Researching a Controversy using Twitter

gerdes — Tue, 12 Mar 2013 16:14:58 +0000

Author:

Image Credit:

Class Twitter account, @rhetoric306, with Ancient Rhetorics for Contemporary Students (5th ed.) as background

Brief Assignment Overview:

By creating their own Twitter accounts and finding accounts to follow that are related to their research topic, students learn the difference between library resources and online resources like daily news, blogs, and opinion.

Type of Assignment:

In-class Exercise

Homework Assignment

Assignment Length:

Single Class Period

Multiple Class Periods

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Writing:

Invention

Pre-Writing

Research

Pedagogical Goals - Digital Literacy:

Collaboration

Open Access Software

Social Media

Additional Pedagogical Goals:

Research, digital literacy

Media Requirements:

Adaptable For Use Without Classroom Technology

Media Console/Projector

Technology-Based Classroom (computers for each student)

Required Materials:

Students need a computer (or conceivably, smartphone) with internet access to sign up for a free Twitter account. When I taught this lesson in a computer mediated classroom, I had a projector screen to introduce students to Twitter.

Timeline for Optimal Use:

Early in the Semester

Full Assignment Description:

Students created their own Twitter accounts in class, and I asked them to follow our class Twitter account right away. I use the class account to retweet my students and make short announcements. Then, I asked students to find an active Twitter account (with recent tweets) that is relevant to their research topic. I asked students to follow the account, then tweet the handle of thtat account to our class account. I also asked students to come up with a class hash tag.

I also gave students some research guidelines (see Instructions for Students, below) to help them think about the relationship between library resources, with their slower editorial gatekeeping process, and online resources, and the different research strategies required to use both.

Suggestions for Instructor Preparation:

Creating a class Twitter account can help keep students organized around a central account. I also recommend reading about what other instructors are doing to come up with a mix of ideas that suits your class. Some recommended reading is included in the additional resources, below.

Instructions For Students:

These are the instructions I gave my students:

Your first Twitter assignment is as follows:

Create your own professional Twitter account (or if you're not shy, you can use a Twitter account you already have).
Follow our class Twitter account, @rhetoric306, and tweet us to introduce yourself online (your name and the issue you're researching would be helpful!).
By Friday at 2 pm, you need to find an active Twitter account (with recent tweets) that is relevant to your issue. Follow them, then tweet their handle and how you found them to our class account. I'll use the class account to follow your recommendations!
We're going to need a class hash tag to keep track of our class tweets across our different accounts. When you tweet the account you followed, you should also propose a hash tag by tweeting @rhetoric306. The goals here are short, unique, and informative.
If you have ideas for how you want to use Twitter in our class, tweet them @rhetoric306.

Some Twitter guidelines:

You can only tweet 140 characters at once.
You create a link to other Twitter accounts when you put their handle, like @rhetoric306, in your tweet.
Hash tags help categorize your tweets for searches. #likethis
Although Twitter created a way to re-post someone else's entire Tweet (called retweeting), many people often still edit or comment on the tweet and post it again using the marker "RT" to credit the original poster.
If you can't figure out how to do something, try to Google it.
NB: Using Twitter puts us in contact with people outside of class. Obviously, we have no control over what these people say or share. If you find yourself uncomfortable with any Twitter content for any reason, you may unfollow or block any user, and disregard any comments, conversations, or links. Please come to me if you have any questions or concerns about this.

Some Twitter/Research guidelines:

Don't just go with the first thing you find. The goal is to find high-quality sources. Even just one quality Twitter account will give you much better returns than a dozen mediocre ones. Look through lots of Tweets (30-50) from each account, and look through lots of accounts before you decide who to follow.
Think about your search terms. You can search for words that appear in tweets, but you can also search for hash tags and usernames. And there are more ways to search Twitter than just the interface they provide you. Get creative.
Try to find experts and advocates. Journalists may be excellent news, but you also need opinion, and sometimes organizations or even scholars will have useful tweets.
Follow the links. Read what they are reading, check out who they are re-tweeting, surf their hash tags. Twitter doesn't use MLA, citing sources in such a way that your readers can recognize and locate the originals is still important.
Experiment. Whether it's on Twitter or on the Library site, effective research requires some creativity and experimentation. You have to try things out, and don't be disappointed if you don't what you want on the first try--use your failed and frustrated searches to figure out how to do it better.

Evaluation Suggestions:

I evaluate my class using the Learning Record, and I have students complete brief reflective writing exercises on what they learned each class.

Notes on Reception, Execution, etc.:

I admit, I was surprised at how many of my students were not already using Twitter. I wished I had left more time and given them more detailed instructions on the first day I introduced it. But, I also think Twitter is relatively easy to learn. A technological challenge can also foster student collaboration, since they pose questions and help each other figure out how to solve the problems that inevitably arise.

Additional Resources:

My post on Twitter at Blogging Pedagogy: http://bloggingpedagogy.dwrl.utexas.edu/content/researching-public-issues-twitter
Grad Hacker on Teaching with Twitter: http://www.gradhacker.org/2012/11/26/teaching-with-twitter/
Matt King's RHE 312 Twitter Assignment: http://rhe312.pbworks.com/w/page/21055220/Twitter%20Assignment
The Learning Record: http://www.learningrecord.org/

Course Type:

Introductory Writing Course

Course Description:

I used this lesson in my introductory writing course, RHE 306 Rhetoric and Writing.

Tags:

Comparing Summaries on a Class Wiki

gerdes — Mon, 22 Oct 2012 15:56:04 +0000

Author:

Kendall Gerdes

Image Credit:

Kendall Gerdes

Brief Assignment Overview:

This lesson asks students to individually summarize a short opinion article, then post their summaries as comments on a class wiki page. The lesson can be expanded with class discussion about the strengths of students' summaries, as well as the similarities and differences.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Collaboration

Additional Pedagogical Goals:

This lesson aims to teach students to:

find a text's main argument and supporting claims
practice paraphrasing by condensing an argument
see how their own summary overlaps with their peers'
see how their own summary could be improved
see that there are many valid ways to summarize an argument

Media Requirements:

Media Console/Projector

Technology-Based Classroom (computers for each student)

Required Materials:

an article for students to summarize (I selected a short 3-page op-ed from the New York Times)
a class wiki or blog where students can post comments simultaneously on a single page (I use PBWorks)
computers for each student so they can compose simultaneously and post their summaries

Timeline for Optimal Use:

Early in the Semester

Full Assignment Description:

I began by allowing my students time to read the article in class, since it was a short piece--instructors may assign longer articles be read in advance of class. As students finished their reading, I asked them to summarize the article by identifying the main claim and any important supporting claims. Most composed in the comments box of the wiki page where they were asked to post their summaries--as did I. While the students were composing, I composed my own summary to discuss at the end of the lesson.

I allowed about fifteen minutes for summarizing. Then I asked everyone to post what they had, no matter how incomplete. Instructors could allow time here for students to read one another's summaries and compare. We then discussed the summaries as a class. Students are prepared for the discussion because they can draw on what they have already written. We had to agree on the main claim, and then we listed the supporting claims as we would in a brainstorm. Then I read students my own summary, and we talked about what was consonant in my summary with the rest of the class.

Suggestions for Instructor Preparation:

Because this lesson will probably not take up a whole class period, I selected an article to summarize that accompanied another text: an interview with the author which transitioned our discussion from summary to ethos. Selecting useful material for students to summarize and making it readily available to students before class is a must.

Instructions For Students:

(See assignment description above.)

Evaluation Suggestions:

Because summary is a basic skill and this exercise comes early in the semester, I suggest evaluating this exercise only by whether it was completed. Both the lesson and the evaluation could be complexified by giving students more difficult material to summarize and asking them to revise after the class discussion.

Notes on Reception, Execution, etc.:

(See assignment description above.)

Additional Resources:

Free wiki site: pbworks.com
NYT op-ed: "The Deafness Before the Storm" by Kurt Eichenwald
Additional: Interview with Eichenwald on the Rachel Maddow Show
Additional: Tweet by Ari Fleischer re: Eichenwald's op-ed

Course Type:

Introductory Writing Course

Course Description:

I used this lesson in my introductory writing course, RHE 306 Rhetoric and Writing.

Tags:

Summary

Wikis

DWRL Lesson Plans - Kendall Gerdes

Researching a Controversy using Twitter

Comparing Summaries on a Class Wiki