@article{santos_postpedagogy_2014,
	title = {Postpedagogy and {Web} {Writing}},
	volume = {32},
	issn = {8755-4615},
	url = {https://www.sciencedirect.com/science/article/pii/S8755461514000206},
	doi = {10.1016/j.compcom.2014.04.006},
	abstract = {Collaborative digital tools, online communities, and the evolution of literacy create opportunities in which writing for an English class and writing for the “real” world no longer have to be two separate activities. Seizing such opportunities requires rethinking the desire to teach writing—a move toward what has been termed postpedagogy. We align the interactive and collaborative affordances of web writing with a postpedagogical model of learning focused on inventive practices grounded in kairotic interactions. We also detail our candid experiences working with students who are writing for real world audiences, as well as the productive risks and anxieties such an approach produces.},
	language = {en},
	urldate = {2021-06-17},
	journal = {Computers and Composition},
	author = {Santos, Marc C. and Leahy, Mark H.},
	month = jun,
	year = {2014},
	keywords = {Blogging, Invention community, Pedagogy, Postpedagogy, Web writing},
	pages = {84--95},
}

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