Summary:

In the peer-reviewed article, “Digitalk as Community,” Kristen Hawley Turner describes communities of digital adolescent writers using nonstandard language conventions, or conventions that deviate from Standard Written English. Through texting, instant messaging, and social networking, students engage in versatile, sophisticated, and meaningful linguistic practices—often combining written and conversational language—known as digitalk. Manipulating language to establish one’s voice and individual identity offers adolescents agency in these forums. The idea that digitalk is not a legitimate form of authorship causes a disconnect between students’ “literate lives outside of school and the expectations of writing in school” (p. 38).  In their digital community memberships, students make choices in terms of audience, purpose, and voice.  For example, language use changes according to the type of relationship, whether a message is intended for a close friend, a family member, or a teacher. Turner argues teachers can validate students as writers by incorporating their use of digitalk to deconstruct language choices and draw inferences about writers’ identities.  When adolescents and teachers begin to see common digital modes of communication as real, valid forms of writing, teachers can capitalize on students’ strengths as writers to improve school writing experiences (p. 41). Students can be empowered to think critically about their language choices in different settings and for different audiences.  

Reaction:

This article reinforced the importance of teachers meeting students where they are at. Teachers need to understand the roles language and identity play within youth culture, such as how group membership is negotiated through digital communities of practice. We can validate these digital communities of practice by being aware of their purpose, such as giving students the ability to choose their level of engagement and participation—choices often lacking in schools (p. 38). Tapping into youth’s need for agency and belonging, digital writing communities can be validated in the classroom by exploring these literacies—and giving them equal weight as more standard, conventional forms of writing—in various activities. First, students could select or compose a line of digitalk--written for a real audience (e.g. their peer). Then, they could translate the original text into different settings for four different audiences (e.g. a principal in the office; a friend in the cafeteria; a parent or sibling at home; etc.). Finally, the students could reflect in small groups or as a class how their use of language changed depending on their audience and purpose. This translation activity could also be hosted online via a collaborative authoring tool like VoiceThread. By positioning digitalk as the text to be translated, teachers can legitimize students’ everyday communications; help build individual competencies; and facilitate literacy connections inside and outside the classroom.


Grade Level/Content Area: 6th ELA

Missouri Learning Standards:

6.W.3.A.1c. Review, revise, and edit writing with consideration for the task, purpose, and audience.
Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation.

6.W.1.A.1d. Review, revise, and edit writing with consideration for the task, purpose, and audience. Use technology, including the internet, to product and publish writing as well as to interact and collaborate with others.

ISTE Standards Student Profiles:
Grades 6-8

Performance Indicators:
All students should have opportunities to demonstrate the following performances. Prior to the completion of Grade 6 students will:

Collaborate with peers, experts, and others using telecommunications and collaborative tools
to investigate curriculum-related problems, issues, and information, and to develop solutions
or products for audiences inside and outside the classroom.

2016 ISTE Standards:

Empowered Learner:
1b. Students build networks and customize their learning environments in ways that support the learning process.

Creative Communicator:
6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6d. Students publish or present content that customizes the message and medium for their intended audience.

Conclusion:

I would recommend this article to pre-service and in-service secondary ELA teachers who think texting and other forms of digital communication have no place in the classroom. If teachers don’t acknowledge students as writers in these forums and validate their unique, sophisticated use of language, then we will continue to alienate them when teaching the more traditional, school-sanctioned conventions of the English language.

Reference:

Turner, K. H. (2012). Digitalk as community. English Journal, 101(4), 37-42.

The article source can be found at the UMKC Library.

Copyright 2016. Robyn Allen. All Rights Reserved.