Writing Centers and Digital Literacy: Evolving Our Role for the Digital Age
/By Carey Smitherman Clark
When I first began tutoring in a writing center in 1995, the landscape seemed simpler. Students would bring handwritten drafts or floppy disks, and my role was to help clarify their thesis, refine their arguments, and ensure proper MLA or APA style. Writing was a more traditional (though, dynamic) process, confined to paper, word processors, and academic conventions. Today, however, writing centers support students not just in essays and research papers, but in crafting digital identities and curating online content across various platforms. Digital literacy has become a crucial skill, and writing centers are well-positioned to help students navigate this complex new terrain (Trimbur, 2000). Reflecting on my journey, I've seen growth and adaptability, but we’re still learning how best to help students develop the digital literacies necessary for success in both academics and beyond.
The Digital Shift is More Than Just Technological
When we talk about digital literacy, we’re not just talking about technical proficiency; rather, digital literacy is about the ability to access, analyze, evaluate, and create content across a range of platforms. It’s a complex skill that blends writing, critical thinking, media literacy, and a deep understanding of digital rhetoric. This is where writing centers can, and should, play a pivotal role (Bancroft, 2016).
In my experience, students often come to the writing center expecting the traditional essay-help session, but they’re increasingly bringing in assignments that require them to write for diverse audiences across digital spaces. Take, for example, a student I worked with who was tasked with creating a research blog post for a history class. She was an excellent essay writer, but translating her work into an engaging blog post felt like a huge challenge. Together, we worked through how to make her ideas more concise and accessible while maintaining scholarly rigor. We also explored the mechanics of digital writing—using headings, hyperlinks, and writing in a conversational yet authoritative tone. What struck me most during that session was how unfamiliar these tasks were to her, despite her academic strengths.
This is where I see the biggest gap for many of our students: the ability to navigate the different digital spaces they’ll encounter in their futures. Writing a research paper for a class is just one form of writing; creating a compelling LinkedIn profile, drafting a professional email, or posting thoughtful commentary on a forum requires an entirely different approach to language and rhetoric.
Building Digital Literacy with the Writing Center’s Help
Over the years, I’ve noticed that when writing centers approach digital literacy, we often focus on the technical aspects of writing (e.g., formatting citations, etc.). While this is certainly valuable, it’s crucial that we also address the more rhetorical aspects of digital writing—how to write effectively in a space where attention spans are short, audiences are varied, and the stakes can feel higher. Below are some ideas and approaches we’ve integrated into our writing center practices.
We focus on digital rhetoric by teaching students how to use text, images, and multimedia effectively to enhance their arguments across digital platforms.
We’ve created a digital writing space in our writing center to help students navigate different forms of writing, from social media profiles to professional emails.
We integrate digital literacy into tutor training, covering various platforms, social media literacy, and audience awareness to better support students with diverse digital projects.
We collaborate with other campus departments, such as career services, to offer workshops and provide comprehensive digital literacy support for academic and professional success.
The Bigger Picture of Preparing Students for the Future
It’s become clear that our role extends far beyond just helping students with their essays. Today’s students need to be able to think critically and write effectively across a range of digital spaces. The good news is that we’re in a prime position to support them as they develop these skills (Sheridan, 2006). Writing centers are already trusted spaces for writing support, and this trust gives us the opportunity to guide students through the complexities of digital communication.
As such, I’m reminded of how adaptable and resilient writing centers have been in the face of change. Digital literacy is just one more chapter in the story of how writing centers continue to evolve to meet the needs of our students. And if we stay committed to this evolution, I believe we’ll continue to play an essential role in preparing students for the world of writing that awaits them beyond graduation.
Works Cited
Bancroft, Joy. “Multiliteracy Centers Spanning the Digital Divide: Providing a Full Spectrum of Support.” Computers and Composition, vol. 41, 2016, pp. 46-55.
Sheridan, David M. "Words, Images, Sounds: Writing Centers as Multiliteracy Centers." Writing Center Journal, vol. 26, no. 1, 2006, pp. 55-69.
Trimbur, John. “Multiliteracies, Social Futures, and Writing Centers.” Writing Center Journal, vol. 20, no. 2, 2000, pp. 29-32.
Carey Smitherman Clark is an Associate Professor of Writing, Rhetoric, and Information Design at the University of Central Arkansas. She also serves as Director of the UCA Center for Writing & Communication.