As I completed the reading from Paul Fyfe, it seemed to connect to a conversation that Michaela and I had a few days ago about digital pedagogy, especially as it pertains to the tools that we’ve learned how to use in this class. We talked about wanting a clearly understanding of how we could take all that we’ve learned (html/CSS, IF, hypertexts) and incorporate it into a “traditional” classroom in a way that would make sense pedagogically. For example, I could always assign students to read an IF as a way to experience another form of writing, but what’s the purpose?
While I don’t have a clear idea about some of the questions we discussed and some of the questions posed in the article, I guess I would want a little bit more specifics about digital pedagogy that isn’t just using some flashy tool or reducing everything to bullet points. How do we create an effective digital pedagogy?
Honestly, digital English seems to be a very broad term that applies to all of those things that are written online, but I think that there is a difference between something that is specifically written for an online audience (a blog or an online magazine) versus something that is published in print and then put online through a PDF or some other form. In addition, there are some online texts that are not as well done as others. As a former journalist, I think about the differences in terms of those who write blog posts/Facebook posts/Tweets about events and the journalists who are trained on how to report an event. While citizen journalism has become important in our ever-changing world, I think that there is still value in the professional journalists. Similarly, this is how I would distinguish between those who just simply write whatever they want online and those who adhere to particular conventions for online publication.
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