Friendly and hostile audiences of young in the new media writing

1. Friendly and hostileaudiences of young in the new media writing Risto Niemi-Pynttäri & Outi Kallionpää Great Writing 2012 London

2. Outi Kallionpää • Senior teacher of Finnish and Literature at New Media High School of Rajamäki, Finland • Master of Arts in literature, creativewriting and Finnishlanguage • My family: Husband Marko (teacher), daughtersLumi-Emilia (13 yrs) and Oona-Roosa (10 yrs) and Onni (a goldenretriever) • My hobbies: jogging, yoga and reading/writing

3. The researchproject of the New Media Writing • Doctoral thesis “ New Media Writing and Creativity at High School Writing Pedagogy“ • Rajamäki High School is a pilotschool of The New Media Writingresearchproject • The reaseachquestions: • 1. How new media writingcouldbetaught at highschool in a creativeway? • 2. What is the role of creativewriting in the new media writing? • 3. How the creative new media writingeducationeffects on studentsmotivation to write?

4. Risto Niemi-Pynttäri • PhD Researcher, Literature, Creative Writing, University of Jyväskylä, Finland • Literary blog writer (www.luutii.ma-pe.fi) • Literature and prose styles in blogs • Public spheres of Literary Writing • Creativity in public spheres • Flaming, trolling or agonistic debates • Public Web at highschoolwriting ? Whatare the threads and possibilities?

5. Writing at highschool • Matriculationexamination is the main goal of the education • Writing is formal, academicwriting • Students, especiallyboys, lackmotivation to studywriting • Creative writingseems to raisemotivation to write in general • Paradox: new media writing is nottaught at school, butstudentswrite a lot in the new media outside the school

6. Writing and spokenlanguage • Question of the change of language, adopting new vocabulary, new ways of speaking. • Creative self-expression is part of identity work of young people, of adopting new language. It is not only individualistic, but social as well. • Importance of freetime for young, Young people´s social media is pluralistic, • There are connections between problematic Internet use (PIU) of young and their lack of sympathy. • Socially sensitive writing, combining figures and story. SIMShttp://ubastisims.wordpress.com/ • Using spoken language in writing - as narrative prose makes - it brings social nuances at language - and enriches the social web.

7. New media writing

8. Teaching new media writing • The importantskills the studentsshouldbetaughtabout the audience and the feedback process: • Use feedback selectively, learn to pick up those things which help YOU to develop as a writer. • Separate the text from your personality. The estimating of the text is not the estimating of you as a person. • Develop the skills of receiving feedback actively by learning spontaneous and dialogic interactivity. • Teacher! Offer plenty of positive writer experiences to strengthen writer identity of the students.

9. Writer/reader and Cultural Power • Reader is always part of social context of writing (Clark and Ivanic: The Politics of Writing) • Writers position (situation , expression of cultural knowledge and personality) • Readers position (imagined reader is often friendly, hostile readers at social web are not recognized) Dialogical relationship in the text (different values, online conflicts). Rhetorical possibilities of sharing differences between styles, attitudes, values.

10. SIMS stories and plurality • Writing drama as creating situations between people • The reader is free to take her point of view at the situation • Take snapshots from the SIMS game, write the story between these pictures and publish it in a blog • Or create situations between people carefully as in studio and take pics • The genre of SIMS stories has sense of the plurality of youth cultures.

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