1. Adapting Social and New Media Contexts for L2 Writing Practice Greg Kessler Ohio University

2. Foundational Assumption Pedagogical Shift -Reconceptualization of Classroom practices Storch, N. (2005). -New Purpose: To Participate Kessler, G. (2012)

3. Other Realities Changing nature of how we communicate, including contexts, tools and purposes. Emergence of Netspeak or Textspeak (Crystal, 2001; 2008)

4. Why Use Social & New Media & Associated Digital Artifacts to Construct Collaborative Learning Materials and Practices?

5. Social and New Media are Ubiquitous in Our Lives TodaySocial and New Media are Ubiquitous in Our Lives Today The artifacts of Social and New Media are Rich and CompellingThe artifacts of Social and New Media are Rich and Compelling Social and New Media Promote Collaborative and Co-Constructive Participatory CultureSocial and New Media Promote Collaborative and Co-Constructive Participatory Culture Kessler, G. (2013)

6. Social and New Media Cultivate Contexts and Artifacts that are: Linguistically Rich AuthenticDiverseComplexCompellingEvolvingParticipatory

7. Collaborative Practices Promote: More Accuracy (Wigglesworth & Storch, 2009) Ongoing Exchange of feedback (Storch, 2009) Multi-modality (Vinogradova, 2011) Improved Individuals’ skills (Elola & Oksoz, 2010) Development of Autonomy (Kessler, et. al.,2012)

8. Why Social Media? Students are Writing Extensively in These Contexts Increased Amount & Time ( Students are Writing Extensively in These Contexts Increased Amount & Time (Purcell, K., et. al., 2013) Public Text Promotes Higher Quality (Bloch, 2007) Authentic Context, Task, Purpose, etc (Egbert et. al., 2007) More opportunities for practice and feedback (Kessler, 2012) Cultivation of social media presence mirrors portfolio practices (Kessler, 2014)

9. Perspective

10. Perspective

11. Perspective & Potential of Authentic Contexts

12. Local Expertise

13. Metadiscussion

14. Access to Other Metadiscussion

15. Opportunities for Student Practice and Sharing of Content

16. Student Authored Content Simplified

18. Rich Authentic Class Contexts http://www.youtube.com/watch?v=ZpGRopPNWI 4

19. Rich Authentic Class Contexts

20. Challenging Engagement

21. Crowd Sourced Feedback

23. Aggregators and Content another sample of social media

24. Mashups (Google Maps and Student Authored Content)

25. Hyper collaboration http://call.ohio.edu/cj2013/gd.m4v

26. What is Writing?

27. How can we use these new forms to construct writing that resembles and supports more academic writing? How can we draw connections between these practices to make writing seem more familiar, comfortable and natural to students who are already inclined to write, but not within our formal contexts? Challenges For Academic Writing

28. Thanks! kessler@ohio.edu Gregkesslerphd.com/sslw2014 /

29. References Bloch, J. (2007b). Technologies in the second language composition classroom. Ann Arbor, MI: University of Michigan Press. Crystal, D. (2001). Language and the Internet. Cambridge, UK: Cambridge Uni- versity Press. Crystal, D. (2008). Txtng: The Gr8 Db8. New York, NY: Oxford University Press. Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technol- ogy, 14(3), 51-71. http://llt.msu.edu/issues/october2010/elolaoskoz.pdf Kessler, G. (2013). Invited Essay: Teaching ESL/EFL in a world of social media, mash-ups and hyper-collaboration. TESOL Journal, 4(4). Kessler, G. (2013). Collaborative language learning in co-constructed participatory culture. CALICO Journal, 30(3), 307-322.

30. Kessler, G., Bikowski, D, & Boggs, J. (2012). Collaborative Writing Among Second Language Learners in Academic Web-Based Projects. Language Learning & Technology, 16(1), 91-109. Kessler, G. (2012). Preparing tomorrow’s second language writing teachers. In G. Kessler, A. Oskoz, & I. Elola, (Eds.), Technology Across Writing Contexts and Tasks. CALICO Monograph. Purcell, K., Buchanan, J., Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools [Internet & American Lift Project]. Washington, DC: PewResearch Center. Retrieved from http://www.pewinternet.org/files/old- media/Files/Reports/2013/PIP_ NWP%20Writing%20and%20Tech.pdf Storch, N. (2005). Collaborative writing: Product, process and students’ reflections. Journal of Second Language Writing, 14, 153-173. Wigglesworth, G., & Storch, N. (2009). Pairs versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26, 445-466.