Show simple item record

dc.contributor.authorCastro-Lewandowski, Athena
dc.date.accessioned2018-04-02T16:58:27Z
dc.date.available2018-04-02T16:58:27Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/1951/69792
dc.description.abstractOften reworking existing digital materials, twenty-first century writers are increasingly collaborative and multimodal composers. This article explores how teachers of Freshman Year Composition can use the image based social media site Pinterest to harness students' digital curation and collaboration skills and promote critical thinking in the writing classroom. Castro-Lewandowski examines Pinterest's unique affordances and offers a case study of how two of her writing students built their critical thinking skills in a Pinterest-based assignment.en_US
dc.language.isoen_USen_US
dc.publisherThe Common Good: A SUNY Plattsburgh Journal on Teaching and Learningen_US
dc.subjectPinteresten_US
dc.subjectpedagogyen_US
dc.titlePinterest in the Writing Classroom: How Digital Curation and Collaboration Promotes Critical Thinkingen_US
dc.typeArticleen_US
dc.description.contributorAthena Castro-Lewandowski (SUNY Plattsburgh)


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record