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Engaging 21st Century Writers with Social Media

Book Description

Basic composition courses have become a fundamental requirement for the major of university degrees available today. These classes allow students to enhance their critical thinking, writing, and reading skills; however, frequent use of technology and online activity can be detrimental to students’ comprehension. Engaging 21st Century Writers with Social Media is a pivotal reference source for the latest research on the integration of social media platforms into academic writing classes, focusing on how such technology encourages writing and enables students to grasp basic composition skills in classroom settings. Highlighting emerging theoretical foundations and pedagogical practices, this book is ideally designed for educators, upper-level students, researchers, and academic professionals.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Contributors
    1. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. THE PROCESS OF EDITING THIS BOOK
    2. THE ORGANIZATION OF THIS BOOK
    3. CONCLUSION
    4. REFERENCES
  8. Acknowledgment
  9. Section 1: Blogging in the Writing Classroom
    1. Chapter 1: Networked Digital Spaces
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. RESULTS AND DISCUSSION
      6. CONCLUSION
      7. REFERENCES
    2. Chapter 2: Blog Love
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. CONCLUSION
      6. REFERENCES
      7. ENDNOTES
    3. Chapter 3: Using Twitter to Scaffold English Composition
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. RESULTS AND DISCUSSION
      6. CONCLUSION
      7. REFERENCES
    4. Chapter 4: From Expository Blog to Engaged E-Portfolio
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. DATA COLLECTION
      6. RESULTS AND DISCUSSION
      7. IMPLICATIONS
      8. CONCLUSION
      9. REFERENCES
  10. Section 2: Exploring Multi-Digital Media in the Writing Classroom
    1. Chapter 5: This Is the Remix
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND APPLICATION
      5. RESULTS AND CONCLUSION OF REMIX WRITING
      6. NOTE
      7. REFERENCES
      8. ENDNOTES
    2. Chapter 6: Social Media and the Rhetorical Situation
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. RESULTS AND DISCUSSION
      6. IMPLICATIONS: THE BENEFITS OF SOCIAL MEDIA ASSIGNMENTS
      7. REFERENCES
    3. Chapter 7: Reblogging as Writing
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. PARTICIPANTS
      6. EXPLORATION
      7. COMPOSING ON TUMBLR
      8. RESULTS AND DISCUSSION
      9. DEVELOPING SUCCESSFUL STRATEGIES
      10. CONCLUSION
      11. REFERENCES
      12. ENDNOTE
  11. Section 3: Theorizing about Social Media Networks in the Writing Classroom
    1. Chapter 8: Socializing Composition
      1. ABSTRACT
      2. INTRODUCTION
      3. ESTABLISHING THE CONVERSATION
      4. SNS IN THE (COMPOSITION) CLASSROOM
      5. SNS ACTIVITIES FOR THE COMPOSITION CLASSROOM
      6. CONCLUSION
      7. REFERENCES
    2. Chapter 9: Creating Meaning for Millennials
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. DISCUSSION
      5. CONCLUSION
      6. REFERENCES
    3. Chapter 10: Slacktivism, Supervision, and #Selfies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONCLUSION
      5. REFERENCES
    4. Chapter 11: The Blogging Method
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. PEDAGOGICAL PRACTICES: THE BLOGGING PROCESS
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
  12. Section 4: Integrating Social Media as Professional Development in the Writing Classroom
    1. Chapter 12: Teaching Casual Writing for Professional Success with Twitter
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. DATA COLLECTION
      6. RESULTS AND DISCUSSION
      7. LIMITATIONS
      8. CONCLUSION
      9. REFERENCES
      10. ENDNOTES
    2. Chapter 13: Curating the Public Self
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. RESULTS
      6. CONCLUSION
      7. REFERENCES
      8. ENDNOTE
    3. Chapter 14: #WordUp!
      1. ABSTRACT
      2. INTRODUCTION
      3. METHODOLOGY AND PEDAGOGY
      4. TEACHER-STUDENT Q&A: PART ONE
      5. TEACHER-STUDENT Q&A: PART TWO
      6. IMPLICATIONS
      7. CONCLUSION
      8. REFERENCES
  13. Section 5: Re-Envisioning Wikis in the Writing Classroom
    1. Chapter 15: Using Wikipedia to Teach Written Health Communication
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY AND PEDAGOGY
      5. RESULTS AND DISCUSSION
      6. IMPLICATIONS
      7. CONCLUSION
      8. REFERENCES
    2. Chapter 16: Designing a Wiki-Based Course for Enhancing the Practice of Writing Skills in the 21st Century
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. RESULTS
      6. DISCUSSION AND CONCLUSION
      7. REFERENCES
  14. Compilation of References
  15. About the Contributors