UsingWikipediato Teach Audience, Genre, and Collaboration

Abstract

This article describes a sequence of assignments to guide students through an informed effort at making contributions to Wikipedia that persist, and suggests ways this set of exercises in social informatics may also serve a number of common goals in a variety of writing, literature, and other courses: analyzing and writing for explicit editorial guidelines (“standards” in information science, “house style” in editorial practice); understanding, conforming to, and even negotiating conventions of genres and subgenres; collaborating online; writing for an audience that not only is real but also talks back; and developing deep understanding of revision and the writing, editorial, and publication processes. Students first learn Wikipedia policies and practices and analyze the historical development of articles before they make contributions. The pedagogical opportunities arguably outweigh the concerns of those who doubt the credibility of an open-authored encyclopedia.

8. Creating the �Through-Line� by Engaging Industry Certification Standards in SLO Redesign for a Core Curriculum Technical Writing Course

“…They also overlooked valid reasons for teaching team-based writing even if it is difficult, including the continued importance of collaborative writing practices in workplace environments (Blythe et al, 2014;Brumberger & Lauer, 2017). Finally, by arguing that collaborative writing projects lack support for building group cohesiveness, they ignored composition studies literature that has introduced numerous successful strategies for such projects (e.g., Beard et al, 1989;Bilansky, 2016;Conklin, 2017;Kittle & Hicks, 2009). Joanna , in particular, has offered an invaluable guide on effective team-based writing practices, including supporting diverse teams, managing projects, creating constructive conflict in discussions, and developing effective revision and feedback processes.…”

Introduction to Effective Teaching of Technical Communication

“…They also overlooked valid reasons for teaching team-based writing even if it is difficult, including the continued importance of collaborative writing practices in workplace environments (Blythe et al, 2014;Brumberger & Lauer, 2017). Finally, by arguing that collaborative writing projects lack support for building group cohesiveness, they ignored composition studies literature that has introduced numerous successful strategies for such projects (e.g., Beard et al, 1989;Bilansky, 2016;Conklin, 2017;Kittle & Hicks, 2009). Joanna , in particular, has offered an invaluable guide on effective team-based writing practices, including supporting diverse teams, managing projects, creating constructive conflict in discussions, and developing effective revision and feedback processes.…”

12. Preparing Future Professionals in and for a Global Context: A Case for Telecollaborative Educational Initiatives

“…They also overlooked valid reasons for teaching team-based writing even if it is difficult, including the continued importance of collaborative writing practices in workplace environments (Blythe et al, 2014;Brumberger & Lauer, 2017). Finally, by arguing that collaborative writing projects lack support for building group cohesiveness, they ignored composition studies literature that has introduced numerous successful strategies for such projects (e.g., Beard et al, 1989;Bilansky, 2016;Conklin, 2017;Kittle & Hicks, 2009). Joanna , in particular, has offered an invaluable guide on effective team-based writing practices, including supporting diverse teams, managing projects, creating constructive conflict in discussions, and developing effective revision and feedback processes.…”