{"_id":"9BPajY65x79kLjk5B","bibbaseid":"jones-howtwittersavedmyliteratureclassacasestudywithdiscussion-2011","author_short":["Jones, A."],"bibdata":{"bibtype":"incollection","type":"incollection","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":[{"propositions":[],"lastnames":["Jones"],"firstnames":["Andy"],"suffixes":[]}],"editor":[{"propositions":[],"lastnames":["Wankel"],"firstnames":["Charles"],"suffixes":[]}],"month":"January","year":"2011","doi":"10.1108/S2044-9968(2011)0000003008","keywords":"notion","pages":"91–105","bibtex":"@incollection{jones_how_2011,\n\tseries = {Cutting-{Edge} {Technologies} in {Higher} {Education}},\n\ttitle = {How {Twitter} {Saved} {My} {Literature} {Class}: {A} {Case} {Study} with {Discussion}},\n\tvolume = {3},\n\tisbn = {978-0-85724-781-0 978-0-85724-782-7},\n\tshorttitle = {How {Twitter} {Saved} {My} {Literature} {Class}},\n\turl = {https://doi.org/10.1108/S2044-9968(2011)0000003008},\n\tabstract = {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.},\n\turldate = {2022-10-20},\n\tbooktitle = {Teaching {Arts} and {Science} with the {New} {Social} {Media}},\n\tpublisher = {Emerald Group Publishing Limited},\n\tauthor = {Jones, Andy},\n\teditor = {Wankel, Charles},\n\tmonth = jan,\n\tyear = {2011},\n\tdoi = {10.1108/S2044-9968(2011)0000003008},\n\tkeywords = {notion},\n\tpages = {91--105},\n}\n\n","author_short":["Jones, A."],"editor_short":["Wankel, C."],"key":"jones_how_2011","id":"jones_how_2011","bibbaseid":"jones-howtwittersavedmyliteratureclassacasestudywithdiscussion-2011","role":"author","urls":{"Paper":"https://doi.org/10.1108/S2044-9968(2011)0000003008"},"keyword":["notion"],"metadata":{"authorlinks":{}},"html":""},"bibtype":"incollection","biburl":"https://bibbase.org/zotero/jabel","dataSources":["sWFw7a3qEGqRuCokd"],"keywords":["notion"],"search_terms":["twitter","saved","literature","class","case","study","discussion","jones"],"title":"How Twitter Saved My Literature Class: A Case Study with Discussion","year":2011}