Digital Divide 2.0: “Generation M” and Online Social Networking Sites in the Composition Classroom

Abstract

Abstract The digital divide has been largely theorized as a problem of access. Compositionists have attempted to move beyond a binary view of technology access in examining the digital divide and in doing so have raised important questions about the larger societal issues connected to issues of technological literacy and access. While much attention has been paid to students at risk of growing up without access to, and experience with, computers, attention also needs to be paid to students’ critical digital literacies. Additionally, we now face a new instantiation of the digital divide where students are often more technologically adept than their instructors. The problem is not so much providing access for Generation M students surrounded by technology but rather to effectively integrate technological literacy instruction into the composition classroom in meaningful ways. Compositionists should focus on incorporating into their pedagogy technologies that students are familiar with but do not think critically about: online social networking sites, podcasts, audio mash-ups, blogs, and wikis. To do so, however, instructors first need to familiarize themselves with these technologies. In essence, compositionists must catch up with the Generation M students who have left them behind.