Developing Local, Contextual, First-Year Writing Digital Pedagogies at DePaul
- CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments
- FYW Learning Outcomes
Focus on production: one affordance to working in a computer classroom — for instructors who perceive this as a value and as a benefit — is that students can spend time writing. The instructor’s role changes in this environment, and it is advisable to design activities based on your pedagogical goals:
“I want students to be able to …”
“I want students to learn how to …”
“I want students to explore X and produce Y …”
… and then find the technology that helps you achieve that. (You have a pedagogy/technology support guy who can help!) This way, your pedagogy drives the technology, rather than the other way around. For example, some activities that align with our FYW Learning Outcomes:
- Brainstorming & Invention: mind-mapping software — bubbl.us
— Selber: functional
— Learning Outcomes: generating, process, drafts - Peer Review & Feedback — scrible.com and MSWord 1 & MSWord 2
— Selber: functional and rhetorical
— Learning Outcomes: collaborative and social aspects - Collaboration
— Selber: functional, critical, and rhetorical
— Learning Outcomes: integrate ideas with others - Database Research & Summary
— Selber: functional, critical, and rhetorical
— Learning Outcomes: finding, analyzing, and synthesizing - Multimodal Composing & Analysis — Szoter.com
— Selber: functional, critical, and rhetorical
— Learning Outcomes: compose in multiple modes; contextualize meaning-making capabilities