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E-dentity: Exploring the author-audi...

Jones, Kirk.

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E-dentity: Exploring the author-audience dynamic through blogging in the composition classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	E-dentity: Exploring the author-audience dynamic through blogging in the composition classroom./
作者:	Jones, Kirk.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	261 p.
附註:	Source: Dissertations Abstracts International, Volume: 78-07, Section: A.
Contained By:	Dissertations Abstracts International78-07A.
標題:	Social psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10240561
ISBN:	9781369375121

E-dentity: Exploring the author-audience dynamic through blogging in the composition classroom.
Jones, Kirk.

E-dentity: Exploring the author-audience dynamic through blogging in the composition classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 261 p.

Source: Dissertations Abstracts International, Volume: 78-07, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2016.

This item must not be added to any third party search indexes.

In the following post-process era research I used information derived from my blog, including publicly-available posts and statistical information compiled by WordPress, to examine the author-audience dynamic found in online environments. Using autoethnography, I examined the factors that contributed to the construction of my online identity while blogging, drawing parallels between social identity negotiation and negotiation of the author-audience dynamic. My guiding hypothesis was that highlighting these similarities in a face-to-face classroom setting may help students understand author-audience relations. Because students negotiate their social identities from a young age, helping them identify the areas in which social identity and the author-audience dynamic intersect will give them the opportunity to use their knowledge of social identity to understand the author-audience dynamic. My final goal in completing this research endeavor was to develop a unit suitable for an introductory composition course. The unit would employ blogging to help students bridge the gap between social identity negotiation and negotiation of the author-audience dynamic. To accomplish the goals above, my research was framed by the following questions: 1. Does blogging alter the author-audience dynamic found in print culture? 2. How can blogging be applied in the composition classroom to augment the student experience? 3. How might blogging be used to create a curriculum that allows students to more effectively negotiate the author-audience dynamic in print and online? In order to answer my first research question, I explored composition theory relating to audience, comparing print-era understandings of audience to those found in the digital age. I supplemented my exploration of audience with insights about audience found throughout my experience blogging. To answer question two, I derived excerpts from my autoethnography that suggested ways blogging could be used to assist students as they transition into college composition. The excerpts from my autoethnography suggested that blogging alters the author-audience dynamic in a number of ways that can improve the student experience. First, blogging provides a tangible audience with the potential to provide feedback in real time. Additionally, blogging provides a template that emphasizes writing as a process rather than a product. Finally, blogging provides a platform for students to explore writing that bridges the gap between academic communication and communication outside of the classroom. These findings culminated in an answer to my third and final research question, resulting in a blogging unit that could be incorporated into a composition classroom, particularly for a face-to-face computer lab setting.

ISBN: 9781369375121Subjects--Topical Terms:

520219
Social psychology.
Subjects--Index Terms:

Autoethnography

E-dentity: Exploring the author-audience dynamic through blogging in the composition classroom.
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