Teaching Writing in the Context of a National Digital Literacy Narrative

Bradbury, Kelly

doi:10.1016/j.compcom.2014.04.003

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…If teachers can utilize the audio-visual aids prudently, the language teaching and learning will become effective. Futhermore, Bradbury (2014) states about a quarter of the students in the class voiced, from the outset, a more "instrumentalist" view of technology-unquestioningly embracing technology as a tool teachers can and should used to engage students in reading and writing activities in the literacy classroom.…”

Section: Classesmentioning

confidence: 99%

The Effectiveness of Photo Story in Multiliteracies Learning Towards Narrative Writing Skills of Fifth Grade Elementary School Students

Febriyanto

Yanto

2019

al.ibtida.snj

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This research is motivated by the low writing skill of students, especially in writing narratives. The purpose of this research is to determine the effectiveness of photo story media usage in multi-literacies learning model towards narrative writing skills of the fifth grade of elementary school. The research approach is quantitative with a quasiexperimental method by using a nonequivalent control groups design (ncgd) research design, with the experimental class using photo story media in a multi-literacies learning model and the control class using conventional learning. The population was the fifth grade students of Majalengka District. The research sample consisted of 60 students for experimental class and 60 students for control class. The data collection techniques used are tests, observations, and documentation, by using statistical data for data analysis. The results showed that there were differences narrative writing skills in the experimental class and the control class. The average of pre-test experimental class reached 57.53 and 75.33 for post-test and the n-gain value was 0.428 in the medium category. While the control class reached 57.40 for pre-test and the 67.1 for post-test and n-gain value of 0.237 is categorized as low level. It indicates that the used of photo story media in multiliteracies learning models is more effective in improving narrative writing skills of the fifth-grade elementary school students compared to conventional learning.

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Section: Classesmentioning

confidence: 99%

The Effectiveness of Photo Story in Multiliteracies Learning Towards Narrative Writing Skills of Fifth Grade Elementary School Students

Febriyanto

Yanto

2019

al.ibtida.snj

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“…This study talks technology in the writing classroom. [3] It is the same with Bonsignori research about using films and TV series for ESP teaching. [4] The lecturer can make the creative strategy of learning like as film and streaming project etc.…”

Section: Introductionmentioning

confidence: 95%

Enhancing English Academic Writing Ability Using Film and Streaming Project

Meinawati¹

2020

Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd

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The aim of the study is to find the effectiveness of film and streaming project to enhance English academic writing ability and how the students' perception in the used film in the classroom. The method in this study was an exploratory mixed method. Techniques of collecting data are documentation and questionnaire. The total number of the sample was 40 students from one of the classes. The data collected using documentation taken from students' result test of English academic writing. The English academic writing was analyzed based on the Checklist Rubric from Brown and Barley. To measure the validity of the questionnaire, the writer used the Pearson Product Moment. While to measure reliability used Alpha Cronbach. The result showed that was 78% of the students were able to write a good academic writing. From the questionnaire, it was found that 48% of the students answer "strongly agree". It means that the students' perception toward film and streaming project was very strong. They were interested to learn writing through film and streaming project and give a positive context in learning. The result of the study that the ttest result is t-stat (8.89) > t-table (2.02),. It means that there is a significant difference was found in English academic writing in favour of the students who studied academic writing before and after the use of the film and streaming project.

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“…126 -127). For Tomlinson, the trope of technology as a simultaneously enabling and disabling force sets a precedent for aligning millennial students more towards "a discoursal identity she or he wished to construct" by assessing how they will be perceived in digital spaces (p. 119) This reach toward more archetypical representations is later echoed in Kelly S. Bradbury's (2014) "Teaching Writing in the Context of a National Digital Literacy Narrative," where Bradbury uses the tensions between students-as-digital natives and students-as-digital immigrants to describe their various inclinations and proficiencies with technology (Bradbury, 2014, p. 60). Notable in Bradbury's work is how the Millennial is described as potentially both a digital native and a digital immigrant, depending on how the students either embrace or resist digital literacy.…”

Section: The Tension Between Stereotypical Millennial and Archetypicamentioning

confidence: 99%

“…336). Kelly S. Bradbury's (2014) article "Teaching Writing in the Context of a National Digital Literacy Narrative" extends Purdy's claim, and more overtly refutes tropes of entitlement as a byproduct of the ease of use and convenience of technology: "some, however, did not think digital literacy needed to be taught because it takes away from other learning, because technology makes young people sloppy and lazy, and because they will learn it on their own" (Bradbury, 2014, p. 61). In response to this view, however, she foregrounds the affordances of technology and the need to guide students through a process of learning to responsibly use technology.…”

Section: The Entitlement Generation In Computers and Compositionmentioning

confidence: 99%

Millennial pedagogy: Towards understanding millennial myths and identity

Lutz

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Scholars who have embraced the social (Berlin, 1988) and the global (Hesford, 2006) turns in rhetoric and composition are seeking comparative-historical frames for understanding how communication mediates social roles within sites of conflict. Since the publication of Millennials Rising: The Next Generation, it is my observation that communication about Millennials is a significant site of conflict in the United States. While scholars in rhetoric have explored how age bias affects non-traditional students who enter college later in adulthood (Bowen, 2011; Crow, 2006; Grabill and Pigg, 2012; Swacha, 2017), I am curious about age bias against the young, where scholars and professionals are using communication to construct knowledge about their relationship to Millennials in academic and professional contexts. From this curiosity, four questions inspired my dissertation: 1) How are Millennials discussed in academic and professional contexts? 2) How does millennial function rhetorically in business contexts and in rhetoric and composition? 3) What methods can be devised to examine and compare communications about generational differences? 4) How do Millennials define themselves? In this dissertation I seek answers to these questions. CHAPTER ONE-MILLENNIALS, METHODS, AND EMBRACING SOCIAL AND GLOBAL TURNS IN RHETORIC AND COMPOSITION As both an activist and an instructor of composition, I frequently work with students in the millennial age group. In our casual moments, these Millennials tell me stories about how their instructors, managers, or supervisors make assumptions about them simply because they are Millennials. These assumptions, Millennials feel, stereotype them in pernicious ways that affect how successful they can be in academic and professional contexts. As an older millennial scholar of rhetoric and composition, and as a graduate student, instructor, and co-administrator of ISUComm's learning management systems, my body exists both within and outside these conversations, and my experience corroborates Millennials' suspicions. What I hear from fellow instructors and faculty is that their millennial students can use any technology with ease, and yet Millennials' aptitude with technology means they are endlessly distracted by it, if not subjugated to it. Moreover, I have worked with university administrators who feel like students' expectations from education stem from Millennials' feelings of entitlement, where students want everything available to them easily, quickly, and without compromise. The more aware I became of the commonality of millennial stereotypes, the more curious I became to this tension between Millennials and previous generations. It is my curiosity about the rhetoric of inter-generational conflict that inspires my dissertation. Coined by Neil Howe and William Strauss in their book Millennials Rising, Millennials are defined as children born between the late 1970s and early 2000s. My dissertation examines Millennials as a topic and a site of rhetorical inquiry. I aim to fill a gap in unders...

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Teaching Writing in the Context of a National Digital Literacy Narrative

Cited by 8 publications

References 21 publications

The Effectiveness of Photo Story in Multiliteracies Learning Towards Narrative Writing Skills of Fifth Grade Elementary School Students

The Effectiveness of Photo Story in Multiliteracies Learning Towards Narrative Writing Skills of Fifth Grade Elementary School Students

Enhancing English Academic Writing Ability Using Film and Streaming Project

Millennial pedagogy: Towards understanding millennial myths and identity

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