{"id":7122,"date":"2008-02-01T21:10:43","date_gmt":"2008-02-01T21:10:43","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2008\/02\/01\/kremers-sharing\/"},"modified":"2008-02-01T21:10:43","modified_gmt":"2008-02-01T21:10:43","slug":"kremers-sharing","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2008\/02\/01\/kremers-sharing\/","title":{"rendered":"Kremers, “Sharing Authority on a Synchronous Network”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

Kremers, Marshall. "Sharing Authority on a Synchronous
\nNetwork: The Case for Riding the Beast." Computers and Composition<\/i> 7
\n(April 1990; Special issue): 33-44. <http:\/\/computersandcomposition.osu.edu\/archives\/v7\/7_spec_html\/7_spec_2_Kremers.html<\/a>><\/p>\n

<\/p>\n

Kremers examines different manners of teacher-presence in synchronous chats
\nusing ENFI (Electronic Networks For Interaction), an early multi-user LAN
\nmessaging client. How can the live chatroom interchanges bolstering student
\ninterest in the other writing they are asked to do in their writing courses?
\nHe is also interested in the risky, experimental side of the technology as it
\nallows him to more radically vary assertions of teacherly authority: "The
\nteaching model I am trying to develop is a networked writing class in which
\nauthority is shared, decentralized, distributed, even communal; a class in which
\nteachers sometimes participate directly in the discussion and at other times
\nstay out of things, letting their students take control of their own dialogues;
\na class in which students compete among themselves for influence in the group
\nthrough the force of their language and the clarity of their arguments" (para.
\n2). He offers examples of the chat transcripts that best illustrate two primary
\napproaches to pedagogy using the ENFI system: a teacher intervention model and a
\nnon-intervention model.<\/p>\n

The teacher intervention model presumes a teacher-centered classroom or, at
\nleast, a scene in which the teacher’s presence in the conversation actively
\nmoderates the dialogue. After framing his pedagogy as student-centered
\n(following Knoblauch and Brannon’s articulation of this model) Kremer explains
\nthat he prefers to use the chat room (during certain class sessions; not all of
\nthem) because he "want[s] to write with them rather than talk with them" (para.
\n9). What is gained by writing with<\/i>? Positive aspects of this
\napproach include a sense of ownership felt by students who, after they mature
\nbeyond a mutinous stage, stand to realize the advantages such interactions have
\nfor concept formation, inquiry, and invention. Even while using the intervention
\napproach, Kremers says he does so to act as a guide (one who asks questions and
\ncollaborations) rather than as a dominating force of authority. He
\nexplains that the path of the conversation is unpredictable, that it is "more
\nspontaneous, more organic" than in many of the more traditional activities they
\nengage with in a writing class. <\/p>\n

The non-intervention model, on the other hand, embraces precepts from Elbow’s
\nWriting Without Teachers<\/i>: Kremers might leave the room or observe their
\ninteractions without getting directly involved. Later, he observed the chat
\ntranscripts to see what transpired. His example suggests a surprising
\nturn, in which a role-playing activity around the issue of rain forest
\npreservation resulted in the off-ing of one of the made-up participants (Pat
\nTree). Out of this, Kremers devised prompts for subsequent classes, and he
\nfound that the students grew still more enthusiastic about what they were being
\nasked to do. The non-intervention transcript functioned as a catalyst for other
\nwriting.<\/p>\n

Kremers mentions in his conclusion that "[f]or the most part…the students I
\nhave worked with so far have not taken up the offer of partnership as readily as
\nI have wished" (para 22). The final section, "Authority Sharing in the Future,"
\nspeculates that long-standing traditions of teacher-dominated classrooms affect
\nthe expectations of everyone, students and teachers alike, who gather in that
\nscene. Kremers is optimistic about the promise of "networked co-authoring"
\nfor getting at some of the currents that run beneath the more decorously-ordered
\nclassroom. <\/p>\n

There is an unmistakable parallel here between the creative and expressive
\ndimensions of the LAN chat room and the more formal writing occasions served by
\nthese activities. The references to student-centeredness from Knoblauch
\nand Brannon, the mention of Elbow, and Kremers’ own appeals to the sparking of
\nstudent interest in narrative ("So, by not intervening, I let the students set
\ntheir own direction for their writing" (para. 19)), all seem to be lorded over
\nby some under-represented force–the serious1<\/sub> variety of academic
\nwriting. This is, then, an early example of "networked authoring," one that was
\npromising because it is a relay in service of something more substantive.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Kremers, Marshall. "Sharing Authority on a Synchronous Network: The Case for Riding the Beast." Computers and Composition 7 (April 1990; Special issue): 33-44. <http:\/\/computersandcomposition.osu.edu\/archives\/v7\/7_spec_html\/7_spec_2_Kremers.html><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[169],"tags":[1926,266,1927,1928,1209,1929,1222,1924,944,1930,1925,257,278,1931,1418,1932,1933,1934,140],"class_list":["post-7122","post","type-post","status-publish","format-standard","hentry","category-networkacy","tag-authoring","tag-authority","tag-beast","tag-chat","tag-classroom","tag-control","tag-dialogue","tag-enfi","tag-expressivism","tag-intervention","tag-lan","tag-networks","tag-pedagogy","tag-questions","tag-risk","tag-sharing","tag-student-centered","tag-synchronous","tag-writing"],"yoast_head":"\nKremers, "Sharing Authority on a Synchronous Network" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2008\/02\/01\/kremers-sharing\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Kremers, "Sharing Authority on a Synchronous Network" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsKremers, Marshall. 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