The document discusses using digital storytelling as an alternative form of argumentative writing that allows students greater autonomy and flexibility. It analyzes how digital storytelling differs from traditional print texts in its use of bricolage, remixing, and assemblage of various media. The author argues that digital storytelling creates a new rhetorical space between print and images that can help address similar problems as traditional essays.

1. The New Bricolage: Assembling
and Remixing Images in an
Argumentative Text
Joel Bloch (jbloch10@gmail.com)

2. In memory of Mike Rose
In the Jewish tradition, we say, “May his
memory be a blessing.” Mike, thank you for
the blessing you have given to everyone who
knew you.
- Elaine Mamon Inside Higher Education

3. Introduction
Contextualizing Multimodality as a form of
argumentation
➔ Attempt for alternative forms of
literacy with greater emphasis on
visual
➔ See storytelling inside student writing
➔ Bring form of literacy outside the
classroom to inside
➔ Contextualize with print form of
argumentative both similarities and
differences
➔ Provide greater autonomy to students

4. My interest in digital
storytelling
ing
Search for forms of literary
help students with
academic writing
Web pages
Blogs
Digital Stories
Digital
Storytelling
incorporates
story telling with
writing
Quotes for illustration purposes only

5. The Context of Digital Storytelling in Argumentative
Pedagogy
➔ The history of the academic essayie andfr omhlight what’s new, unusual, or
surprising
➔ The role of technology ( is
➔ The emergence of argumentation as a paradigm shift in academic writing
➔ Relationship between text and image rhetorically and legally
➔ The role of digital storytelling: Story center uses digital stories “as part of
trainings for health, law enforcement, and criminal justice agencies, on how best to
support diverse Asian-Pacific Islander communities struggling
with legacies of gender-based violence” (Lambert, 2022)
Re
Provide a simple unifying message for what is to come
https://ineducationonline.org/2021/11/02/tea
ching-science-through-argumentation/

6. Digital storytelling in parallel to print texts.
● Parallel assignment with print text on plagiarism
● Choosing a personal experience
● No restrictions for choosing an argument
● Threshold concepts - important but difficult issues
● Use of texts, mixing stories and texts, author identity
● Bricolage, assemblage, rhizomatics (Canagarajah, 2018).
Choice of texts, mixed with images, broad audience
● Borrowed from Internet or create one’s own
● Intellectual Property Law

7. Print Multimodal
Technology inside
and outside the
classroom changes
context of
argumentative text
Role of teacher:
Neither Guide nor
sage but a
designer
Affordances of
Tools vary and
create
different
spaces
New technologies
Changes in technology -
> changes in
affordances
Role of Teachers in Teaching Multimodality
Nature of technology/How technology is used/How it is
copyrighted

8. Adapting Digital Storytelling
o Course Goals
1. Choice of images from
Internet (intellectual
property)
2. Choose tools to facilitate
goals
3. Focus on writing
4. Storytelling in argumentative
writing
5. Mixing story and images
6. Collaborative Storytelling
(creation/story circle)
7. Rhizomatic audience
Images can support claims and
provide warrants connecting to the
text.
If you take a sample of your backyard,
You can easily get a 100,100 mites close
To you

9. Differences between print
and multimodal arguments
A. bricolage vs. engineering
◆ Greater freedom in choosing
texts
◆ No ability to assimilate texts
◆ Greater ability to tell a story
B. Remixing
Relationships between texts
and images
Role of textual authors
Creating new forms of textual
relationship
C. Rhizomatic
Change in the nature and role of audiences

10. Shift from print to
visual argumentation
not as great as from
oral to written
text.
Cartoon images

11. One genre or multiple
genres
Given these differences, how do we view
multimodality as an alternative form of
argumentative genre
➔ Bricolage
What has been accomplished and
what might be left to tackle?
➔ Assmblage
Who supports your idea (or doesn’t)?
➔ Rhizomatics
How can the audience get involved or
find out more?
Expression on
first seeing
tararantula

12. Relationship of author
and image
Exploration of meaning of
text/image changing
meaning of both
Bricolage and Assemblage
However, I didn’t know at the time I was
pushing myself into a dilemma.
We became classmates in high
school and good friends. We
even entered the same college.

13. Differences in the rhetorical
spaces between print and
multimodal
➔ Roles of teacher and student
➔ Differences in intellectual property
➔ How texts are incorporated
➔ Role of instructor as visual
commuicator
➔ Differences in threshold concepts
➔ Relationships between student text
and borrowed texts
➔ Nature of audience

14. Potential for Transfer
Creation of Reflective
Spaces using existing
technologies
1. Use of storyboards and blogs
for thinking about macro and
micro issues related to transfer
2. No evidence for transfer
3. Contributes to the active role
of teacher
.
Story for illustration purposes only
When I suffered many
Problems and had no
one to talk with, his
lyrics seemed to
reflectMy kufe; his
songs expressed the
sam loneliness I felt
Assemblage of text and image dor
different rhetorical purposes
However, I was
afraid
Of any kinds of bugs
When I was outdoors

15. ● Addressing similar problems as do
traditional argumentative essays
● Not a new form of genre but rather an
extension of traditional forms of
argumentation.
● Each threshold concept is different but
shares similar rhetorical goals
● Differences in telling story
● Not a collection of tools but creation of a
space similar to spaces for print forms
● Creates a space between print and image
that is neither one nor the other
● Determinism of design dependent on
goals. e.g. intellectual property, citation
process
Assembling Text and image
Expressing a Hope
From my childhood, I dreamed of being
just like Indiana Jones
Conclusion: Flexibility of
genre for argumentation

16. multimodality
● Theories of assessment,
pedagogy, and
distribution
● Possibility of Transfer
Personal images as arguments
So, if someone would provide a little bit of methods in
route to their limits, they should be better

17. Inspire your audience to act on the information they just learned.
Depending on your idea, this can be anything from downloading
an app to joining
an organization.
Digital Stories
Special Education
https://www.youtube.com/watch?v=XO8heqVzO9Y&t=335s
Digital Story Jose
https://www.youtube.com/watch?v=_aTFfI05cJU&t=290s
The Thing I most regret
https://www.youtube.com/watch?v=cD1pdzmG3BY&t=114s
Leslie Chung
https://www.youtube.com/watch?v=36YWhyyz3e4&t=7s
Videos
discussed
here

18. 2022). The New Bricolage: Assembling and Remixing Voice and Images in a Multimodal Argumentative Text:
In A. Hirvela & D. Belcher (Eds.) Argumentative Writing in a Second Language, 135-151. Ann Arbor MI: The
University of Michigan Press.
(2019). Digital Storytelling in the L2 Graduate Writing Classroom: Expanding the Possibility of Personal
Expression and Textual Borrowing. In S. Khadka & J.C. Lee (Eds.) Bridging the Multimodal Gap: From Theory
to Practice, 182-200. Logan, UT: Utah State University Press.
(2018). Digital Storytelling in The L2 Academic Writing Classroom: Expanding the Possibilities. Dialogues.
Available at https://dialogues.ojs.chass.ncsu.edu/index.php/dialogues/article/view/30/16.
(2015). The Use of Digital Storytelling in an Academic Writing Course: The Story of an Immigrant.
In Teaching U.S-Educated Multilingual Writers: Practices from and for the Classroom. Edited by
Mark Roberge, Kay M. Losey, and Margi Wald. Ann Arbor: University of Michigan Press.
(2008). Blogging as a Bridge between Multiple Forms of Literacy: The Use of Blogs in an Academic Writing Class. In
D. Belcher & A. Hirvela (Eds.) Oral/Written Connections (288-309). Ann Arbor: University of Michigan Press.
My Previous
Books and
Articles on
Multimodality
Previous Research
(2021). Creating Digital Literacy Spaces for Multilingual Writers. Multilingual Matters
(2012). Plagiarism, Intellectual Property and the L2 Writing Classroom. Multilingual Matters
(2014) Teaching Digital Literacies. Alexandria, VA: TESOL Press.

19. Fuller, S. (2003). Kuhn vs Popper. Icon Books,
Lambert, J. (2020). Digital Storytelling: Story
Work for Urgent Times.
Sale, K. Rebels against the future:The Luddites
and their war on the Industrial Revolution:
Lessons for the computer age. Addison-
Wesley.
Shapin, S. (1998). The Scientific Revolution.
University of Chicago Press
Willinsky, J. (2017).The Intellectual Processes of
Learning. University of Chicago PressB
Books
consulted in
preparing this
presentation

20. Slides Available
at
https://www.slideshare.net/cher
epaha/digital-storytelling-1-
251377910