For the past five years, I have used Blogster as the primary medium for students in my Literature courses at California State University, Chico, to fulfill their writing requirement.  Every week, they’re responsible for composing articles on topics related to the works of literature we are discussing in class. Typically, these are works of fiction and non-fiction from different corners of the world. (Titles for the upcoming Spring Semester 2012 originate from places such as South Africa, Japan, Pakistan, India, and of course the U.S.).  My purpose is to allow students the opportunity to share their thoughts about world literature with the world by using Web 2.00 tools. Frequently, the world writes back, which makes the whole experience even more exciting (and “real”).

Here is my list of 3 reasons why I believe social media (blogs in particular) serve a useful purpose in the college classroom.

1) Students are encouraged to develop an authentic style or “voice.”    Let’s face it, most—if not all—students in today’s college classroom grew up with Web 2.00 tools. They learned to communicate through these tools (Facebook, Twitter, Blogger, YouTube). They learned about the world through these tools (Wikipedia, PowerPoint). The tools have seeped into their identity; indeed, have shaped the core of their identity. So it would seem natural that they be encouraged to use these tools as a means of self-expression in an English class. In fact, it could be argued that teaching students how to blog effectively and skillfully serves as a crucial antidote to the sloppy, mindless forms of communication that Web 2.00 tools can sometimes encourage and foster. (Think text-messaging).   

2) Students write to a world audience.  I constantly implore my students to keep in mind that they are no longer writing to a single person (a tweed-jacketed professor) but to possible readers in Sydney, Singapore, or Stockton. This now means that they must have something interesting to say and must be able to say it in an interesting way.  Otherwise, they won’t have an audience.  True, I am still the ultimate arbiter (with or without a tweed jacket), but when I grade, I do so with a view to how well the student creates a compelling voice for a wide audience (rather than writing as if it were simply a tedious class assignment).  

3) Students can now enjoy using a visual and verbal medium.  Research shows that some students are visual learners while others excel at verbal skills.  In “the old days” (15 years ago, say), student writing was one-dimensional. The so-called Term Paper often consisted of a Thesis Statement followed by expository development of this key central idea. I am not criticizing this highly disciplined form of writing. In fact, I cut my professional teeth on its rigorous protocol. However, I am thankful that today’s college students have more freedom to experiment with visual images (from digital photographs to videos) in combination with good writing.  Nothing replaces good writing, of course, especially in an English class. But, for an increasing number of students, having visual accompaniments can enhance the quality of their work and help to create a unique literary voice.

Notice that I am not highlighting the disadvantages or dangers of Web 2.00 tools here. Yes, they are real and I am aware of them. Here are the ones at the top of my list: piracy, plagiarism, and paucity of thought.  But any tool (from the automobile to the cell phone) has its limitations. And so, for now, I’m going to emphasize the benefits and advantages of using social media in the college classroom.

May the blogging Muse be with you!

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