Abstract
This article offers composition theorists and practitioners insight into how social media pedagogies can help support the development of distributed expertise in writing classrooms. Reporting on the findings of an IRB-approved qualitative case study, this article showcases how students learning from and alongside one another in a Slack social media learning environment can enact distributed expertise within the classroom. After reviewing the study’s findings and contributions, the article offers some “best practices” for supporting distributed expertise with social media pedagogies in composition courses. It closes by considering social justice implications for social media pedagogies, distributed expertise, and composition pedagogy.
- Journal
- Composition Forum
- Published
- 2024
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related Articles
-
Communication Design Quarterly Sep 2025Jacob D. Richter
-
Computers and Composition Dec 2024“Wayfinding” through the AI wilderness: Mapping rhetorics of ChatGPT prompt writing on X (formerly Twitter) to promote critical AI literacies ↗Anuj Gupta; Ann Shivers-McNair
-
Rhetoric & Public Affairs Mar 2024Tyler Easterbrook
-
IEEE Transactions on Professional Communication Mar 2023Daniel Wuebben; Jose Luis Rubio-Tamayo; Manuel Gertrudix Barrio; Juan Romero-Luis
-
Computers and Composition Jun 2021The invisible labor of social media pedagogy: A case study of #TeamRhetoric community-building on Twitter ↗Stephanie Vie