A response to Digital Writing
My friend Kevin Hodgson [@dogtrax] considers the definition of digital writing on his blog, Kevin’s Meandering Mind. He thoughtfully considers “writing,” “composing,” and “digital writing.” I agree with all his assertions, except one.
I consider blogging to be digital writing. The blog post could be the central focus of a presentation, linking to images, resources, and videos that extend and enhance the author’s message. It requires much more thought and creation than simply writing an essay; the images and links chosen must be thoughtfully considered as part of the design to explain, argue, and present ideas. And as Kevin’s post does, it asks readers to interact with those thoughts by adding their own considerations. The record is displayed in post and comment, available always for further analysis. A blog also shows our thinking — and how our ideas change as we consider the ideas presented by the information we gather in our quest for understanding the world’s ideas.
I’ve been thinking, too, about “What is digital writing?” I’m still deciding, but a few thoughts I shared with Kevin [I added a little here] so far are:
- When I record assignment directions, I have often stopped myself when the directions are to “write” when I really mean “type” or better yet “compose.” Even here, instead of “write,” in this bullet, I chose “record.” Because the digital assignment directions are recorded in a document for reference. I think of digital writing as something that is both composed and curated or recorded.
- I’ve also used the word “compose” with students. Looking at the dictionary definitions of compose and write, a crossover exists in their use, but compose includes the words create, invent, produce, orchestrate. I find that more inclusive to my definition of digital writing. I want my students not to regurgitate information, but to produce artifacts that explain or argue their analysis of their learning, using words, images, videos, surveys, interactive media, etc.
- Margaret Simon [@MargaretGSimon ]mentioned “audience” in her comment on Kevin’s blog. She said, “I must be aware of audience in the digital world. Perhaps it’s that immediate audience that makes it digital.” The focus on the audience is critical. The writing will be shared for an audience one has considered carefully so that the writing clearly promotes the message; digital writing provides authenticity and meaning to topic, audience, and purpose, the meaning behind the writing.
- Design is a word I use most often with my students: I want students to consider the reader, the information, the student’s purpose and message, and the presentation — how will they best explain and argue their ideas using text, image, video, interactive media, etc.? It is the digital that allows all of us to design the presentation of our discoveries so others understand how we make sense of the world of information around us, and how we invite others into our journey of understanding.
Digital writing allows students — all of us — the opportunity to present our understanding of the world. Writing is all about clarifying our thoughts, making the learning visible. Digital writing includes tools to make this easier: immediate definitions and searches, curation of resources, surveys to gather information, documents on which we can collaborate with others, grammar corrections, hyperlinks to our resources, sharing options [slides, blogs, videos, annotations], communication with experts through texts and webcams, archiving all our digital gathering of resources.
So, considering those tools as part of our quest for knowledge, is digital writing then a system, a process, and a product available in many personalized forms as needed by and designed by the author?
The focus for my Language Arts classes are these essential questions:
- How do researchers investigate successfully?
- What strategies and processes do collaborators need for success?
- How do readers and writers determine and develop relevant, accurate, and complete topics?
- How do publishers design and organize content for their audience and purpose?
- Why and how do editors and speakers use and edit with the rules for standard English grammar and language ?
It is the availability of digital tools that allow us to consider our ever-growing understanding of these questions.
Digital writing is a personal, systematic organization of tools and strategies that allow for an enhanced and enriched process of study, curation, and analysis, often in collaboration with others, to design a multi-faceted publication of the author’s ( or authors’) ideas for a chosen topic and audience, be that audience oneself, a group, or the public.
I’m still thinking about this… and thank you, Kevin, for always presenting the questions that focus and clarify our work as learners.
#DigiWriMo, About Blogging, CLMOOC, Community of Practice, Connect2Learn, Digital Literacy, Goals, Inquiry, PLN, Reflection, teaching
Sheri Edwards View All
Geeky Gramma ~~
Retired Middle School Language Arts/Media Teacher ~~
Writer and Thinker~~
Art from the Heart
I think this is the thing that makes digital writing digital: “Digital writing allows students — all of us — the opportunity to present our understanding of the world.” Never before would our thoughts and ideas go out into the world as they do today through digital media. We are living in a world that evaluates what we do and say at a much faster rate. It’s rather scary, really. We have to be diligent when we teach our students. They learn that their words matter. They also learn that it’s not so easy to erase them. Thanks for sharing your thoughts.
Hi Margaret, Yes, and the audience as you said is so important; our students may be writing in the wall of Facebook, but anything there may become “public.” So it’s important to think about Digital Writing as writing for an audience which may be seen by anyone. So, as you say –“their words matter” and “it’s not so easy to erase them.” Key points that need emphasis. Thanks for the conversation!
I find it so interesting that many of us who have been exploring this notion for years (that’s you, Sheri) still grapple with what it is that we are doing and teaching our students. The naming is important, and yet, maybe not so much. My own grapple keeps me wondering and thinking and trying to fall into the trap of getting too comfortable.
For example, now you have me reconsidering my words about a blog post. You may be right. Your insight to not just bring design into the equation, but to make it a central idea, seems right, to me, too. But if we are not the designer, if we use a template made by others and just add words into the template, does design matter? What about blog design when it comes to an RSS reader, which strips all design from the source in order to stream the words and image only?
Still thinking ….
Certainly, Margaret’s point about expanded audience plays a role … yet, I can create a piece of digital writing (say, a poem with hyperlinks and embedded audio and video) and share it with no one, and so, it is digital writing with no audience.
Thank you for engaging me in this conversation.
Kevin. Such excellent questions. I’m thinking through them here, and still thinking: https://askwhatelse.wordpress.com/2016/09/11/still-thinking-response-on-digital-writing/