Authentic Audience is not limited to external audiences outside of school (e.g. on theThe student journal I'm working on is one way to establish an authentic audience between classes and student levels in adult literacy classes. I'm planning to design lesson plans teachers can use in their lab hours to interact with the online student journal, so that a true intellectual community can grow around students' submissions. The lesson plans will focus on three stages of interaction with the journal: 1) drafting a submission focused on this issue's "identity" them, 2) the art of responding to peers' ideas in comment format below the published submissions, and 3) depending on the issues and questions explored in students' submissions, I might write a lesson plan for a "letter to the editors" activity responding to one question or idea.
Web), although that is certainly one powerful manifestation. Our first definition of an
authentic audience is that the primary audience for a students’ intellectual work is
someone other than the professor. What makes an audience ―authentic‖ for students is the
sense that something is as stake in sharing one’s ideas other than getting a grade. That
can be one’s fellow students (but not always) and it can be the teacher (though not
usually without some effort). Consequently, the role of authentic audience in social
pedagogies often changes the meaning of assessment in a course, situating the criteria for
excellence in a broader context beyond a private transaction between teacher and student.
This dimension of authentic audience includes:
- Intellectual community as experienced inside and outside the classroom
- A sense of shared responsibility for knowledge or action
- A sense of accountability for one’s knowledgeThe ability to listen and engage
- Understanding “assessment” as communal standards of excellence, professional
- norms, and values
Since the journal will be public, it really should be part of a larger, authentic community of writers, outside the classroom and instructors. However, given the range of form, content and style in our students' writing, there will have to be more of a continuum of assessment standards, rather than a set of standards implicitly shared by writers with more heterogeneous experience, background and expertise. Here's a pdf of the last edition.