How Twitter Saved My Literature Class: A Case Study with Discussion

How Twitter Saved My Literature Class: A Case Study with Discussion. Jones, A. In Teaching Arts and Science with the New Social Media, volume 3, of Cutting-Edge Technologies in Higher Education, pages 91–105. Emerald Group Publishing Limited, January, 2011.

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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.

@incollection{jones_how_2011,
	series = {Cutting-{Edge} {Technologies} in {Higher} {Education}},
	title = {How {Twitter} {Saved} {My} {Literature} {Class}: {A} {Case} {Study} with {Discussion}},
	volume = {3},
	isbn = {978-0-85724-781-0 978-0-85724-782-7},
	shorttitle = {How {Twitter} {Saved} {My} {Literature} {Class}},
	url = {https://doi.org/10.1108/S2044-9968(2011)0000003008},
	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.},
	urldate = {2022-10-20},
	booktitle = {Teaching {Arts} and {Science} with the {New} {Social} {Media}},
	publisher = {Emerald Group Publishing Limited},
	author = {Jones, Andy},
	editor = {Wankel, Charles},
	month = jan,
	year = {2011},
	doi = {10.1108/S2044-9968(2011)0000003008},
	keywords = {notion},
	pages = {91--105},
}

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