The University of Southampton
University of Southampton Institutional Repository

Digital literacy as a tool for self-authoring: teaching reluctant student writers through "redesign"

Digital literacy as a tool for self-authoring: teaching reluctant student writers through "redesign"
Digital literacy as a tool for self-authoring: teaching reluctant student writers through "redesign"
Academic writing is a challenging task for students because of the complex stylistic and generic conventions associated with it. This is particularly problematic in the context of the diversity of backgrounds our students bring to higher education. In this article we report on our experiences and findings as teachers-researchers with a course that we designed and taught over a period of three academic years to Mexican university students who were considered as ‘failing writers’ given their inability to write a research paper or ‘thesis’ required for graduation. The thesis underlying our teaching was that these students needed to experience what it feels like to enact a personal voice through writing. This could be achieved through a range of unconventional modes and genre formats before they could try on the culturally distant genre of expository-argumentative academic writing. We found that our participants discovered themselves as expressive and creative beings as we engaged them in activities designed according to the principles of self-authoring digital practices (Hull & Katz, 2006) through the redesign of available designs (New London Group, 1996).
Digital literacies, redesign, academic literacy practices, diversity in higher education, self-authoring literacy, equality
77-99
Hernández-Zamora, Gregorio
46fa4f28-909a-4613-a9ca-db27508ead87
Zotzmann, Karin
83cb3ab3-c9cd-43c5-946e-cc48462ac234
Hernández-Zamora, Gregorio
46fa4f28-909a-4613-a9ca-db27508ead87
Zotzmann, Karin
83cb3ab3-c9cd-43c5-946e-cc48462ac234

Hernández-Zamora, Gregorio and Zotzmann, Karin (2014) Digital literacy as a tool for self-authoring: teaching reluctant student writers through "redesign". Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2 (2), 77-99.

Record type: Article

Abstract

Academic writing is a challenging task for students because of the complex stylistic and generic conventions associated with it. This is particularly problematic in the context of the diversity of backgrounds our students bring to higher education. In this article we report on our experiences and findings as teachers-researchers with a course that we designed and taught over a period of three academic years to Mexican university students who were considered as ‘failing writers’ given their inability to write a research paper or ‘thesis’ required for graduation. The thesis underlying our teaching was that these students needed to experience what it feels like to enact a personal voice through writing. This could be achieved through a range of unconventional modes and genre formats before they could try on the culturally distant genre of expository-argumentative academic writing. We found that our participants discovered themselves as expressive and creative beings as we engaged them in activities designed according to the principles of self-authoring digital practices (Hull & Katz, 2006) through the redesign of available designs (New London Group, 1996).

Full text not available from this repository.

More information

Published date: 30 March 2014
Keywords: Digital literacies, redesign, academic literacy practices, diversity in higher education, self-authoring literacy, equality
Organisations: Modern Languages

Identifiers

Local EPrints ID: 349403
URI: http://eprints.soton.ac.uk/id/eprint/349403
PURE UUID: 5f322c96-f5f0-49b2-bc07-008b64cda193

Catalogue record

Date deposited: 04 Mar 2013 12:34
Last modified: 06 Jul 2020 16:33

Export record

Contributors

Author: Gregorio Hernández-Zamora
Author: Karin Zotzmann

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×