|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|347858||618070||2014||12 صفحه PDF||سفارش دهید||دانلود رایگان|
• A postpedagogical orientation is necessary to exploit the new forms of writing offered by Internet.
• We act as architects designing learning spaces, not as suppliers delivering a product.
• We employ a workshop mode for web writing because makes student writing the center of attention.
• Postpedagogy does not attempt to eliminate a writer's anxiety as much as to exploit it.
Collaborative digital tools, online communities, and the evolution of literacy create opportunities in which writing for an English class and writing for the “real” world no longer have to be two separate activities. Seizing such opportunities requires rethinking the desire to teach writing—a move toward what has been termed postpedagogy. We align the interactive and collaborative affordances of web writing with a postpedagogical model of learning focused on inventive practices grounded in kairotic interactions. We also detail our candid experiences working with students who are writing for real world audiences, as well as the productive risks and anxieties such an approach produces.
Journal: Computers and Composition - Volume 32, June 2014, Pages 84–95