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Getting Past Our Assumptions about Web 2.0 and Community Building: How to Design Research-Based Literacy Pedagogy

Getting Past Our Assumptions about Web 2.0 and Community Building: How to Design Research-Based Literacy Pedagogy
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Author(s): Kevin Eric DePew (Old Dominion University, USA), Sarah Spangler (Old Dominion University, USA) and Cheri Lemieux Spiegel (Old Dominion University, USA & Northern Virginia Community College, USA)
Copyright: 2014
Pages: 24
Source title: Emerging Pedagogies in the Networked Knowledge Society: Practices Integrating Social Media and Globalization
Source Author(s)/Editor(s): Marohang Limbu (Michigan State University, USA) and Binod Gurung (New Mexico State University, USA)
DOI: 10.4018/978-1-4666-4757-2.ch006

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Abstract

While many social media technologies present opportunities to create Networked Knowledge Communities (NKCs), hierarchies among users, content managers, and programmers persist. In the classroom, instructors must manage these power dynamics, yet few have been trained to critically examine technological programs’ affordances to see how they foster community or not. The authors examine a blog assignment for a pedagogy course in which students, after posting several entries, are required to analyze the class’s blog usage to address whether a community was formed through the social media. Through a quantitative and qualitative analysis of the blog assignment the authors learned that while several students claim that the limited number of interactive posts resulted because the instructor did not model community-forming behaviors, community is too complex to impose upon a group. As a result, the authors conclude that instructors, as “programmers” of the rhetorical and instructional situations, need to design and articulate the desired outcomes of community building.

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