Because this module involves social media, students can expect to not just read about social media but also utilize it for this module. In her discussion of teaching a class on social media, one regret that Sara West expresses is that she did not ask her students to create a social media, and notes that "to omit critical instruction in the professional uses of social media would be irresponsible, especially as more businesses and organizations are turning to these tools to collaborate, advertise, and communicate with customers” (410). However, it should be made clear to students that the purpose of using social media in a FYC is not because they need to be more literate in social media (though this might be the case too) but also because it is a practice that will help them refine their communication skills.
For this module, I recommend Twitter for a number of reasons:
- As Acosta notes, Twitter is widely available (and free) to students through many avenues, including smart phones and web browsers.
- Because of its ease of accessibility, students can quickly ask questions, respond to peers, and interact in a more casual environment with their classmates. Especially for students in a first-year environment, building community and a cohort of colleagues they trust can be critically important.
- Twitter is a site widely used for a variety of purposes. Students on Twitter will interact with media outside of what the academic institution provides and thus provide a more realistic interaction with what they can expect to see in professional settings outside of the classroom.
- Instructors can also ask students to rhetorically assess what they see on Twitter and how it might shape conversations on certain topics.
- Twitter does not require users to use their real names or photos (unlike Facebook) and can be protected (private) as well. For students who wish to remain anonymous but still interact in an online community, Twitter gives them this opportunity.
- Twitter allows users to cultivate “lists” to their liking and/or need. Students can create a “list” of peers/instructors for the class and other “lists” as they see fit. They can even decide whether or not these lists are public to their followers, granting a significant amount of autonomy.