Computer conferencing and academic literacy: lessons from Sam's cafe

Abstract

As the use of computer technology and electronic mall become more established in South Africa, the author argues that it is timely to consider how computer technology can be used to promote the development of academic literacy skills among underprepared students in tertiary institutions. Drawing on data collected from a participant-observer case study of a writing project, “Sam's Cafe”, in which computer conferencing was used by the participating students, the author demonstrates that computer technology can open up possibilities for student writers in ways that are qualitatively different from conventional paper and pencil methods. She argues that computer conferencing not only helps students to engage actively with a given writing task, but it reduces the need for extensive and time-consuming feedback from tutors and lecturers. She indicates, however, that computer conferencing and peer evaluation introduce a troublesome dynamic in the cooperative writing process: feedback anxiety. The crucial role of the tutor or lecturer is to structure and monitor computer conferences so that all students can participate in cooperative writing projects with minimal anxiety.