“[T]he information superhighway has given way to a collaborative social network. Information in this decentered environment is fragmented and transient, requiring new approaches to literacy education. . . . [W]e must consider how emerging trends like social media influence our literacy archetypes” (Mackey and Jacobson).
Social Media as Uncommitted Literature
“the publication of ‘curious’ and ‘apparently useless’ texts by ‘unknown’ authors” (Minturn 95-6).
. . .’deal, as unobtrusively as possible, with issues far more serious than the great social and national conflicts that people have lately tended to bore us with'” (Minturn 96).
Paulhan says, “it can easily happen that children or madmen or totally naive or uneducated people will hit the bull’s-eye wit their first shot or arrive straightway at the sort of visionary work that we find so enchanting” (qtd. in Minturn 96).
Composition and Social Media
“Incorporating a mobile composition assignment into a syllabus helps to productively destabilize the traditional classwork-homework dichotomy” (Bjork and Schwartz 229).
“Given today’s writing tools, it has become increasingly silly to ask students for ‘drafts’ that demonstrate the writing process when so much of writing takes place on the screen in a more fluid, spatial medium that doesn’t lend itself to ‘frozen’ representations” (Reynolds 5).
“Left to their own wired or wireless devices, students are far more likely to use them to compose email, text, or instant messages and create social networking webpages. . . .Similarly, despite efforts by instructors to naturalize a highly conventional process of revision that removes or replaces text, students continue to resist making substantial changes to writing they have already made public. Most students would rather apply what they learn from one writing situation to the next” (Bjork and Schwartz 230).