The document by Dr. Cheryl E. Ball discusses teaching multimodal assignments through an editorial pedagogy, focusing on theories such as multiliteracies and rhetorical genre studies. It outlines a sequence of tasks for students to engage in the creation and critique of webtext, emphasizing the importance of real-world applications and audience awareness. Additionally, the document highlights design considerations such as accessibility, usability, and sustainability in educational contexts.

1. Teaching Multimodal Assignments through an
Editorial Pedagogy
Dr. Cheryl E. Ball
West Virginia University
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/
free book
|
/

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

8. webtext examples

9. peer review process

10. formative feedback
for webtext designs
• rhetoricity
• accessibility
• usability
• sustainability
—> “design editing”

11. macro design-editing

12. macro
assessment criteria
• creativity
• conceptual core
• research/credibility
• form : content
• audience
• timeliness

13. micro design-editing

14. micro
assessment criteria
• key terms??
• disciplinary knowledge?
• disciplinary expectations?
• cultural expectations?
• genre conventions?
• technical affordances?
• breaking of genres?

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. undergraduate student publications

17. What genres would work in your classes?

18. –Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com
Thank you.