Social Writing/Social Media: Publics, Presentations, and Pedagogies
- Pedagogy, composition studies, multimodal, media, social media
Edited by Douglas M. Walls and Stephanie Vie
Copy edited by Don Donahue. Designed by Mike Palmquist.
Social media have been (for quite some time now) part of the fabric of our lives. But as with many new technologies, it often takes a while for us to be able to step back, assess the tool's impact, and consider what's next. This collection offers one of the first sets of scholarly work in our field that responds to social media's influence on both popular and extra-curricular writing as well as on scholarly communication. Too frequently, social media is dismissed as non-academic, unworthy of sustained attention by researchers. The authors featured here present compelling reasons why this oft-neglected form of writing deserves—and demands—continued academic response.
Social Writing/Social Media: Publics, Presentations, and Pedagogies makes this contribution by examining the impact of social media on three writing-related themes: publics and audiences, presentation of self and groups, and pedagogy at various levels of higher education. The contributors to this collection urge readers to pay attention to an undertheorized aspect of writing online—the acts of composing that occur specifically in social-media spaces. Organized in three sections—social media and public audiences; social media and presentation; and social media and pedagogy—it builds on previous explorations of the role of multimodality in composition studies by extending ongoing conversations that have asked readers to expand notions of literacy in the twenty-first century. By addressing the wide range of composing activities that take place in social media and the rich variety of genres, audiences, stylistic choices, and pedagogical possibilities, this collection offers an important contribution to our understanding of pedagogy and practice in social media spaces.
Table of Contents
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Availability Matters (And so Does this Book): A Foreword, William Hart-Davidson
DOI: 10.37514/PER-B.2017.0063.1.2
Social Writing and Social Media: An Introduction, Douglas M. Walls and Stephanie Vie
DOI: 10.37514/PER-B.2017.0063.1.3
Part 1: Publics and Audiences
Chapter 1. Hashtag Activism: The Promise and Risk of "Attention", Caroline Dadas
DOI: 10.37514/PER-B.2017.0063.2.01
Chapter 2. Sustaining Critical Literacies in the Digital Information Age: The Rhetoric of Sharing, Prosumerism, and Digital Algorithmic Surveillance, Estee Beck
DOI: 10.37514/PER-B.2017.0063.2.02
Chapter 3. Social Spill: A Case-Based Analysis of Social Media Research, Tabetha Adkins
DOI: 10.37514/PER-B.2017.0063.2.03
Chapter 4. After a Decade of Social Media: Abstainers and Ex-Users, Cory Bullinger and Stephanie Vie
DOI: 10.37514/PER-B.2017.0063.2.04
Chapter 5. Networking Hardship: Social Composing as Inventive Rhetorical Action, Crystal Broch Colombini and Lindsey Hall
DOI: 10.37514/PER-B.2017.0063.2.05
Chapter 6. Still Flying: Writing as Participatory Activism Circulating Across the Firefly 'Verse, Liza Potts
DOI: 10.37514/PER-B.2017.0063.2.06
Part 2: Presentation of Self, Groups, and Data
Chapter 7. Having a Feel for What Works: Polymedia, Emotion, and Literacy Practices with Mobile Technologies, Bronwyn T. Williams
DOI: 10.37514/PER-B.2017.0063.2.07
Chapter 8. Visualizing Boutique Data in Egocentric Networks, Douglas M. Walls
DOI: 10.37514/PER-B.2017.0063.2.08
Chapter 9. Grad School 2.0: Performing Professionalism on Social Media, Amber Buck
DOI: 10.37514/PER-B.2017.0063.2.09
Chapter 10. Writing to Have No Face: The Orientation of Anonymity in Twitter, Les Hutchinson
DOI: 10.37514/PER-B.2017.0063.2.10
Chapter 11. Indigenous Interfaces, Kristin L. Arola
DOI: 10.37514/PER-B.2017.0063.2.11
Chapter 12. The Intimate Screen: Revisualizing Understandings of Down Syndrome through Digital Activism on Instagram, Kara Poe-Alexander and Leslie A. Hahner
DOI: 10.37514/PER-B.2017.0063.2.12
Part 3: Pedagogy
Chapter 13. The Rhetoric of Distraction: Media Use and the Student Writing Process, Patricia Portanova
DOI: 10.37514/PER-B.2017.0063.2.13
Chapter 14. Social Media in the FYC Class: The New Digital Divide, Lilian W. Mina
DOI: 10.37514/PER-B.2017.0063.2.14
Chapter 15. Contextualizing Students' Media Ideologies and Practices: An Empirical Study of Social Media Use in a Writing Class, Michael J. Faris
DOI: 10.37514/PER-B.2017.0063.2.15
Chapter 16. Intellectual, Argumentative, and Informational Affordances of Public Forums: Potential Contributions to Academic Learning, Chris M. Anson
DOI: 10.37514/PER-B.2017.0063.2.16
About the Editors
Douglas M. Walls is Assistant Professor of English at North Carolina State University where he teaches in the Masters of Science in Technical Communication program. His research is in digital rhetoric, especially in the user experiences of traditionally marginalized or underrepresented groups. His work has appeared in both traditional and new media forms in Computers and Composition: An International Journal; Kairos: A Journal of Rhetoric, Technology, and Pedagogy; and The Journal of Business and Technical Communication.
Stephanie Vie is Associate Professor and Department Chair of Writing and Rhetoric at the University of Central Florida in Orlando. Her work has been published in numerous edited collections and journals including Computers and Composition; Computers and Composition Online; Kairos: A Journal of Rhetoric, Technology, and Pedagogy; First Monday; and Technoculture. She's currently at work on a manuscript titled Literate Acts in Social Media that studies faculty and former students' use of social media over the course of a decade. She tweets at @digirhet.
Publication Information: Walls, Douglas M., & Stephanie Vie (Eds.). (2017). Social Writing/Social Media: Publics, Presentations, and Pedagogies. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2017.0063
Web Publication Date: September 30, 2017
Print Publication Date: December 12, 2018
ISBN: 978-1-64215-015-5 (PDF) | 978-1-64215-016-2 (ePub) | 978-1-60732-864-3 (pbk.)
DOI: 10.37514/PER-B.2017.0063
Contact Information:
Douglas M. Walls: dmwalls@ncsu.edu
Stephanie Vie: Stephanie.Vie@ucf.edu
Reviews
Review by Hannah Thornby, College of DuPage, in the Journal of Literacy and Technology, Fall 2020.
Review by Megan Von Bergen, University of Tennessee, Knoxville, Spring 2020.
Perspectives on Writing
Series Editors: Susan H. McLeod, University of California, Santa Barbara; Rich Rice, Texas Tech University
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2017 Douglas M. Walls and Stephanie Vie. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 348 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.