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ASU-MESA CC Talk

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Dr. Cheryl Ball presented this talk on April 22, 2011, at Mesa Community College as part of a Bedford St.-Martin's symposium on 21st century literacies.

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ASU-MESA CC Talk

  1. 1. R&R is the new A: Integrating Multimodality into Composition Curricula Dr. Cheryl E. Ball April 22, 2011
  2. 2. Multimodal Literacies <ul><li>linguistic (delivery, vocab, logos, etc.) </li></ul><ul><li>aural (music, sound effects, …) </li></ul><ul><li>visual (colors, perspective, …) </li></ul><ul><li>gestural (body, kinesics, feeling/affect, …) </li></ul><ul><li>spatial (eco/geosystems, architecture, …) </li></ul><ul><li>any combination = multimodal </li></ul>(Cope & Kalantzis, 2000, p. 26)
  3. 3. Rhetorical Genre Studies Approach <ul><li>situated practice </li></ul><ul><li>overt instruction </li></ul><ul><li>critical framing </li></ul><ul><li>transformed practice </li></ul><ul><li>as promoted by the New London Group </li></ul>Another great RGS resource: Bawarshi & Reiff’s Genre: An Introduction to History, Theory, Research, and Pedagogy (FREE at the WAC Clearinghouse!)
  4. 4. Publishing Scholarly Multimedia http://kairos.technorhetoric.net
  5. 5. My first publication in Kairos…
  6. 6. A Scholarly Multimedia Course http://ceball.com/classes/239
  7. 7. Assignment Sequence <ul><li>readings in field & values analysis </li></ul><ul><li>venue/publication analysis </li></ul><ul><li>audience & genre analysis </li></ul><ul><li>media, modes, & technology analysis </li></ul><ul><li>project pitch & proposal </li></ul><ul><li>collaborative scholarly multimodal project </li></ul><ul><li>peer-review & reflection </li></ul><ul><li>submission emails </li></ul>
  8. 8. Establishing Peer-Review Criteria <ul><li>Read and analyze scholarly multimedia </li></ul><ul><li>Read and analyze other digital media texts </li></ul><ul><li>Apply existing heuristics for evaluating scholarly multimedia to published texts </li></ul><ul><li>Test those heuristics by analyzing unpublished scholarly multimedia texts </li></ul><ul><li>Choose which heuristics work best, add others (if necessary) </li></ul><ul><li>Use revised heuristic to workshop each others’ texts in class </li></ul>
  9. 9. Scholarly Multimedia Criteria <ul><li>Institute for Multimedia Literacy Honors Program at University of Southern California (Kuhn, 2008) </li></ul><ul><li>Manifesto Special Issue of Kairos (DeWitt & Ball, 2008) </li></ul><ul><li>“ Assessing Scholarly Webtexts” tool (Warner, 2007) </li></ul>
  10. 10. Student-Chosen Criteria (08-09) <ul><li>creativity </li></ul><ul><li>conceptual core </li></ul><ul><li>research/credibility </li></ul><ul><li>form : content </li></ul><ul><li>audience </li></ul><ul><li>timeliness </li></ul>
  11. 11. IML’s Honors Thesis Criteria
  12. 12. Assessment Criteria in Action
  13. 13. Assessment Criteria in Action
  14. 14. Student-Chosen Criteria (Now) <ul><li>Choose and justify their own criteria. </li></ul><ul><li>Still use that criteria to write “peer-review” letters just like an editorial board does. </li></ul><ul><li>But also: Annotate those letters to explain why and how they’ve used the criteria for that particular webtext. </li></ul>
  15. 15. Reasons for Different Performance? Students Scholars Instructions No Formal Instructions 3-day Assignment Deadline 3-4 week volunteer deadline Students’ first experience helping with a publication Rote, albeit invested, role in helping with publications Required; graded Volunteer; no repercussions
  16. 16. Student’s Scholarly Multimedia
  17. 17. Students’ Reflections http://alwasowicz.wordpress.com/project-reflection/

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