To Wonder Instead of Know
Rethinking writing (and thinking in general) in a digital world
For 30 days in a row, I wrote a 250-300 word online essay or a Twitter thread.
The essays were about what I write about normally: literacy instruction, school leadership, a little bit of technology integration in education. Some of the essays received little engagement. A few gained some traction on Twitter in the form of likes, comments, and shares.
What was the difference?
Some of the most successful essays started with a question.
For example, in the most read article, “How much time for independent reading does your literacy curriculum allow for your students?”, I didn’t even provide an original solution:
When planning tomorrow's literacy block, first allocate 30 minutes for independent reading.
Then start to add in the instructional practices and resources suggested by the curriculum, based on what you believe will support readers.
If part of the resource doesn't foster reader engagement or growth, cut it.
It seems like simply asking the question helped readers identify with a challenge many of us are experiencing in schools today.
Less Curiosity, More Certainty
I bring this issue up in light of a lot of the writing I see online, not excluding my own.
There’s this desire to stand out in the crowd with our work. People are encouraged to differentiate from others in a category, field or topic. Writers want to be the signal in all the noise that readers experience via their email inboxes, phone notifications, and social media feeds.
A problem with this approach is there is an incentive to shift toward certainty in our writing at all levels, which can prohibit a sense of curiosity.
For instance, in this article for English Journal (NCTE), Kathleen Kelly questions the reliance on argument as a primary mode for writing at the secondary level.
Specifically, Kelly worries how students are “shaped to view the world” when the purpose of writing becomes more about making a good argument vs. listening to others and considering different perspectives.
“We don’t all experience the world in the same way…the world doesn’t offer itself up in absolutes or neat, tidy examples in support of ideas. That’s not how we experience it.” (p. 54)
As an alternative, Kelly recommends positioning writing for students as an opportunity to make sense of the world, to use it as a process for understanding.
“In place of arguing and looking for proof, let’s instead encourage students to think on the page and honor their lived experience.” (p. 55)
This is not to say that declarative statements shouldn’t be made, or that we avoid coming across as competent and confident. Still, the more we argue our positions, the less likely we are open to other ways of thinking that can improve our own.
Four Takeaways for Writing (and Thinking) Online
As a digital writer and learner for a decade now, I feel comfortable stating that the Internet is a wonderful way to share ideas and to engage in collaborative learning.
To ensure our thinking is being heard and that we are also hearing others, consider the following four takeaways.
1. Determine who you are writing for first.
It should be an audience of one, either a person you have in mind or a singular role.
They are your primary reader, which makes your writing more personal and inviting. This kind of goes against the grain of how we were taught to write, such as determining our purpose first. But when online, people are looking first to learn. So who are you helping when you publicly post your ideas?
2. Make your writing easy to read.
No one wants to read a wall of words; our ideas can get lost in a sea of language.
Helpful formatting for writing online include:
Lots of white space
Short paragraphs
Reduced word count
Kind of like how I am writing here.
3. Solve problems.
Almost all online articles and posts I save for the future invariable address a challenge or answer a question.
This means that, as a writer, I have to extend my perspective and understand what the felt tensions are of the audience for whom I am writing. I will often find frustrations and questions aired out on Twitter. These serve as seeds for future writings.
4. Seek to create conversation.
If anything we are thinking or writing about feels settled, revisit your beliefs.
This is a great way to generate article ideas. For instance, I questioned the mere role independent reading/writing has during the literacy block, and sought to elevate it as the reason the literacy block exists in this article. My hope is this piece sparks discussion among literacy leaders (my intended audience) and teachers.
“Let’s give adolescents a chance to express what they are considering but not sure of. Let’s prompt them to think with and think through literature, art, and their lived experience. Let’s see what we might accomplish together if we invite students to wonder instead of know.”
- Kathleen Kelly
Join us on Thursday, May 5 for a conversation around my new book!
