making local and_global_connections_through_multimodal_compositionnarrated
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- 1. Dr. Leslie S. Cook
Appalachian State University
[email protected]
Making local and global connections through multimodal composition
2. Standards for ELA Teachers
Standard 4:ELA teachers demonstrate the knowledge and use of the
integrated practices of multimodal literacies.
In the 21st Century there are increased cognitive demands on the
audience to interpret the intertextuality of communication events
that include combinations of print, speech, images, sounds,
movement, music, and animation. Products may blur traditional lines
of genre, author/audience, and linear sequence.Multimodal
literacies acknowledge the idea that meaning is made through
multiple modes of communication and expression and thus is not
limited to traditional ideas of language.
Middle School & High School
- Demonstrate an in-depth knowledge of and an ability to integrate a variety of instructional strategies and assessments to develop understanding of media, visual, aural, and critical literacies.
3. Demonstrate an in-depth knowledge of and an ability to use
multimodality as a way to enhance or transform the meaning of
composing, reading, and analyzing print and non-print
communication. 4. Demonstrate an in-depth knowledge of and an
ability to acquire, organize, evaluate, and creatively use
multimodal information. North Carolinas Imperative
5. New 10th grade English Standards
Research
North Carolinas Imperative
6. A central aim of multimodal pedagogy is to promote learners
self-directedness through individual goal setting and
self-assessment.
To the point of literacy, multimodal composing assignments
challenge students to acquire (beyond traditional literacy) what
Kathleen Blake Yancey (2007) calls "textured literacy"--"the
ability to comfortably use and combine print, spoken, visual, and
digital processes in composing a new piece of writing".
Theory Behind the Pedagogy
7. Theory Behind the Pedagogy
8. Tenets of Multimodal Pedagogy
Informed by social semiotic theory (communication takes place
through a system of signs)
Materiality of production is the instructional focus
Production-understanding the technical side of the medium with
which one works
Ways in which products are framed and composed become and issue for
examination
Theory Behind the Pedagogy
9. Tenets of Multimodal Pedagogy
Design is the key component.
Design reveals how people make sense of space, engage imagination,
enact vision, imprint narratives.
Design implies the reader understands the conventions of the genre
in which she is working
Theory Behind the Pedagogy
10. Thus multimodality, especially when all four dimensions are
considered together, may necessitate a shift in thinking about
literacy as more than just a move from the a verbal or written
expression to a visual expression, but also a consideration of how
identities get positioned in such representations.
(Albers & Harste, 2007, p. 15)
Theory Behind the Pedagogy
11. [A ] multimodal task-based frameworkprecisely because it
demands that students both think and act more flexibly as they
assume responsibility for determining what needs to be done along
with how it might possibly be achievedpositions them in the thick
of things, and in so doing, foregrounds thesecomplex issues in ways
that more prescriptive prompts may not.
Jody Shipka, A multimodal task-work frame for composing, CCC,
2005
Theory Behind the Pedagogy
12. Instructional Strategies
Multimodal Literacy Narrative
Ebook
Nicolettes Poems for Two Voices from Nature
Photo Essay
Local Restaurants in Boone
Visualizing Oral History
Grandama Gay
Third Space Project
Churches
Visualizing Revision
I Like theBike
13. Assessing Multimodal Composition
14. More Possible Multimodal Compositions
Multimodal Autobiography
Digital Storytelling
Documentaries as Creative Non-fiction
Hypertext Essays
Public Service Announcements and Videos
Audio documentaries
NPR style essays
15. How do you already use or envision using multimodal pedagogies
in your own classroom?
Whatreservations do you have about implementing these
approaches?
In what other ways, besides media and technology, do you see
students engaging in multimodal composition in order to make
meaning?
Reflective Analysis