Reflection(s) In/On Digital Writing's Hybrid Pedagogy, 2010-2017

摘要

Composition and Computers and Writing scholarship often provide theoretical and practical articulations of how we could or should teach students to use the technologies necessary to engage in digital writing. Sometimes those theoretical and practical articulations differ. For example, syllabi and scholarship diverge in their representation of reflective pedagogy. I identified this divergence upon assembling a set of 150 publicly available digital writing syllabi and applying descriptive, identifying, and analytical tags to those syllabi related to how each represents to its students how they will learn how to use digital technologies in that course. I found that, aside from the divergence vis a vis reflective pedagogy, digital writing syllabi represent the use of practices (direct instruction, experimentation, critical analysis) that align with those promoted by pedagogical scholarship.