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In this sense, we need to expect that students will write beyond themselves. By this, I do not mean that students will necessarily try to write more lengthy, complex pieces than what they are ready for, although that can sometimes present them with welcome challenges. Instead, what I suggest here is that students write beyond themselves first by focusing on external audiences and purposes and, second, by learning how to respond to others, especially through digital means.

First, I believe that students should write for external audiences

Cultivating a community of digital writers is a task that teachers need to take seriously, which leads to the second point. A digital writer needs to be both a writer and a responder. When trying to learn about their audience, students should take the opportunity to get to know them by reading what they have written and then engaging in response.

That’s not to say, we don’t value the work and the commitment of those who have been fighting the long battle. We do, tremendously. But we also believe that sometime an “outsider’s” perspective can help us see what we don’t see. Wasn’t it Henry Miller who said something like ‘One’s destination is a new way of looking at things.’

I believe we need to reframe the problem and the conversation, from one about re-forming schooling to one about re-thinking education and re-imagining learning.