Digital writing brings new and different ways of creating
arguments in text. In the day of paper newspapers, a person would have to write an editorial and wait for responses (Turner & Hicks, 2017). Today in the
age of digital writing the response is immediate. When creating or responding
to a digital argument a writer must consider many things. Mode, media,
audience, and purpose are some of the things to consider when an argument is
formulated. Even though students are well-versed in many digital formats, correctly writing in digital form is something
students must be taught (Hicks, 2013).
Teaching students to write so they can be successful on
standardized tests is only one type of writing in current classrooms. Students
will need to write in a digital format many times in their high school and
college careers (Hicks, 2013). It is the teacher’s job to make sure students
understand the difference between traditional writing and digital writing.
Also, the students have to be taught the correct way to write digitally.
When teachers hear the word literacy they automatically think
reading and writing. However, in the 21st Century classroom, literacy can
mean a lot more (Heitin, 2016). Digital
literacy includes reading and writing but goes even further. Digital
literacy means being able to use, evaluate, and communicate with technology.
Reading and writing digitally is a powerful method of communication of this
generation.
In digital writing the use of hyperlinks, links, that when
clicked on, lead the reader to other information about the subject, can strengthen
the argument but they can also weaken it. When considering the use of hyperlinks,
the author must evaluate what the link will add to the writing. Hyperlinks can
lead a reader to videos, pictures, or down a rabbit hole of information. When
using hyperlinks the information on the other end must add to the argument or
give a different perspective.
Hyperlinks can give the reader more information about the
subject being discussed or, they give the reader contradicting information. The
use of hyperlinks is what can make digital writing more powerful than traditional
writing would ever be. When reading an article on the effects of global warming,
the reader can travel to far off places and see pictures and watch videos to
illustrate both sides of the argument. This makes the material real and more valuable. When
writing digital text and using hyperlinks, it is crucial that the author uses
valuable links. The links should add creditable information to the argument (Turner
& Hicks, 2017).
Heitin, L.
(2017, December 08). What Is Digital Literacy? Retrieved February 14, 2018,
from
Hicks, T.,
& Lehman, C. (2013). Crafting
digital writing: composing texts across media an genres. Portsmouth, NH: Heinemann.
Turner, K. H.,
& Hicks, T. (2017). Argument
in the real world: teaching adolescents to read and write digital texts.
Portsmouth, NH: Heinemann.
Portsmouth, NH: Heinemann.
Hey Tracy,
ReplyDeleteBefore reading Argument in the Real World, I never considered how hyperlinks could enhance our digital writing. As you stated, these links to resources can strengthen and make our digital writing more powerful. Turner and Hicks (2017) wrote about the procedural part of digital writing. The procedural part is “how” the writer generates the content. These links and resources would be the procedural part of digital writing. To maximize our digital writing, we must enhance the procedural part of our writing. So powerful!
The use of hyperlinks not only adds complexity it also adds a challenge to digital writing. Links make things more interesting and informative but the writer must make sure the links are valid and valuable.
DeleteTracy,
ReplyDeleteYour statement about reading and writing digitally being a powerful method of communication of this generation is right on target. In our digital age of Twitter, Facebook, Snap Chat, and Instagram, to name a few, we do not go a day without reading and/or writing digitally. Because of this, educators must prepare our students by modeling and teaching effective use starting in the elementary grades. We tend to focus more attention on middle school and high school; however, preparing students in the elementary grades with foundational skills, such as digital citizenship, will reap great benefits. Turner and Hicks (2017) states, “We should be helping students-even those in elementary schools-to understand that everything on the Internet has a “home” in the sense that it is hosted on a domain and was put there by someone else” (p. 58). Just imagine third graders understanding this concept as they search for media content…powerful.