Before this class my interactions with digital rhetoric were fairly limited and, contrary to the natural progression Clark implies, were relatively forced. For other classes required blog posts were just that- required. They did not seem to foster a sense of community or collaboration, I regarded them as just another assignment. However, that is beginning to change now. While in some other classes, my routine interaction with other classmates does feel compulsory, that actually began to change by joining this class and more broadly, the writing minor. Because writing unites and grounds our entire class, unlike other classes where it is simply a component, engaging in more digital rhetoric feels like a natural next step to take. It doesn’t feel like a forced progression because it makes sense for us to try new modes of communication as we push forward with our writing.
Blogging was something that took me sometime to see differently in this class. As we started to delve deeper into our projects and interact more in person with our blog groups, it felt very natural and beneficial to be interacting online with my other members. Most of all, though, I think the creation and progression of our eportfolios is the most striking and impactful. These digital records and reflections are so unique and creative. As we walked around in class the other day and looked at each portfolio so far, each was bursting with a unique persona and so many were able to translate their mock-ups onto a website. I would say that this was a prime example of the advantageous ideals of empowerment and effective communication that Clark talked about. I am intrigued to see how all the video projects turn out as these are also key pieces of digital rhetoric emerging out of our work.
Another alternative version of digital rhetoric that is being frequently used by our generation is social media. It is somewhat introduced as a new form of pedagogy. While we engaged in Facebook interactions through our activity with the writing challenge, I think it will be more difficult to integrate something like social media in an academic sense. Students regard social media as a purely social mode of interaction so it seems odd to try and use it in an academic realm. Regardless, I think as future generations become more and more comfortable with digital rhetoric in their everyday lives, it will be more natural to see all different types of digital rhetoric to appear in the classroom.