Complicating Silence: A Case Study Investigation of Optimal Student Writing Ecologies

Abstract

In this article, the authors report on a study designed to explore college students’ experiences in two writing environments, or ecologies: a media-free, silent zone and a media-saturated zone. Participants shared varying reactions to both environments. Some individuals found media distracting while writing, and others found it to be an energy boost or reward. And, where some participants initially indicated a preference for a silent environment, they discovered that pure silence caused an overload of mental activity. This variability of reactions to media multitasking suggests that educators need to facilitate this process and help students to reflect metacognitively regarding their optimal writing environment.

KEYWORDS:

• media multitasking
• writing
• writing ecology

Notes

¹ Students were allowed to select the web browser and program tabs that, and if, they wanted open in addition to their composition document.

Additional information

Notes on contributors

Jodi P. Lampi

Jodi P. Lampi is an Assistant Professor of Postsecondary Literacy at NIU. She earned her doctorate in developmental education with an emphasis on literacy from Texas State University. Her teaching background includes postsecondary literacy instruction in developmental education domains as well as composition instruction for first- and second-year students within community college and university settings. Currently, she also serves as director of the Academic Literacy and Learning Program, which offers literacy, test prep, and learning strategy courses for first-year students.

Nancy Effinger Wilson

Dr. Nancy Effinger Wilson is an Associate Professor in English and the Writing Program Administrator at Texas State University. She earned her doctorate in English at The University of Texas at San Antonio. Her publications include “Coming in from the (Binary) Code: Deconstruction in the Composition Classroom” published in Writing on the Edge, “Making Space for Diversity” published in College Composition and Communication, and “Stocking the Bodega: Towards a New Writing Center Paradigm” published in Praxis: A Writing Center Journal.

Sonya L. Armstrong

Sonya L. Armstrong, EdD, is an Associate Professor in the Graduate Program in Developmental Education at Texas State University, where she also serves as the director of the Doctoral Program. She earned her doctorate in literacy education with a focus on postsecondary literacy from the University of Cincinnati.