Series editor(s): Charles Wankel
Subject Area: Education
|Title:||How Twitter Saved My Literature Class: A Case Study with Discussion|
|Volume:||3 Editor(s): Charles Wankel ISBN: 978-0-85724-781-0 eISBN: 978-0-85724-782-7|
|Citation:||Andy Jones (2011), How Twitter Saved My Literature Class: A Case Study with Discussion, in Charles Wankel (ed.) Teaching Arts and Science with the New Social Media (Cutting-edge Technologies in Higher Education, Volume 3), Emerald Group Publishing Limited, pp.91-105|
|DOI:||10.1108/S2044-9968(2011)0000003008 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||Like many faculty teaching in the social sciences or humanities, I've often been frustrated when students show no evidence of having completed assigned readings for my discussion-centric literature classes. I recently taught a short story class that emphasized my high expectations for student participation, and the means by which students would collaboratively and nightly analyze assigned texts: Twitter. My students soon embraced Twitter as a collaboration tool, and increasingly came to class with improved attitudes toward, and readiness for, class discussions. The nightly peer-review process made possible by Twitter helped students improve their spoken and written arguments, and deepen their understanding of challenging texts. This chapter tells the story of the discoveries I made about teaching student-centered classes, and about using Twitter as a sandbox where students would share their ideas before coming to the well-attended lectures and class discussions. The chapter concludes with ten recommended strategies for teaching with Twitter.|
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