My latest paper, just published in Computers & Composition, has been made available by the publishers on an open-access basis until 1 December 2014, using the link below.
Ross, J. (2014). Engaging with “webness” in online reflective writing practices. Computers and Composition, 34, 96-109. http://authors.elsevier.com/a/1PvdMV6mkzOlZu
The article argues that online reflective practices in higher education produce tensions around ownership, control, and safety. Reflective writing pedagogies, commonly grounded in a humanist philosophical tradition, often value coherence and authenticity. Writing online, however, opens students and teachers to the sorts of questions and uncertainties about subjectivity, ownership of data, privacy, and disclosure that characterize the online context. This is the case no matter how much teachers try to protect students or deny the “webness” of their reflective practices. The article draws on qualitative data from interviews with students and teachers in higher education in the United Kingdom. It argues that engaging with digital traces calls for a different approach to reflection, and proposes the “placeholder” as a way to privilege fragments, speed, and remixability in a reflective writing context.