N serfling 820 eposter

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N serfling 820 eposter

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

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