Feminist Composition Pedagogy in the Digital Age
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This introduction to my article identifies the problem at the heart of my research – that digital writing is poorly integrated into composition courses. I examine specifics as to the ways in which composition courses fall short of adequately addressing the composition of digital text, including wrongfully assuming seamless transfer of texts between print and digital mediums and failing to attend to the different genres within the digital realm. Scroll down to leave your thoughts, or continue to Part I.
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My article begins by identifying the sometimes problematic ways in which composition courses currently address, or fail to address, digital writing by neglecting to distinguish between print and digital genres. This approach may stem from the commercial world’s frequent attempts to make electronic texts look and feel like print ones in order to reap greater economic profit. I then suggest that by further differentiating between print and electronic texts, digital writers can help overcome this allegiance to economic capital and instead breed new forms of social and cultural capital. This is particularly true in the context of composition classrooms. In the final section of my article, I argue that by choosing to guide students in writing for new digital genres and mediums, composition studies will move toward a more feminist-centered pedagogy – part of the social and cultural capital that digital writers can foster, if they so choose. Scroll down to read the Introduction. Interested? Read Part I, Part II, Part III, and Part IV.
What are your experiences with digital writing? Did you learn how to write digitally in school? If you’re a writing teacher, have you tried to integrate digital writing into your courses? How have you done so? What challenges and successes have you had?