Repetoire of Writing Practices

In a recent article We Learn What We Do: Developing a Repertoire of Writing Practices in an Instant Messaging World (November 2008) G. Jacobs researched the social practice of IM and engaged in a case study of one young student to learn how the formal writing process of writing and online chatting interacted and impacted each other. She argues that CMC (Computer mediated communication) " is not poor writing but is a response to social needs as mediated by technological constraints" (p.204). At one point in the case study she presents she is talking with the subject of the case who maintains that IM is not writing, "it's talking". I found this distinction fascinating since it makes sense given the slang, interruptions and nature of the communication, but because it was put down with a keyboard - I considered it writing.

Similar to my post on identity I think the key here to better understanding these tools socially and educationally is to begin by talking with those students and people who use them, to better understand the perceptions at play. Jacobs argues" Good writing then, is writing that meets the purpose of the author and fulfills the requirements of the audience as defined by the social and cultural expectations of the community in which the writing is used" (p. 205). In these conversations about perceptions it would also be appropriate to discuss the role of audience with students such that they can be explicitly taught when and why certain forms of communication are appropriate in certain contexts. Instead of just simply correcting or dismissing these conventions Jacobs suggests engaging students in conversation and allow the student to develop a meta-awareness of the context and audience issues.

In addition to engaging in conversation Jacobs also suggests, and I agree that teachers must try new forms of media to better understand the medium before dismissing it as having no place in school. Perhaps students today have the potential to develop more forms of writing than in the past, and we as teachers can help this process.