![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]](https://image.slidesharecdn.com/vcu-161103182956/75/the-big-tent-of-multimodal-composition-16-2048.jpg?cb=1668307226)
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.
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The big tent of multimodal composition
- 1. The Big Tent of Multimodal Composition Dr. Cheryl E. Ball http://ceball.com @s2ceball
- 2. theories & concepts behind Writer/Designer • multiliteracies pedagogy • rhetorical genre studies • accessibility & usability theory • editorial pedagogy
- 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. 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. 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. Editorial Pedagogy • para-professionalization • mentoring • recursive learning • real audiences Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy
- 7. Kairos: Rhetoric, Technology, & Pedagogy the journal
- 10. design editing • rhetoricity • accessibility • usability • sustainability
- 11. design editing • rhetoricity • accessibility • usability • sustainability
- 13. macro assessment criteria • creativity • conceptual core • research/credibility • form : content • audience • timeliness
- 15. micro assessment criteria • key terms?? • disciplinary knowledge? • disciplinary expectations? • cultural expectations? • genre conventions? • technical affordances? • breaking of genres?
- 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]
- 19. What genres would work in your classes?
- 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