ASU-MESA CC Talk

R&R is the new A: Integrating Multimodality into Composition Curricula Dr. Cheryl E. Ball April 22, 2011

Multimodal Literacies
linguistic (delivery, vocab, logos, etc.)
aural (music, sound effects, …)
visual (colors, perspective, …)
gestural (body, kinesics, feeling/affect, …)
spatial (eco/geosystems, architecture, …)
any combination = multimodal
(Cope & Kalantzis, 2000, p. 26)

Rhetorical Genre Studies Approach
situated practice
overt instruction
critical framing
transformed practice
as promoted by the New London Group
Another great RGS resource: Bawarshi & Reiff’s Genre: An Introduction to History, Theory, Research, and Pedagogy (FREE at the WAC Clearinghouse!)

Publishing Scholarly Multimedia http://kairos.technorhetoric.net

My first publication in Kairos…

A Scholarly Multimedia Course http://ceball.com/classes/239

Assignment Sequence
readings in field & values analysis
venue/publication analysis
audience & genre analysis
media, modes, & technology analysis
project pitch & proposal
collaborative scholarly multimodal project
peer-review & reflection
submission emails

Establishing Peer-Review Criteria
Read and analyze scholarly multimedia
Read and analyze other digital media texts
Apply existing heuristics for evaluating scholarly multimedia to published texts
Test those heuristics by analyzing unpublished scholarly multimedia texts
Choose which heuristics work best, add others (if necessary)
Use revised heuristic to workshop each others’ texts in class

Scholarly Multimedia Criteria
Institute for Multimedia Literacy Honors Program at University of Southern California (Kuhn, 2008)
Manifesto Special Issue of Kairos (DeWitt & Ball, 2008)
“ Assessing Scholarly Webtexts” tool (Warner, 2007)

Student-Chosen Criteria (08-09)
creativity
conceptual core
research/credibility
form : content
audience
timeliness

IML’s Honors Thesis Criteria

Assessment Criteria in Action

Student-Chosen Criteria (Now)
Choose and justify their own criteria.
Still use that criteria to write “peer-review” letters just like an editorial board does.
But also: Annotate those letters to explain why and how they’ve used the criteria for that particular webtext.

Reasons for Different Performance? Students Scholars Instructions No Formal Instructions 3-day Assignment Deadline 3-4 week volunteer deadline Students’ first experience helping with a publication Rote, albeit invested, role in helping with publications Required; graded Volunteer; no repercussions

Student’s Scholarly Multimedia

Students’ Reflections http://alwasowicz.wordpress.com/project-reflection/

ASU-MESA CC Talk

by s2ceball on Apr 22, 2011

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