The Intersection of Audiences and Production in Contemporary Theory – Volume 2
Edited By Rebecca Ann Lind
Contributors reflect varied perspectives in their approaches to the spaces formed as a result of rapidly developing and swiftly deploying new communications technologies and social software. They shine multiple spotlights into the intersection of audiences and production, providing a guide toward a nuanced understanding of the interstitial spaces.
Chapter Thirteen: Twitter as a Pedagogical Tool in Higher Education (Renee Hobbs)
C H A P T E R T H I R T E E N Twitter as a Pedagogical Tool in Higher Education Renee Hobbs hen my students first learn that they will have to use Twitter as part of the learning experience, a few are enthusiastic, some are bemused, and some are downright hostile. In resisting my request for students to establish a Twitter account, one student said to me, angrily, “I don’t want to have to talk about Justin Bieber’s haircuts!” In 2008, I joined Twitter as @reneehobbs and sent my first tweet. Since then, I have been experimenting with Twitter as a tool for personal growth and have used it for community outreach, social marketing, research, and teaching. It’s not an understatement to say that Twitter has become just as indispensable as The New York Times for my own monitoring and surveil- lance of the social world. Although e-mail continues to be a valuable tool for maintaining social relationships with colleagues, Twitter’s ease, information value, and reach in helping me connect to new networks of scholars and professionals helps me keep up with the ever-rising tide of research, infor- mation, opinions, and ideas. Certain individuals with expertise in education, media, technology, and information policy, including @AudryWatters and @MatthewIngram, have become vital and respected thought leaders to me; reading their tweets and learning from the resources they share are part of my professional learning routine. Among my friends and colleagues, Twitter gives me a sense of connection to...
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