“Finally, English educators need to consider moving toward multimedia theme-based units that incorporate poems, film, music, and the Internet and allow students to express their ideas through essays, emails, Websites, videos, and drama…Also unfeasible is the assumption that each secondary unit should culminate with a five to seven page expository essay. Secondary students need opportunities to write songs, brochures, newsletters, and petitions. They also need the space to make blogs, Websites, digital videos, perform dramatic interpretations, post images to the Internet, etc.”

Article: Critical Approaches to Media in Urban English Language Arts Teacher Development
By: Ernest Morrell

Reading this I was proud to say that even some years ago when social media wasn’t so heightened or as advanced as it is now, I had teachers who would incorporate multimedia projects into our curriculum. And the most important thing is that students will be better and more engaged if teachers offer them many opportunities to share their thoughts and analyses. Work in English won’t get monotonous. Students won’t automatically give up when they hear “essay” because they will have alternatives that they can identify with from their personal lives. “If you can’t beat them, join them.” Social media can be used to work WITH educators instead of against. Students who may not be 100% comfortable participating in English may do so because they have experience with websites, blogs, or music. It offers them a way to learn in their own context and comfort zone. Plus, there are just so many things that you might not be able to say with words that you can say with images, sound, and/or performance. My only thing is that the author seems to be making these suggestions as if they don’t really happen. I’m curious as to the frequency of these methods, because I remember my teachers were pretty well balanced in incorporating different things like brochures, poetry, song, or skit into the academic experience.