Interest-Driven Public Networks and Writing Pedagogy

Reframing and Harnessing Digital Spaces as Activism Playgrounds

Abstract

Addressing the pedagogical challenges of teaching activism in both technical/professional communication (TPC) and composition (first year composition in particular) studies, this article introduces "interest-driven public networks" (IDPN) as a theoretical framework examining how shared passions intersect with strategic interests in digital spaces to cultivate civic participation. Building on this foundation, it develops an interest-driven public writing pedagogy model that harnesses digital spaces as activism playgrounds in writing classrooms. This work expands traditional conceptions of civic engagement, provides structured approaches for teaching social justice through everyday digital experiences, and bridges TPC and FYC studies in their shared commitment to social justice education.