Griffin & Minter, "The Rise of the Online Writing Classroom"
Griffin, June and Deborah Minter. “The Rise of the Online Writing Classroom: Reflecting on
the Material Conditions of College Composition Teaching.” College Composition and
Communication, vol. 65, no. 1, 2013, pp. 140-161.
Griffin and Minter examine the state of online writing instruction at the time of publication, paying special attention to how changing technologies and literacies shape access to higher education and the material conditions of teaching writing. They explain that the meaning of literacy has changed with the increase in collaborative composing, social reading, and the blurring between reader and writer. Griffin and Minter also note that mobile devices have shaped how students use technology, and thus, we need to rethink our digital pedagogies. Additionally, they speak to the challenges and benefits of the online classroom, including issues of access and fostering communities. Then, they consider the material conditions of teaching writing in digital environments. They attend to the teacher’s role and expertise, the need for instructional education specific to teaching online, and the workload of online instruction (both for teachers and students). I admit that I had not thought of these points as part of the materiality of teaching online; however, Griffin and Minter do remind us of that these various shifts in technologies and literacies have material effects for online writing courses.
the Material Conditions of College Composition Teaching.” College Composition and
Communication, vol. 65, no. 1, 2013, pp. 140-161.
Griffin and Minter examine the state of online writing instruction at the time of publication, paying special attention to how changing technologies and literacies shape access to higher education and the material conditions of teaching writing. They explain that the meaning of literacy has changed with the increase in collaborative composing, social reading, and the blurring between reader and writer. Griffin and Minter also note that mobile devices have shaped how students use technology, and thus, we need to rethink our digital pedagogies. Additionally, they speak to the challenges and benefits of the online classroom, including issues of access and fostering communities. Then, they consider the material conditions of teaching writing in digital environments. They attend to the teacher’s role and expertise, the need for instructional education specific to teaching online, and the workload of online instruction (both for teachers and students). I admit that I had not thought of these points as part of the materiality of teaching online; however, Griffin and Minter do remind us of that these various shifts in technologies and literacies have material effects for online writing courses.
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