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Exploring Multimodal Composition and Digital Writing

Book Description

While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Epigram
  6. Editorial Advisory Board and List of Reviewers
    1. List of Reviewers
  7. Foreword
  8. Preface
    1. HOW THIS BOOK CAME TO BE
    2. THE ORGANIZATION OF THIS BOOK
    3. CONCLUSION
  9. Acknowledgment
  10. Section 1: Conceptualizing and Redefining Multimodal Composition and Digital Writing
    1. Chapter 1: A Review of Research on Adolescents and Multimodal Composition
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORKS IN MULTIMODAL RESEARCH
      4. METHOD OF REVIEW
      5. FINDINGS
      6. DISCUSSION
    2. Chapter 2: Shifting Teaching Practices, Influencing Student Outcomes
      1. ABSTRACT
      2. INTRODUCTION
      3. CREATING MULTIMODAL TEXTS AND CHANGES TO TEACHING PRACTICES
      4. CREATING MULTIMODAL TEXTS AND THE INFLUENCE ON STUDENT OUTCOMES
      5. CREATING MULTIMODAL TEXTS AND CHANGING ASSESSMENT PRACTICES
      6. CONCLUSION
    3. Chapter 3: New Literacies as More than Activity in Middle and High School Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. SEMIOTIC POTENTIALS: MEDIATIONAL TOOLS AND MEDIATED ACTION IN CONSTRUCTION OF MULTIMODAL TEXTS
      4. METHODOLOGY
      5. PORTRAITS OF PRACTICE: LOOKING AT ACTIVITY SYSTEMS
      6. CONCLUSION
      7. APPENDIX
    4. Chapter 4: Exploring Academic Authorship in Online Spaces
      1. ABSTRACT
      2. INTRODUCTION
      3. BLOGGING AS A SOCIAL PRACTICE: SCHOLARLY ENGAGEMENT IN A DIGITAL DOMAIN
      4. METHODOLOGY
      5. EXPLORING LITERACY THROUGH DIVERSE MEDIA AND MODES
      6. DISCUSSION
    5. Chapter 5: Conversations with Four Artists
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL PERSPECTIVES THAT FRAME MULTIMODAL COMPOSITION
      4. METHODOLOGY
      5. RESULTS
      6. DISCUSSION
      7. IMPLICATIONS
    6. Chapter 6: Infrastructure as a Model for Multimodal Writing
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL CONTEXTS
      4. EXTENDING THE THEORETICAL METAPHOR
      5. CHARACTERISTICS OF THE TEXT
      6. APPLICATIONS
      7. CONCLUSION
  11. Section 2: Designing and Assessing Multimodal Composition and Digital Writing
    1. Chapter 7: Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. REVIEW OF THE LITERATURE
      4. THEORETICAL FRAME
      5. OVERVIEW OF THE STUDY
      6. FINDINGS
      7. DISCUSSION: CREATING SPACES FOR CRITICAL PEDAGOGY
    2. Chapter 8: Composing with Internet Resources and a Smart Authoring Tool
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCEPTUAL FRAMEWORK
      4. METHODS
      5. FINDINGS
      6. DISCUSSION
      7. LIMITATIONS
      8. IMPLICATIONS AND CONCLUSION
    3. Chapter 9: The Challenges of Assessing Multimodal Texts
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. LITERATURE REVIEW
      5. NICHOLAS: THE ELECTIVE ELEMENTARY FILM CLASS
      6. JULIE: DESIGNING FOR DESIGNERS IN SECONDARY SCHOOL
      7. LARGER PICTURES: ASSESSMENT, MULTIMODAL TEXTS, AND EDUCATION
      8. CONCLUSION
  12. Section 3: Multimodal Composition and Digital Writing in K-12 Environments
    1. Chapter 10: Exploring New Literacies in a First-Grade Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. NEW LITERACIES
      4. DIGITAL STORYTELLING
      5. PURPOSE
      6. METHODS
      7. PROCEDURES: WRITING SKILLS AND PROCESSES
      8. FINDINGS
      9. DISCUSSION
      10. IMPLICATIONS FOR FUTURE RESEARCH
    2. Chapter 11: First Grade Emergent Bilinguals’ Engagements with Technology-Integrated Curricula
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMINGS
      4. METHODS
      5. FINDINGS: REPRESENTATIONS OF COMMUNITY LANDMARKS AND LANGUAGE PRACTICES
      6. CONCLUSION
    3. Chapter 12: Reflections from a Service-Learning Project
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE
      4. THEORETICAL PERSPECTIVES
      5. METHODS
      6. FINDINGS
      7. DISCUSSION
    4. Chapter 13: Multimodal Response and Writing as Poetry Experience
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL PERSPECTIVES
      4. RESEARCH QUESTIONS
      5. METHODS AND PROCEDURES
      6. DATA ANALYSIS
      7. FINDINGS
      8. DISCUSSION AND INSTRUCTIONAL OPPORTUNITIES
      9. IMPLICATIONS FOR RESEARCH AND PRACTICE
  13. Section 4: Multimodal Composition and Digital Writing in Teacher Education
    1. Chapter 14: Models for K-12 Classroom Writing Instruction
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND FOR THE STUDY
      4. THEORETICAL FRAMEWORK AND LITERATURE REVIEW
      5. METHODS FOR THE STUDY
      6. FINDINGS AND EXAMPLES
      7. DISCUSSION AND IMPLICATIONS
      8. APPENDIX 1
      9. GENERATIVE TECHNOLOGY ASSIGNMENT
      10. APPENDIX 2
      11. TECHNOLOGY WEB RESOURCES PROVIDED TO TEACHER CANDIDATES
      12. APPENDIX 3
      13. QUESTIONS TO GUIDE REFLECTION
      14. APPENDIX 4
      15. TECHNOLOGY ASSIGNMENT PROPOSAL AND FEEDBACK
    2. Chapter 15: Multimodal Literary Analysis in English Education
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL CONTEXT
      4. STUDY CONTEXT
      5. COMPOSING HYPERTEXT LITERARY ANALYSIS
      6. CLOSE EXAMINATION OF TEXT
      7. SITUATING A TEXT IN A CONTEXT
      8. APPLICATION OF A LENS OR PURPOSE
      9. ANNIE: FROM NOVICE COMPOSER TO TEACHER OF COMPOSITION
      10. CONCLUSION
      11. APPENDIX
    3. Chapter 16: Mapping the Multimodal Composition of One Preservice English Education Teacher
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. CONTEXT
      5. METHOD
      6. FINDINGS
      7. DISCUSSION
      8. CONCLUSION
      9. APPENDIX
    4. Chapter 17: Writing For Social Action in Our Digital Age
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. THE LEARNING CONTEXT
      5. METHODOLOGY
      6. FINDINGS
      7. DISCUSSION AND IMPLICATIONS
    5. Chapter 18: Transnational Preservice Teachers’ Literate Lives and Writing Pedagogy in a Digital Era
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. FINDINGS AND DISCUSSION
      6. IMPLICATIONS AND CONCLUSION
    6. Chapter 19: Leveraging Multimodality to Facilitate the Teaching of Narrative Writing for Preservice Teachers
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. DATA SOURCES AND ANALYSIS
      6. RESULTS
      7. DISCUSSION
      8. IMPLICATIONS FOR TEACHING AND RESEARCH
      9. CONCLUSION
  14. Section 5: Research on Strategies and Technologies within Multimodal Composition and Digital Writing
    1. Chapter 20: How “Photovoice” Projects Might Inform Writing Curricula and Pedagogies for Diverse Youth
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXTS AND QUESTIONS
      4. OUR FRAMEWORK AND RECENT RESEARCH
      5. METHODS
      6. FINDINGS
      7. IMPLICATIONS AND CONCLUSION
    2. Chapter 21: Learning the Disciplinary Language and Literacies of Multimedia Composition
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAME
      4. STUDY DESIGN AND METHODS
      5. INTERPRETATION IN THE CONTEXT OF FILMMAKING
      6. DISCUSSION: EXPANSIVE MULTIMODAL COMPOSITION
    3. Chapter 22: Critical Computational Literacy as the New Multimodal Composition
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. METHODOLOGY
      5. RESULTS/DISCUSSION
      6. VIDEO GAMES AS CRITICAL LITERACIES
      7. IMPLICATIONS
      8. CONCLUSION
  15. Compilation of References
  16. About the Contributors