Burkean Identification: Rhetorical Inquiry and Literacy Practices in Social Media

  • Stephanie Walsh Humboldt State University
  • Lauren MacDonald CSU Monterey Bay

Abstract

Through Facebook and Twitter, users now have communities always already available. The dynamic nature of these sites, constantly updating, changing, and shifting, allows for a rich exploration of the nature of self and community. This paper examines such interactions within the Parlour rooms of social networks, using Kenneth Burkes theories on identity as a framework. These platforms offer opportunities for writing teachers to explore rhetorical concepts, develop students critical literacy skills, and foster collaborative learning. Considered in the context of computer-mediated communications, Burkes theories expand traditional notions of the rhetorical concept kairos and, as Cynthia Sheard notes, enrich our notions of what it means to be spatially, temporally, and rhetorically situated as writers and readers in these digital mediums.

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Published
2014-12-06
How to Cite
WALSH, Stephanie; MACDONALD, Lauren. Burkean Identification: Rhetorical Inquiry and Literacy Practices in Social Media. Journal of Interdisciplinary Studies in Education, [S.l.], v. 3, n. 1, p. 5-16, dec. 2014. ISSN 2166-2681. Available at: <http://isejournal.org/index.php/jise/article/view/101>. Date accessed: 19 nov. 2019.