How to apply digital writing skills effectively in the classroom, from the prestigious National Writing Project
As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this book defines digital writing and examines how best to integrate new technologies into writing instruction.
- Shows how to integrate new technologies into classroom lessons
- Addresses the proliferation of writing in the digital age
- Offers a guide for improving students' online writing skills
The book is an important manual for understanding this new frontier of writing for teachers, school leaders, university faculty, and teacher educators.
|Product dimensions:||6.90(w) x 9.20(h) x 0.60(d)|
|Age Range:||18 Years|
About the Author
Dànielle Nicole DeVoss is an associate professor and director of the Professional Writing Program at Michigan State University. Elyse Eidman-Aadahl directs National Programs and Site Development at the NWP at the University of California, Berkeley. Troy Hicks is an assistant professor of English at Central Michigan University, where he also directs the Chippewa River Writing Project.
Table of Contents
The Authors xi
Introduction Why Digital Writing Matters 1
One: The Landscape of Digital Writing 19
Two: Revising the Writing Process: Learning to Write in a Digital World 41
Three: Ecologies for Digital Writing 61
Four: Standards and Assessment for Digital Writing 89
Five: Professional Development for Digital Writing 115
Afterword Some Conclusions, Many Beginnings 141
Web Resources 167
Most Helpful Customer Reviews
Secondary ELA teachers and teacher educators will find this book quite useful. The authors clearly delineate the advantages of implementing digital writing strategies within the secondary classroom, citing both the abstract pedagogical and sociocultural reasons as well as the practical implications of preparing students to use current technology, much of which they already use in extracurricular contexts. Published in 2010, some of the information and resources in this volume might be a bit outdated already, but the framework for implementing a digital writing ecology (a term that the authors explain expertly) remains helpful to digital writing novices as well as veterans. Perhaps most impressive is the authors’ insistence on foregrounding teaching and learning objectives within the context of technology and digital resources. They advocate matching the tool (digital or otherwise) to the task rather than crafting objectives around the available technology. Whether discussing rationale, strategies for implementation, standards, assessment, or professional development, the authors ground their thinking in sound pedagogy and real world contexts.