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Teaching multimodal assignments through an editorial pedagogy

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Teaching multimodal assignments through an editorial pedagogy

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Cheryl Ball presented at Moravian College on how she uses the editorial pedagogy she developed for her work as editor of the Journal Kairos to teach multimodal, digital scholarship to students in her classes.

Cheryl Ball presented at Moravian College on how she uses the editorial pedagogy she developed for her work as editor of the Journal Kairos to teach multimodal, digital scholarship to students in her classes.

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Teaching multimodal assignments through an editorial pedagogy

  1. 1. Teaching Multimodal Assignments through an Editorial Pedagogy Dr. Cheryl E. Ball West Virginia University http://ceball.com @s2ceball
  2. 2. theories & concepts behind Writer/Designer • multiliteracies pedagogy • rhetorical genre studies • accessibility & usability theory • editorial pedagogy
  3. 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. 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. 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. 6. Editorial Pedagogy • para-professionalization • mentoring • recursive learning • real audiences Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy
  7. 7. Kairos: Rhetoric, Technology, & Pedagogy the journal
  8. 8. webtext examples
  9. 9. peer review process
  10. 10. formative feedback for webtext designs • rhetoricity • accessibility • usability • sustainability —> “design editing”
  11. 11. macro design-editing
  12. 12. macro assessment criteria • creativity • conceptual core • research/credibility • form : content • audience • timeliness
  13. 13. micro design-editing
  14. 14. micro assessment criteria • key terms?? • disciplinary knowledge? • disciplinary expectations? • cultural expectations? • genre conventions? • technical affordances? • breaking of genres?
  15. 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. 16. undergraduate student publications
  17. 17. What genres would work in your classes?
  18. 18. –Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com Thank you.

Notas do Editor

  • theories that inform practice

  • key theorists
    language for talking about mm
  • enacting that theory
  • language-intensive focus: RGS
    genres aren’t static (“social action”)
  • pulling everything together under a Big pedagogical Tent
  • Kairos is how I learned to enact an editorial pedagogy in my classrooms.
    What is Kairos [explain: audience, online, peer reviewed scholarship, my editorialship]
  • What are webtexts? [RQs, unique designs]
    (Ima come back to how this relates to my class… let me introduce the editorial part of my pedagogy)
  • Authors for Kairos don’t ever get accepted in first submission.
    developmental
    formative
    recursive
    evaluative
    asking students to compose webtexts in my writing-intensive classes (not always…
  • macro example peer review: rhetoricity
  • dynamic criteria mapping
  • Matsuda —>(listen once. Write down key words once.)
  • undergraduate student research publications (special issue)

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