David White makes the distinction between people who choose to integrate online activity into their working life to a high degree (digital residents), and people who choose to use technology for selective, short-term activities and then log off (digital visitors).
Social media savvy: the universities and academics leading the way | Higher Education N... - 0 views
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digital technologies can enhance three core areas of academic practice: accessing, searching and sifting information; communicating with others; and building peer-to-peer networks.
Digital Discourse: Composing with Media in the Writing Classroom - 1 views
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None of these students had created a video composition before. And yet, using archival footage from Rauner and on-campus interviews, these first-time filmmakers produced a moving short film about student activism and apathy. As you watch the film, note that the filmmakers’ choices (of image, interviews, music, and transitions) are very clearly rooted in an awareness of the effect that they hoped to have on their audience.
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One might argue—and argue correctly—that teaching students an awareness of audience does not require that we study or assign multimedia compositions. But students are deeply engaged with these media, often relying on them to make very important life decisions, like whom to vote for in the next presidential election and why. This engagement leads students to feel that multimedia compositions matter, and that these compositions have a power that other compositions don’t have—perhaps because they believe multimedia compositions have a broad and genuinely interested audience are therefore more likely to be seen.
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Indeed, a group of students working on a short film reported to me that they had spent an hour heatedly arguing about a single transition in their film. These were students who often overlooked transitions in their written work.
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