In my previous blog post, I talked about videoconferences as a way to integrate global perspectives into my refugees course. Another tool to encourage students to apply their knowledge by engaging in a global dialogue was the use of Twitter. Students were asked to tweet five times a week, using the hash tag #GER262. During the first half of the semester, I made sure that each student was comfortable using Twitter and that they had acquired the necessary background knowledge to engage with the global community in an informed and meaningful way. Hence the Twitter posts were not only a way to interact with the world outside of the classroom, but also helped the students to deepen their social media literacy and to critically analyze rhetorical strategies being used in social media platforms such as Twitter and Facebook.
Students posted and discussed links to articles, videos, and cartoons they had found online and – as part of the assignment – responded to other people’s tweets around the world. In order to value the students’ contributions and to contextualize their findings, I reserved 10-15 minutes each week for a group discussion of their tweets.
Even though Twitter is not a medium commonly used among students, they responded enthusiastically to the assignment. As one of the students highlighted in their course evaluations: “I have been able to sharpen my ability to identify specific rhetoric that either supports or criticizes the situation on media outlets such as Twitter. To converse on Twitter gave us a hands-on opportunity to engage in the global conversation of this ongoing refugee and migrant crisis.”
I will definitely continue to use Twitter in my classes and plan to incorporate it also into my beginning language classes, as a meaningful way to apply newly acquired vocabulary and grammatical structures in a real-life setting. I would like to thank Ari Rotramel for sharing her extensive Twitter assignment guide and Laura Little, as always, for her invaluable technical support.