Professionalizing the Amateur: Social Media, the “Myth of the Digital Native,” and the Graduate Assistant in the Composition Classroom
Currently, higher education is confronting the myth of the digital native, a term we coined in a previously published article to describe instructors overestimation of student digital literacy. These expectations, coupled with job market considerations, affect graduate instructors and undergraduate students. Writing program administrators are uniquely placed to intervene productively in this arena in order to create marketable courses, digital portfolios, and to maximize the research experience for both parties. It is argued that proper guidance of such instructors is accomplished by triangulation. The administrative, experiential, pedagogical, and representative significance of social media are integrated via face-to-face meetings and online resources. There are strong pedagogical and practical justifications for incorporating social media into the curriculum of composition courses.
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