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It explains how internet discourse communities can enrich students’ academic experience while describing common barriers such as limited access, computer illiteracy, and reliance on school-only online use. It details classroom interventions: introducing Microsoft Word basics, keyboard skills, and vocabulary for URLs, posts, and blogs, then modeling search strategies to support assignment completion and ongoing scaffolding.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/incorporating-digital-literacy-into-the-composition-classroom-suanna-davis-winterspring-2009/597839/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/incorporating-digital-literacy-into-the-composition-classroom-suanna-davis-winterspring-2009/597839.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author emphasize digital literacy in the composition classroom?","Question",{"text":112,"@type":113},"Because freshman instructors must motivate students to write, and students from lower SES backgrounds face obstacles to developing writing and technology skills needed for participation in a high-tech world.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the author see in relying only on school-centered internet use?",{"text":117,"@type":113},"Students may compartmentalize knowledge, so limited online tasks connected only to school can isolate their computer knowledge and fail to bring them to the level of higher-SES peers.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the author help students develop practical computer skills?",{"text":121,"@type":113},"She began with typing and basic Microsoft Word instruction, then taught keyboard functions like shift capitalization and paragraph indentation via the tab key to reduce the need for private tutoring.",{"name":123,"@type":110,"acceptedAnswer":124},"How were students taught to navigate and use web resources for assignments?",{"text":125,"@type":113},"She introduced vocabulary such as URLs, sites, and blogs, clarified terms like post when students asked, and modeled search strategies by demonstrating how to choose search terms using search engines.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597839,1792890467,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":52,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2009: 38.1  \nNext: Heuristics in the English Classroom  \nINCORPORATING DIGITAL LITERACY  \nINTO THE COMPOSITION CLASSROOM  \nSuanna Davis  \nAs freshman composition instructors, we are challenged to teach our students to write, a practice which is easier if they are motivated and interested. This is particularly important for students coming from a lower socioeconomic status (SES) because there are multiple obstacles that must be overcome (Greene and Forster) . A real world writing situation with an immediate and focused audience would be optimal for student involvement, but most freshman composition classes are still limited to small group interaction and teacher-focused writing because of historical and institutional expectations. There is, however, a community created, established, and maintained solely through reading and writing which is ubiquitous in the twenty-first century and which our students can be engaged in and with to the enrichment of their academic experience: the discourse community of the internet.  \nThe pervasiveness of the internet in modern America is often seen as a detriment to students, when they use leetspeak to write and no longer recognize that the correct spelling of the word 􀳦before􀳦 is not the letter b followed by the numeral four (Lee 486) . If we presuppose that our students are already computer savvy because of their age, however, we are doing some of them a disservice. While a Pew survey indicates that 77% of people between the ages of 18 and 29 use the internet, that leaves 23% who do not (Lenhart, Smith, Macgill, and Arafeh) . Though many students are already fluent participants in net writing, there are other students, even in today's colleges, who have never used the internet for anything other than required registration and email. To most students from a low socioeconomic background, the internet, if they use it at all, is simply a new kind of mailbox, sitting empty and collecting junk mail which occasionally needs to be thrown away or not, depending on the capacity of their server (Rothbaum, Martland, and Jannsen) . I have been teaching in a college where a large part of the population is basically computer illiterate because they are economically disadvantaged. I know that mine is not the only college that serves this population. Thankfully, the administration at the college has recognized the impact of class disadvantage on computer literacy and has mandated an introduction to computers in all general education classes because the ability to work in our high tech world requires at least rudimentary high tech skills.  \nFor the college, this meant giving the students on-campus email addresses and mandating that the teachers use theirs. And for the English department, it meant requiring them to do research online, through the library database. However, these requirements were still fairly minimal and might not have done a lot for the students' computer literacy, since it would have focused on school-only internet usage. Since we know that students compartmentalize knowledge (Abbott and Nantz), this limitation of the computer to school-centered projects could further isolate their computer knowledge (􀳦Theory and Research-Based Principles of Learning􀳦) . This level of usage did not seem to me to be adequate because I understood that my students did not have experience with the internet that would bring them up to par with students of higher SES (Rothbaum, Martland, and Jannsen) . I decided that there was room within the freshman composition classroom to address and attempt to minimize this disparity. This was successfully implemented and achieved.  \nI began by requiring that papers be typed, a requirement that is considered basic at many colleges. This was more of an imposition for some students than for others. I introduced various aspects of Microsoft Word in class, trying to make sure that the students understood how to use it. Then I found out I had not gone ","cbCaihxkk4MDlpXi","https://ap.wps.com/l/cbCaihxkk4MDlpXi","pdf",49418,"English","# Incorporating Digital Literacy Into the Composition Classroom\n## Challenges for Freshman Composition Instructors\n## Internet as a Discourse Community\n## Addressing Computer Literacy Disparities\n## Classroom Implementation with Keyboard and Word Skills\n## Building Vocabulary and Search Strategies","[{\"question\":\"Why does the author emphasize digital literacy in the composition classroom?\",\"answer\":\"Because freshman instructors must motivate students to write, and students from lower SES backgrounds face obstacles to developing writing and technology skills needed for participation in a high-tech world.\"},{\"question\":\"What problem does the author see in relying only on school-centered internet use?\",\"answer\":\"Students may compartmentalize knowledge, so limited online tasks connected only to school can isolate their computer knowledge and fail to bring them to the level of higher-SES peers.\"},{\"question\":\"How did the author help students develop practical computer skills?\",\"answer\":\"She began with typing and basic Microsoft Word instruction, then taught keyboard functions like shift capitalization and paragraph indentation via the tab key to reduce the need for private tutoring.\"},{\"question\":\"How were students taught to navigate and use web resources for assignments?\",\"answer\":\"She introduced vocabulary such as URLs, sites, and blogs, clarified terms like post when students asked, and modeled search strategies by demonstrating how to choose search terms using search engines.\"}]","Incorporating Digital Literacy Into the Composition Classroom - Suanna Davis - Winter/Spring 2009 | PDF",1792085805]