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The big tent of multimodal composition

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Cheryl Ball presented at Virginia Commonwealth University on the editorial pedagogy she uses in her classroom and in her work as editor of the Journal Kairos to evaluate multimodal, digital scholarship.

Cheryl Ball presented at Virginia Commonwealth University on the editorial pedagogy she uses in her classroom and in her work as editor of the Journal Kairos to evaluate multimodal, digital scholarship.

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The big tent of multimodal composition

  1. 1. The Big Tent of Multimodal Composition Dr. Cheryl E. Ball 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/
  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. design editing • rhetoricity • accessibility • usability • sustainability
  11. 11. design editing • rhetoricity • accessibility • usability • sustainability
  12. 12. macro design-editing
  13. 13. macro assessment criteria • creativity • conceptual core • research/credibility • form : content • audience • timeliness
  14. 14. micro design-editing
  15. 15. micro assessment criteria • key terms?? • disciplinary knowledge? • disciplinary expectations? • cultural expectations? • genre conventions? • technical affordances? • breaking of genres?
  16. 16. 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]
  17. 17. assignment sequencing
  18. 18. undergraduate student publications
  19. 19. What genres would work in your classes?
  20. 20. –Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com Thank you.

Editor's Notes

  • developmental
    formative
    recursive
    evaluative
  • macro example peer review: rhetoricity
  • Matsuda —>(listen once. Write down key words once.)
  • webtext-specific assignment sequence
    writer/designer
  • ×