國立虎尾科技大學 |

What Counts as Writing? An Examination of Students' Use of Social Media Platforms as Alternative Authoring Paths.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	What Counts as Writing? An Examination of Students' Use of Social Media Platforms as Alternative Authoring Paths./
作者:	Stewart, Olivia Grace.
面頁冊數:	1 online resource (260 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355153477

What Counts as Writing? An Examination of Students' Use of Social Media Platforms as Alternative Authoring Paths.
Stewart, Olivia Grace.

What Counts as Writing? An Examination of Students' Use of Social Media Platforms as Alternative Authoring Paths. - 1 online resource (260 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

In this article-style dissertation, I explore how students used digital technologies, specifically three social media platforms, as multimodal writing platforms while creating a digital portfolio in a senior English class. These platforms are 1) Weebly pages: a website building platform, 2) Weebly Blogs: a feature of Weebly, and 3) Instagram: a photo/video sharing application. Under a multiliteracies lens, I examine the changing nature of literacies and the educational practices surrounding learning literacies when mediated through social media.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355153477Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

What Counts as Writing? An Examination of Students' Use of Social Media Platforms as Alternative Authoring Paths.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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504 $a Includes bibliographical references
520 $a In this article-style dissertation, I explore how students used digital technologies, specifically three social media platforms, as multimodal writing platforms while creating a digital portfolio in a senior English class. These platforms are 1) Weebly pages: a website building platform, 2) Weebly Blogs: a feature of Weebly, and 3) Instagram: a photo/video sharing application. Under a multiliteracies lens, I examine the changing nature of literacies and the educational practices surrounding learning literacies when mediated through social media.
520 $a First, I conducted an analysis of how the students in this class designed their portfolios. This is done through an examination of each students' Weebly homepage as well as an in-depth analysis two focal students across each of the social media platforms as illustrative cases. Findings show the students designed complex multimodal compositions that would have otherwise not been possible with the more formal, rigid forms of writing typical to this classroom. Implications for this study include embracing alternative authoring paths in classrooms beyond traditional forms of text-based writing to allow for students' interests to be included through their designs.
520 $a I also examined how students used each of the platforms and the pedagogical implications for those uses. I found that students used Instagram to write multimodally, which allowed them to express ideas in non-traditional ways that are often not present in classrooms. Students used Weebly pages to publically showcase their writing, which afforded them an opportunity to extend their writing to a larger audience. Students used Weebly Blogs to communicate informally, which allowed them to reflect on connections to the text. I offer implications for how teachers can use social media in the classroom.
520 $a Finally, I outline how Ms. Lee and her students oriented to the value of writing in this unit. Findings indicate that Ms. Lee, like many others, privileged print-based forms of writing, even in a more expansive project like the portfolio unit. The students oriented to this value by predominantly making meaning through textual modes throughout their portfolios. Implications extend to teachers expanding their classroom practices beyond the traditional forms of literacy for which they are trained.
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