The other day, my husband and I were trying to make a reservation at a campground that we have not previously visited. Because our camper is long, one factor we have to consider when making a reservation is the length of the campsites.
Thankfully the campground had a website that included some specific details about each of the sites. We were really excited to see that a photograph of the site was included in the details. However, when we clicked on the photograph, the picture did not give any helpful information, like a full-length shot of the site or if there were trees nearby.
The creator of the campground website was trying to make the argument that campers of certain lengths either would or would not fit in the various campsites. They chose to include both text and a photograph as evidence to support their claim. The text was helpful. However, the argument was not necessarily supported by the evidence provided in the photograph because it was not clear what the photograph was showing.
I feel certain that whoever created the campground website probably had a checklist of criteria to include, like a photograph of each site. By including a picture, they were able to check this item off the list. Unfortunately for us, the picture was not helpful and might as well have not been included. If the website creator had considered the needs of the audience, perhaps they would have chosen to use a picture with a better angle. Turner and Hicks (2017) state that writers need to, "make choices based on their purpose, the work's context, and work's audience" (p. 128).
The campground website is an example of a digital text. It contains both alphabetic text, as well as headings, clickable links, and images provided to enhance the audience's overall comprehension of what services the campground offers.
When creating any form of writing, whether in a traditional or digital format, it is important to first consider the purpose of the writing and your audience's needs, and then make purposeful choices about what information is shared and how (Turner & Hicks, 2017).
Traditionally, literacy has been defined as both reading and writing. Digital literacy also includes visuals and sounds. Digital literacy can improve a readers’ comprehension by enhancing the material that is being presented (Çam & Kiyici, 2017).
When teaching students how to write using digital formats, it is important to teach them not only about the process of writing, but also what technology is available to support their writing. They need to learn how to choose the most appropriate forms of media to support the claim and ask themselves if the media is valuable (Turner & Hicks, 2017). Links, videos, and images must be intentionally selected for clear communication (Çam & Kiyici, 2017).
Another aspect of digital writing that authors must consider is the effective use of visual design. If fonts and backgrounds are too similar, the reader may not be able to see the information clearly. If the spacing is not even or consistent it may be distracting. Authors can create more effective visuals by considering the principles of graphic design: contrast, repetition, alignment, and proximity (Turner & Hicks, 2017).
In order to help student become effective writers of digital texts, they must first become critical readers and evaluate the effectiveness of the presented material (Turner & Hicks, 2017). This skill must be explicitly practiced.
After learning about arguments in digital literacy, and visual design, I cannot help but look for effective examples that I encounter throughout my day. What types of digital media do you think make an effective digital argument?
References
Alabama Department of Conservation and Natural Resources: Cheaha State Park. (2021). https://www.alapark.com/parks/cheaha-state-park
Çam, E., & Kiyici, M. (2017). Perceptions of prospective teachers on digital literacy. Malaysian Online Journal of Educational Technology, 5(4), 29-44.
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
Hi Valerie,
ReplyDeleteI love how you gave a personal example of how you had experienced an argument not being supported by the digital media chosen by the author. I have also started to notice different arguments being supported or not. As Turner and Hicks (2017) mention, “crafting digital arguments requires that writers understand and are able to use various forms of media to create arguments” (p. 13). Pereira, Fillol, and Moura (2019) claim that schools need to be more intentional and effective when implementing digital media literacy in schools. When creating digital texts, it is not enough for students to merely type their essays into a word processing program. Students need to be taught and shown how to use media in strategic ways (Turner & Hicks, 2017). I agree with you when you say that students must be given the opportunity to practice these skills. Thanks for sharing!
References
Pereira, D. S., Fillol, J., & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. Comunicar: Media Education Research Journal, 27(58), 41–50.
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
Valerie,
ReplyDeleteI love how you mentioned that the information you read at the campgrounds was helpful, but the photograph provided was misleading. Isn’t this similar to how sometimes educators approach teaching? I think it is so important for educators to use examples like the one you stated to show students real-life examples. I think it is so important to have a conversation with your students about the importance of how to address your audience by giving the appropriate information. Turner and Hicks (2017) state that, “In reading and writing digital arguments--just as in all reading and writing—students need to make choices based on their purpose, the work’s context, and the work’s audience” (p. 128). Teaching students the purpose of writing information, especially producing digital formats, is a vital skill to teach students in the technology driven world that we live in. Additionally, I love that you mentioned the importance of teaching students the various forms of technology that help support the writing process. Teachers can help support students’ by serving as a coach to help students develop their writing (Turner & Hicks, 2017). Teachers can also use anecdotal notes to drive conversations, instead of grading, to help encourage students in their writing (Turner & Hicks, 2017.)
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
Valerie, how frustrating!! Nothing irritates me more than not being able to find information I need from a website... since we're so used to having the world at our fingertips!
ReplyDeleteOur readings this past week and your post have given me some inspiration for future projects with my technology students. I put heavy emphasis on digital citizenship, and after reading this week about digital writing, I believe I could merge those two topics together to discuss the intent of pieces when published on social media. For the students I teach (ages 9-12), they are just beginning to make posts on social media. Mitchell suggests taking digital citizenship studies a step further to help youth feel empowered with their online identities and able to connect with others across media (Mitchell, 2016). As mentioned in our textbook, Turner and Hicks state that "we must team them to understand the logic of argument as well as how those arguments work" when using media (2017). This makes me feel that educating these students on their impact with posting online is of utmost importance.
Thanks for your thoughts and the inspiration for future assignments!
References
Mitchell, L. (2016). Beyond digital citizenship. Middle Grades Review, 1(3).
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.