دانلود رایگان مقاله ترکیب تجسم مجدد: چگونگی استفاده نویسندگان از فناوری ترکیب بندی در سالهای اول

Abstract

Reporting on survey data from 1,366 students from seven colleges and universities, this article examines the self-reported writing choices of students as they compose different kinds of texts using a wide range of composing technologies, both traditional (i.e., paper, pencils, pens, etc.), and digital (i.e., cell phones, wikis, blogs, etc.). This analysis and discussion is part of the larger Revisualizing Composition study, which examines the writing lives of first-year students across multiple institution types throughout the United States. We focus especially on what appear to be, at first glance, contradictory or confusing results, because these moments of ambiguity in students’ use of composing technologies point to shifts or tensions in students’ attitudes, beliefs, practices and rhetorical decision-making strategies when writing in the 21st century. The implications of these ambiguous results suggest paths for continued collaborative research and action. They also, we argue, point to a need to foster students’ reflexive, critical, and rhetorical writing – across composing technologies – and to develop updated writing pedagogies that account for students’ flexible use of these technologies.

6. Future directions for study and action

We offer the findings in this article as one way to respond to Yancey’s (2009) call, and in particular, as one way to understand the real discursive practices of real people in the real world. A word of caution is appropriate, however, as we do not intend to argue that simply knowing which platforms students use when composing is enough or gives us a rich picture of the deeply social and rhetorical nature of composing. On the contrary, these results are useless if we fail to keep in mind that writing is always socially and contextually situated; thus, we offer this report as a snapshot into the material, social practices of writing of first-year students and invite scholars to pose new questions for further research. As Table 3 shows, students use fairly traditional technologies for school assignments, while they use a wider variety of technologies, including Facebook, cell phones, and Twitter for writing for personal fulfillment and for entertainment. Furthermore, students seem to be changing how they compose, even before most writing pedagogies offer scaffolded strategies for using a full range of composing technologies to invent, draft, arrange, revise, and deliver texts. Since students are embracing these newer digital technologies, academia should consider how they could be integrated into school writing, how classroom instruction can better prepare students to write effectively with these technologies when they use them for self-sponsored genres, and whether any kind of transfer occurs when students use these composing technologies to write for academic and self-sponsored purposes. Further, students use these digital technologies extensively for writing to participate in public life; therefore, these results suggest a disconnect between what is happening in students’ academic experiences and how school could be preparing them to make more rhetorically-savvy choices in these public writing contexts. Students already are using cell phones, Facebook, and Twitter in public life. Madden et al. (2013) reported, for instance, 74% of teens “are ‘mobile Internet users’ who say they access the Internet on. . . mobile devices at least occasionally,” and 25% of teens indicate, “the cell phone has become the primary means by which. . . [they] access the Internet” (n.p.). In contrast, only 55% of adults are “mobile Internet users” and only 15% rely primarily on cell phones for Internet access (Madden et al., 2013, n.p.). Given this comparative use and teachers’ conflicted perceptions of digital tools’ roles in fostering (or hindering) student writing (see, for example, Purcell et al., 2013), we are not surprised that students are not encountering these technologies much in academic courses and, as a result, are not necessarily encouraged to view composing with these technologies from a rhetorical perspective. Quite simply, writing faculty are missing opportunities to foster students’ reflexive, critical and rhetorical writing - across composing technologies.