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Teaching multimodal assignments through an editorial pedagogy

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Cheryl Ball presented at Moravian College on how she uses the editorial pedagogy she developed for her work as editor of the Journal Kairos to teach multimodal, digital scholarship to students in her classes.

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Teaching multimodal assignments through an editorial pedagogy

  1. 1. Teaching Multimodal Assignments through an Editorial Pedagogy Dr. Cheryl E. Ball West Virginia University http://ceball.com @s2ceball
  2. 2. theories & concepts behind Writer/Designer • multiliteracies pedagogy • rhetorical genre studies • accessibility & usability theory • editorial pedagogy
  3. 3. New London Group’s Modes of Meaning • linguistic (delivery, vocab, logos, …) • aural (music, sound effects, …) • visual (colors, perspective, …) • gestural (body, kinesics, feeling/affect, …) • spatial (layout, architecture, …) any combination = multimodal
  4. 4. New London Group’s Pedagogy of Multiliteracies • Situated practice • Overt instruction • Critical framing • Transformed practice image from http://www.psephizo.com/ Available Designs Design(ing) Redesign(ing)
  5. 5. Rhetorical genre studies • real-world genres • actual audiences • evaluative criteria based on above Bawarshi & Reiff, Genre: An introduction, 2010. http://wac.colostate.edu/books/bawarshi_reiff/ free book | /
  6. 6. Editorial Pedagogy • para-professionalization • mentoring • recursive learning • real audiences Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy
  7. 7. Kairos: Rhetoric, Technology, & Pedagogy the journal
  8. 8. webtext examples
  9. 9. peer review process
  10. 10. formative feedback for webtext designs • rhetoricity • accessibility • usability • sustainability —> “design editing”
  11. 11. macro design-editing
  12. 12. macro assessment criteria • creativity • conceptual core • research/credibility • form : content • audience • timeliness
  13. 13. micro design-editing
  14. 14. micro assessment criteria • key terms?? • disciplinary knowledge? • disciplinary expectations? • cultural expectations? • genre conventions? • technical affordances? • breaking of genres?
  15. 15. Webtext Assignment Sequence 1.teaching philosophy & values [1 week] 2.readings in field & values analysis [2-3 weeks] 3.venue/publication analysis [1 week] 4.audience & genre analysis [2 weeks] 5.media, modes, & tech analysis [2 weeks] 6.project pitch & proposal [2-3 weeks] 7.collaborative webtext [4-5 weeks] 8.peer-review & reflection [1-2 weeks] 9.submission emails [1 week]
  16. 16. undergraduate student publications
  17. 17. What genres would work in your classes?
  18. 18. –Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com Thank you.

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