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Toward Social Media Based Writing

机译：迈向基于社交媒体的写作

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Although text-based digital communication (e.g. email, text messaging) is the new norm, American teens continue to fall short of writing standards, claiming school writing is too challenging and that they have nothing interesting to share. However, teens constantly and enthusiastically immerse themselves in social media, through which they regularly document their life stories and voluntarily share them with peers who deliver feedback (comments, "likes," etc.) which has been demonstrated to impact self-esteem. While such activities are, in fact, writing, research indicates that teens instead view them as simply "communication" or "being social." Accordingly, through a review of relevant literature, interviews with teachers, and focus groups with students, this research offers recommendations for designing technology that infuses school writing with the aspects of social media that teens find so engaging-including multi-platform access to personal informatics, guided prewriting tools, and structured peer feedback-with the ultimate goal of improving student writing.
机译：尽管基于文本的数字通信（例如电子邮件，文本消息）是新的规范，但美国青少年仍未达到写作标准，他们声称学校写作难度太大，没有什么可分享的有趣之处。但是，青少年会不断地，热情地沉浸在社交媒体中，通过社交媒体他们定期记录自己的生活故事，并自愿与提供反馈（意见，“喜欢”等）的同伴分享，这已证明会影响自尊。实际上，尽管这类活动是书面活动，但研究表明，青少年反而将其视为简单的“交流”或“社交”。因此，通过对相关文献的回顾，对老师的访谈以及对学生的焦点小组讨论，本研究为设计技术提供了建议，这些技术使青少年在社交媒体中引人入胜的方面融入了学校写作，包括跨平台访问个人信息学。 ，指导性的预写工具和结构化的同伴反馈-最终目的是改善学生的写作。

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