Social Writing/Social Media: Publics, Presentations, and Pedagogies, Douglas E. Walls, Stephanie Vie (Eds.). University Press of Colorado, Boulder, Colorado, The WAC Clearinghouse, Fort Collins, Colorado (2018)

摘要

While communicative practices vary worldwide, humans find themselves regularly interacting with people from all across the globe with the help of the internet and - more specifically - social media. In more recent decades, Twitter, Facebook, Instagram, and various other social media networks have provided millions of people with the space and ability to obtain, create, and share information within and across community platforms. As digital social spaces have allowed communication(s) to continuously evolve, ideas around literacy have become more complex and have required a constant (re)examination by linguists, writers, and scholars alike. With the generative power of social media residing in its ability to engage large audiences, add to discourse, fuel social change, and aid in the exploration and establishment of personal/professional/social identities, Wall and Vie's Social Writing/Social Media: Publics, Presentations, and Pedagogies places a focus on social media and the impact(s) that it has made on things such as writing, literacy, identity, scholarship, and research. Additionally, because work and research practices around social media and social writing are still new and developing, there is an exigence in rhetoric and composition for scholars to write and think more around 1) how we situate ourselves in this work and 2) what topics begin to arise when we think about social media in terms of research methods and methodologies, best practices, ethics, and pedagogical approach. With each chapter of the book being a contribution from one or more digital composition scholar(s), the book gives a rather wide glimpse at the conversations currently taking place around social media scholarship. Separated into three sections with sixteen chapters in total, the book provides insight into the following areas of social media work: 1) publics and audiences, 2) presentations of self, groups, and data, and 3) pedagogical approaches to using social media in writing courses (v-vi). In Walls and Vie's own words, the book "builds on previous work articulating the role of multimodality in composition studies by extending ongoing conversations that have asked readers to expand notions of networked literacy in the twenty-first century" (5). With the literature in support of social media sites as legitimate areas of inquiry, Social Writing/Social Media makes an argument and solidifies the position of there being a need for writing research in online social spaces.