In Fall 2018, I attended an event at my college organized by my colleague Cori McKenzie on “Innovations in English Language Arts Teaching and Learning.” In this event, McKenzie’s graduate students presented their research projects in progress, on topics ranging from the importance of multimodal composition to teaching diverse books in the K-12 classroom. I was so inspired and impressed by what I saw that night that I took to Facebook to share some photos and highlights. It wasn’t long until the comments section became filled with versions of the question, “how can I learn more about their work?”
While I didn’t have a solid answer at the time, I decided that I would organize my Spring 2019 graduate seminar on Feminist Worldmaking in a way that would help us answer that very question. For this course, instead of writing a traditional final paper that would be read solely by the instructor, I decided that the final project would ask students to share some aspect of their learning or research with a public audience.
As an educator, I have observed how writing for a public audience dramatically improves the quality of students’ writing. I’m also interested in how public writing assignments can leverage the affordances of digital platforms to both help students increase their digital literacy and teach them that their voices and perspectives on contemporary social issues matter. While I have previously written about teaching public writing at the undergraduate level, in this blog, I explain how I incorporated, framed, and scaffolded this public writing assignment for a graduate seminar.
Read the full post on HASTAC.