makes a significant point that in relation to digital writing, "the idea is that we must be deliberate in what we type when we post to our social networks, how we frame a photograph, how we edit video, or any other number of choices that affect the composition of our texts" (Hicks, 2013, p. 20). I wasn't necessarily deliberate in my early digital writing and it doesn't come natural to our 21st century students either. As Hicks states, "students may be 'tech comfy' but they are not necessarily 'tech savvy'. Being a digital native isn't enough" (Hicks, 2013, p. 20). They may be born digital but we are charged with the task of helping them become not only creative but purposeful digital writers (Hicks, 2013, p. 25).
In order to become better digital writers we must even think like digital writers when we are reading web-based mentor texts. Rhinegold offers us the following questions to ask ourselves, questions that perhaps I should have considered as a Myspacer, "Am I simply sharing a link to something that someone else crafted or offering my own succinct commentary on it? Am I composing my own response as a blog post, then sharing a link via Twitter? How much writing am I doing when I share something via social media? Am I intentional about it?" ...and most importantly... "Is this piece of my digital writing worth sharing?" (as cited in Hicks, 2013, p. 33). These are questions that our students should be prompted with in order to carefully think about not only their assigned digital writing, but also their digital writing on social media. Additionally, Hicks formulated the MAPS workshop model. MAPS helps writers see the broader context of a writing assignment by considering mode: the genre of a text; media: the form(s) in which a text is created; audience: the reader, listener, or viewer of the text, both intended and incidental; purpose: the auction the author takes, in both an academic and a personal sense; and situation: the context for the writer herself or himself, as well as the demands of the writing task (Hicks, 2013, p. 21).
Using Hicks' MAPS workshop model and reflecting on Rhinegold's questions, students can take their digital writing to the next level by pursuing written craft that is worthy of becoming a web-based mentor text for others. And honestly, isn't that what we all hope our digital writing will become? When we hit publish, post or send, we hope for likes, retweets, comments and praise that our digital writing is worthy enough for others' use and admiration.
References
Hicks, T. (2013). Crafting Digital Writing: Composing Texts Across Media and Genres, 20-33.
Image retrieved from http://learningedgeadventures.wordpress.com/presentations/reduce_information_overload/
Image retrieved from http://www.mediabistro.com/alltwitter/social-media-modern-marketing_b50969
Rhinegold, H. (2012). Net Smart: How to Thrive Online.
Jordan,
ReplyDeleteI love how you took us on a "journey" through your digital writing path. You brought back many memories when you mentioned MySpace. Until recently, I never associated social media with digital writing. This is such a huge form of digital writing, though.
I, too, used the quote differing "tech comfy" and "tech savvy." It is so important to help us show our students that just because they feel comfortable with technology does not mean they are masters of technology. We also need to encourage them to have a meaning behind everything they post. Whether or not they intend for someone to read something, it will be viewed. I wish someone would have taken the time to make me realize this when I was younger. My digital writing as a student was not meaningful whatsoever. I hope, now, that I will be able to put more meaning in my writing so I can exemplify this for my students.
Enjoyed your blog post. I also spend a lot of my day researching material on the web to try and solve both other people's and my problems. Sometimes you have to sort through A LOT of information to find just the right answer, and you can get pretty confused in the meantime. But, I am thankful we have the ability to do this, and do not have to always physically go to a library or order a book to find the answers.
ReplyDeleteI feel the same way about information overload--stuff swirls around in my brain so, I feel as if I must say anything that comes to mind before I forget. Before reading the text, I didn't think of social media as digital writing. I think of writing as a formal piece. Our students are actually more familiar with digital writing than we think. The idea of being "deliberate" in their writing is so important. It is a comforting thought to know that our students still need us with digital concepts. The questions Rhinegold asks should be posted by EVERY computer. I do not need to know every move everyone makes--just one of the negatives of social media--it's not deliberate writing.
ReplyDeleteI remember the days of Myspace as well, not considering the things I posted. I really enjoyed your blog, it was very well put together. I also am on the internet on a daily basis, so I have a great relationship with digital writing of other people. I also go to the internet to find the answers of some questions asked by my students. I don’t know how I would react if I had to actually get a dictionary and look up something.
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