Discourse Communities: From Origins to Social Media

Kim, Deoksoon; Vorobel, Oksana

doi:10.1007/978-3-319-02243-7_33

Cited by 4 publications

(1 citation statement)

References 29 publications

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“…Much research has also focused on better understanding social media as a medium for creating discourse communities with particular features and communicative routines. While the concept of discourse community remains contested (e.g., Kim and Vorobel 2015), it can be broadly defined in terms of shared expectations among members, shared discourse conventions and use of lexical items, and shared goals (e.g., Bizzell 1982;Swales 1990).…”

Section: Identity Community and Social Mediamentioning

confidence: 99%

Community and identity in environmental activism on Twitter: A discourse-based approach

Koteyko,

Atanasova

2023

BeLLS

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Online communities play an integral role in understanding environmental activist identities. Using #climatestrikeonline tweets as a case study we discuss the benefits of applying the framework of digital pragmatics (under the umbrella of discourse analysis) to study the repositories of online media texts that share the attributes of both interpersonal and mass communication (Koteyko, Nerlich, and Hellsten 2015). Our analysis draws on two arguments central to discourse-based approaches: (1) that social meanings must be analysed across different modes (e.g., by including visuals) and (2) that analysis of digital artefacts needs to consider both their content features and the contexts in which they emerge. We demonstrate how using digital pragmatics to study networked communication about climate change can help us understand how engagement and collaboration are achieved in online communities of practice.

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Section: Identity Community and Social Mediamentioning

confidence: 99%

Community and identity in environmental activism on Twitter: A discourse-based approach

Koteyko,

Atanasova

2023

BeLLS

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Digital storytelling: facilitating learning and identity development

Kim

2020

J. Comput. Educ.

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This study examines how digital storytelling facilitated students' reflection and learning in a project-based year-end middle school capstone program. It also explores how students expressed their voices, identities, and emotions using the multimodal resources available in digital stories. Using qualitative case study methods, the study draws on interviews, observations, and artifacts to analyze two focal cases. It uses a framework derived from Systemic Functional Linguistics to analyze the digital stories. The findings show how two students used text, images, sound, animations, emojis, and other resources to present and remix messages about the subject matter and about themselves. One student enacted a teacher role as she presented to a group of third graders. The other enthusiastically engaged with peers through a culinary project that used math in cooking, in which he shared a Salvadoran pancake from his home country. The study shows how embedding digital storytelling projects in a school curriculum can engage learners with a wide range of expressive resources while also enhancing students' motivation, creativity, identity development, and connection with others.

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Research into practice: Digital multimodal composition in second language writing

Yu,

Zhang,

Liu

2024

Lang. Teach.

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Digital multimodal composing (DMC) has been valued as an engaging pedagogy in language teaching and learning in recent decades. Although research on DMC is flourishing and evidences its benefits for students' development as second language (L2) users and writers, there are some missing links between research findings and classroom practices. In this article, we examine three kinds of relationships between research and practice with regard to DMC: areas in which research findings have not been well applied, areas in which research findings have been reasonably well applied, and areas in which research findings have been usefully applied. As recent research–practice frameworks in education research emphasize a collaborative relationship between researchers and practitioners, we argue that L2 writing researchers' and teacher educators' reflections and experiences are crucial to facilitate the dialogue between DMC research and practice in writing contexts. We suggest that DMC should be incorporated into L2 teacher education programs so that instructors are equipped with the necessary knowledge and competence to design, implement, and assess students' DMC productions.

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Discourse Communities: From Origins to Social Media

Cited by 4 publications

References 29 publications

Community and identity in environmental activism on Twitter: A discourse-based approach

Community and identity in environmental activism on Twitter: A discourse-based approach

Digital storytelling: facilitating learning and identity development

Research into practice: Digital multimodal composition in second language writing

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