| Suggesting an Instruction Plan and Analysing Students’ Perception of Digital Writing |
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Chun-gi Min |
| 디지털 글쓰기의 수업 계획 시안 및 대학생의 인식 분석 |
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민춘기 |
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| Abstract |
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The current article aims at suggesting an instruction plan for general digital writing in Korea and analysing students’ perception of digital writing. The starting point is that we should teach students digital writing in terms of general education in order to prepare them for the civic lives and professional career in the digital era.
Firstly, the previous researches in the inside and outside of the country were reviewed in order to apply in discussing the instruction plan. While the korean researches focused on the specific area or subject, studies abroad dealt with themes from general digital writing to concrete cases.
Secondly, the terms such as digital literacy and digital rhetoric were defined. Digital literacy can be defined as the knowledge, skills, and behaviors used in a broad range of digital devices which are seen as a network rather than computing devices. Digital rhetoric is the art of informing, persuading, and inspiring action in an audience through media, and it is an advancing form of communication composed, created, and distributed through multimedia. In addition, an instruction plan was provided drown upon the contents and samples of the studies. It contains digital spaces, digital rhetoric, digital tools, digital ethos, and digital copyright etc. Besides, the way how to assess the digital writing is discussed and suggested a couple of assessment manners.
Finally, students’ perception of digital writing was analysed to conceive the needs of students in modelling further instruction plan. Major findings of the analysis showed that most of the respondents agree to need the digital writing course. Especially, they wanted that they can learn writing modes and methods in the digital spaces. Futhermore, they perceived understanding of digital etiquette and copyright as important. The students hoped that they can learn how to deal with digital tools and technology as well as the way to construct digital storytelling.
In conclusion, a variety of programs for enhancing digital writing competence of teachers and students are needed. One of the most important thing is designing workshops in which teachers can recognize the necessity and exchange materials and information of digital writing through mutual dialogue. Furthermore, some successive empirical studies should be followed by the suggestion and analyse of the article. |
| Key Words:
digital writing, digital literacy, digital rhetoric, digital text, digital tools |
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