Rhizomatics: Following the Roots in Writing and Research Heuristics
Saved in:
| Title: | Rhizomatics: Following the Roots in Writing and Research Heuristics |
|---|---|
| Language: | English |
| Authors: | Webb, Adam |
| Source: | Online Submission. 2011. |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 2011 |
| Document Type: | Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Constructivism (Learning), Heuristics, Writing Instruction, Teaching Methods, Internet, Educational Technology, Handheld Devices, Computer Uses in Education, Research Tools, Workshops, Discussion, Writing Strategies, Student Research, College Instruction, Educational Theories, Writing (Composition) |
| Geographic Terms: | Texas |
| Abstract: | Mobile Internet-based technologies have created the opportunity for many students to view writing and research as an everyday activity. While many students use these kinds of technologies on a daily basis in and outside of the classroom, not many writing pedagogies reflect this shift or capitalize on how beginner writers use them to effectively write and research within the academic institution. In this paper, I will use Dave Cormier's (2008) concept of a rhizomatic model of education to provide beginner writers with a sequence of heuristics for researching and writing using various mobile technologies. I propose teaching beginner writers in workshop-discussion settings, using their own mobile technologies in learning how to research and write. To support this approach, I will develop a sequence of heuristics based on Cormier's description of a rhizomatic approach to education, where "knowledge can only be negotiated, and the contextual, collaborative learning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises" (Cormier, p. 1). In order to explain a rhizomatic method to teaching research and writing to beginner writers, I will use the setting of the composition classroom. Rhizomatic heuristics will involve an initial sequence of heuristics that beginner writers can use to start their research, as well as provide a second more complex sequence of heuristics for them to use as they research and write. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2011 |
| Accession Number: | ED517052 |
| Database: | ERIC |
| Abstract: | Mobile Internet-based technologies have created the opportunity for many students to view writing and research as an everyday activity. While many students use these kinds of technologies on a daily basis in and outside of the classroom, not many writing pedagogies reflect this shift or capitalize on how beginner writers use them to effectively write and research within the academic institution. In this paper, I will use Dave Cormier's (2008) concept of a rhizomatic model of education to provide beginner writers with a sequence of heuristics for researching and writing using various mobile technologies. I propose teaching beginner writers in workshop-discussion settings, using their own mobile technologies in learning how to research and write. To support this approach, I will develop a sequence of heuristics based on Cormier's description of a rhizomatic approach to education, where "knowledge can only be negotiated, and the contextual, collaborative learning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises" (Cormier, p. 1). In order to explain a rhizomatic method to teaching research and writing to beginner writers, I will use the setting of the composition classroom. Rhizomatic heuristics will involve an initial sequence of heuristics that beginner writers can use to start their research, as well as provide a second more complex sequence of heuristics for them to use as they research and write. |
|---|
