Tweets as microfiction: on Twitter’s live nature and 140 character limit as tools for developing storytelling skills

Date

2016-02-19

Advisors

Journal Title

Journal ISSN

ISSN

Volume Title

Publisher

Taylor and Francis

Type

Article

Peer reviewed

Yes

Abstract

For many years, the pedagogy of creative writing has been delivered primarily through workshops in which students critique each other's work. Students only need their imagination and a pen and paper to begin writing a story. It has not been necessary for creative writing teachers to prioritise use of emerging technologies and in consequence, creative writing classrooms have remained largely ‘low tech and quaintly humanistic'. This interdisciplinary paper explores from a practitioner-teacher perspective how social media can help develop theory and practice in the pedagogy of creative writing. It does so by presenting an account and early stage assessment of pilots conducted using Twitter with creative writing BA students at a UK University since November 2012. It is argued that the strict character limit of tweets, in combination with their live and public nature, can force critical enquiry into what comprises a meaningful narrative. Summary reflections consider how the Twitter pilots contribute to a new theoretical position that helps bring understanding to skills it is necessary for writers to develop in the face of emerging technologies in the twenty-first century.

Description

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.

Keywords

Creative Writing, Twitter, Digital Literacy, Pedagogy

Citation

Barnard, J. (2016) Tweets as microfiction: on Twitter’s live nature and 140 character limit as tools for developing storytelling skills. New Writing: The International Journal for the Practice and Theory of Creative Writing, 13 (1), pp. 3-16

Rights

Research Institute

Institute of English