ELECTRONIC SPACES AS NEW WRITING AND SHARING SPACES
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This ethnographic case study explores the potentials of networked computers to support student writing by examining a website construction project conducted in two American high school English classrooms. This study particularly focuses on how computers could revise the notion of writing as a solitary, cognitive, individual, and private activity into a more complex and fruitful conception of writing as a social act. The project furnished the students with valuable opportunities to have new literacy experiences where they could demonstrate their knowledge about the novels they read from their own perspectives. Rather than just being graded, the students developed a stronger purpose for writing through sharing their knowledge and perspectives about the novels with peers who had not read these works. The students' audience awareness, in turn, impacted their choices and decisions in selection of writing styles and modes of presentation. Through the project, the students also gained an insight into multimedia literacy by learning how to orchestrate verbal and nonverbal symbols to make meaning and deliver their intentions effectively to their audiences. In conclusion, the new online writing experience facilitated students engagement in learning activities, helped them acquire a new notion of literacy and the literary skills required in this electronic information era, develop their identities as writers, and build a learning community.
Abstract
This ethnographic case study explores the potentials of networked computers to support student writing by examining a website construction project conducted in two American high school English classrooms. This study particularly focuses on how computers could revise the notion of writing as a solitary, cognitive, individual, and private activity into a more complex and fruitful conception of writing as a social act. The project furnished the students with valuable opportunities to have new literacy experiences where they could demonstrate their knowledge about the novels they read from their own perspectives. Rather than just being graded, the students developed a stronger purpose for writing through sharing their knowledge and perspectives about the novels with peers who had not read these works. The students' audience awareness, in turn, impacted their choices and decisions in selection of writing styles and modes of presentation. Through the project, the students also gained an insight into multimedia literacy by learning how to orchestrate verbal and nonverbal symbols to make meaning and deliver their intentions effectively to their audiences. In conclusion, the new online writing experience facilitated students engagement in learning activities, helped them acquire a new notion of literacy and the literary skills required in this electronic information era, develop their identities as writers, and build a learning community.
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