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The Digital Imperative: Making the Case for a 21st-Century Pedagogy

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Title: The Digital Imperative: Making the Case for a 21st-Century Pedagogy
Authors: Clark, J. Elizabeth1 lclark@lagcc.cuny.edu
Source: Computers & Composition. Mar2010, Vol. 27 Issue 1, p27-35. 9p.
Subjects: Imperative programming, Computers & literacy, Web 2.0, Rhetoric, Computer software, Electronic portfolios in education
Abstract: Abstract: In our nascent digital culture, the traditional essayistic literacy that still dominates composition classes is outmoded and needs to be replaced by an intentional pedagogy of digital rhetoric which emphasizes the civic importance of education, the cultural and social imperative of “the now,” and the “cultural software” that engages students in the interactivity, collaboration, ownership, authority, and malleability of texts. My readings of Yancey, Balkin, Vaidhyanathan, Lanham, and Gee have enabled me to reconfigure my composition classroom as an emerging space for digital rhetoric. Through the calculated and sequenced introduction of ePortfolios, digital stories, on line games, Second Life, and blogs, all of which create a new digital infrastructure for my course and assignments, I am working to create a set of practices that work together to explore the ways in which writing instruction can change to meet a new digital imperative; as such, I attempt to use technology in my courses to re-create the contemporary worlds of writing that our students encounter everyday. [Copyright &y& Elsevier]
Copyright of Computers & Composition is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Abstract: In our nascent digital culture, the traditional essayistic literacy that still dominates composition classes is outmoded and needs to be replaced by an intentional pedagogy of digital rhetoric which emphasizes the civic importance of education, the cultural and social imperative of “the now,” and the “cultural software” that engages students in the interactivity, collaboration, ownership, authority, and malleability of texts. My readings of Yancey, Balkin, Vaidhyanathan, Lanham, and Gee have enabled me to reconfigure my composition classroom as an emerging space for digital rhetoric. Through the calculated and sequenced introduction of ePortfolios, digital stories, on line games, Second Life, and blogs, all of which create a new digital infrastructure for my course and assignments, I am working to create a set of practices that work together to explore the ways in which writing instruction can change to meet a new digital imperative; as such, I attempt to use technology in my courses to re-create the contemporary worlds of writing that our students encounter everyday. [Copyright &y& Elsevier]
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  Data: <i>Copyright of Computers & Composition is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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