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N serfling 820 eposter N serfling 820 eposter Presentation Transcript

  • A Multimodal Composition Course
    Meshing Pedagogies and Making the Invisible Visible
    Nathan Serfling
    English 820
  • Introduction
    Multimodal composition courses can combine. . .
    The recent shifts in literacy practices
    The resurgence in rhetorical awareness
    The social turn in composition
    They can also make technology and literacy practices more visible to students and instructors
  • The Local Exigency
    The university and the English department
    Mid-sized Midwestern Division I land grant institution
    English department emphasizes literary studies
    TAs, part-time instructors, non-tenure track full-time instructors, and tenure-track faculty
    The concern: no course in English dept. addressing writing with technology
    Limited faculty time, interest to fully develop such a course
    Some courses this could complement well—both outside and inside the department
  • Why a Concern for English Studies?
    Local reasons
    Few to no courses in the university specifically addressing issues related to English studies
    “Futuristic Communications”:English course focusing on futurism and related texts but mostly literary
    Other courses (e.g., technical and professional writing courses) do touch on related issues, but not in a focused, specific manner
    Broader reasons
    English studies work already multiple genres, modes, rhetorical situations (Yancey 307-08)
    Literacy, rhetoric, and the social turn (in the next slides)
  • (Re)defining Literacy
    NCTE position statement on twenty-first century literacy emphasizes
    Increased technological proficiency
    Collaborative and intercultural work
    The potential for global circulation of work
    Effective navigation of multiple types of information
    Critical consumption and production of texts
    Ethical responsibility (NCTE)
  • (Re)defining Literacy (cont.)
    Literacy as a process of combination of past and contemporary literacy practices (Brandt 651)
    Print literacy with the addition of “the notions of practice and activity and circulation and media and screen and networking” (Yancey 320)
  • Multiliteracies
    The New London Group
    Multiple layers of discourse (17)
    Emphasis on “Design”: open, not pejorative term (20); as both structure and agency (Cope and Kalantzis 203)
    Process of multiliteracy: available design, designing, the redesigned (New London Group 20-23)
    Multiliteracy pedagogy: Situated practice, overt instruction, critical framing, transformed practice (33-36)
  • Multiliteracies (cont.)
    Stuart Selber
    Functional literacy: the technical, practical skill--use
    Critical literacy: critique of technology, its texts
    Rhetorical literacy: production of texts, relying on functional and critical literacies to inform (24-25)
  • Rhetorical Awareness, the Social Turn
    New texts viewed through traditional rhetorical principles (Diogenes and Lunsford 151)
    Mutlimodal text production requires purpose, context, audience, and rhetoric of the medium (Sheppard 122)
    Rhetorical canons more interconnected (Yancey 316-17)
    Rhetorical considerations also lead to discussion of wider social, political, and economic concerns
    The digital divide—access and use (Goode 499)
    Ability of technology to maintain the status quo without a sense of agency (Moberly 38)
  • A Possible Course
    Multimodal composition course (for juniors and seniors)
    Three units: Blogs, wikis, and visual rhetoric
    Blog unit as an example
    Critique and production
    As a bridge to academic discourse (Gallagher)
    Some key topics
    Social construction of knowledge
    Fluidity of genre
    Wider social implications of such new media texts (potential for equality)
  • A Possible Course (cont.)
    This course can thus. . .
    Integrate “print” literacies with newer, technology-based ones (as suggested by Brandt and Yancey)
    Rely on New London Group’s mulitilieracies pedagogy
    Emphasize the three literacies (functional, critical, rhetorical) Selber advocates
    Include significant attention to rhetorical considerations
    Attend to social, economic, and political issues related to the production and consumption of multimodal texts
  • Making the Invisible Visible?
    We become habituated to technology; it becomes invisible (Selfe 1181, 1164)
    Critical approaches, new methods can make technology and our own practices visible
    Renews questions about literacy (Selfe 1170)
    View our classroom practices in a new way when they are put into new contexts (Neff and Whithaus 41); true of literacy education practices as well
    More visible for us, more visible (and relevant) for students
  • Works Cited
    Brandt, Deborah. “Accumulating Literacy: Writing and Learning to Write in the Twentieth Century.” CE 57.6 (1995): 649-48. Print.
    Cope, Bill and Mary Kalantzis. “Designs for Social Futures.” Cope and Kalantzis 203-34. Print.
    Cope, Bill and Mary Kalantzis, eds. Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge, 2001. Print.
    Diogenes, Marvin and Andrea Lunsford. “Toward Delivering New Definitions of Writing.” Delivering College Composition: The Fifth Canon. Ed. Kathleen Blake Yancey. Portsmouth: Boynton/Cook, 2006. 141-54. Print.
    Gallagher, Jamey. “‘As Y’all Know’: Blogs as Bridge.” Teaching English in the Two-Year College 37.3 (2010): 286-94. Print.
  • Works Cited (cont.)
    Goode, Joanna. “The Digital Identity Divide: How Technology Impacts College Students.” New Media and Society 12.3 (2010): 497-513. Print.
    Moberly, Kevin. “More than Definitions, Descriptions, and Differences: The Labor of Reading and Writing New Media.” RAW: Reading and Writing New Media. Ed. Cheryl E. Ball and James Kalmbach. Cresskill, NJ: Hampton Press, 2010. 35-52. Print. New Dimensions in Computers and Composition Ser.
    NCTE. “The NCTE Definition of 21st Century Literacies.” NCTE. National Council of Teachers of English 15 Feb. 2008. Web. 21 April 2011.
    Neff, Joyce Magnottoand Carl Whithaus. Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning. New York: Lawrence Erlbaum Associates, 2008. Print.
  • Works Cited
    New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Cope and Kalantzis 9-37. Print.
    Sheppard, Jennifer. “The Rhetorical Work of Multimedia Production Practices: It’s More than Just Technical Skill.” Computers and Composition 26 (2009): 122-31. Print.
    Selber, Stuart. Multiliteracies for a Digital Age. Carbondale, IL: Souther Illinois UP, 2004. Print.
    Selfe, Cynthia L. “Technology and Literacy: A Story about the Perils of Not Paying Attention.” The Norton Book of Composition Studies. Ed. Susan Miller. New York: Norton, 2009. 1163-85. Print.
    Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” CCC 56.2 (2004): 297-328. Print.