Multimodal Composing in Classrooms: Learning and Teaching for the Digital World

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This fall, for the first time, I am teaching the novel within the context of a Black Literature elective, which changes the dynamic somewhat. Like my students, I often find myself overwhelmed by the book. The course itself went beyond just how to teach multiple literacies and fluencies in our respective classrooms, but why that is so important. In every course I teach, I seek to be a teacher of social justice and concepts of identity, recognizing that high school is a pivotal time when students are experiencing, exploring, and shaping their own sense of self and preparing to move into a globalized world full of wonderful diversity but also its accompanying tensions.

When I had taught Invisible Man in the past, I had planned a final project that seemed to align with many of the methods and ideologies Multimodal Writing was describing. Students were given choice in their final project; they spent time drafting and editing along the way; they considered message and medium, themselves and their audience; and they were encouraged to create a finished project that veered off the beaten path of written essays and analysis.

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The assignment also helped students better understand the political and personal aspects of what Ellison endeavored to do with the novel. Some of these projects are discussed and included on a blog I kept for our Multimodal Writing class. But how to better guide students in understanding the historical significance and literary nuance of the text?

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I looked at assessments and assignments not so much as ways to evaluate students, but as ways to challenge them—and also solve challenges we were facing as a class. Within the first week or two of the course, I realized this particular class was, in general, fairly unfamiliar with the ideas of both Du Bois and Booker T. Understanding their ideologies, though, would be integral to students understanding Ellison. Instead of planning a lesson, I planned a project.

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5. Multimodal Composing in Classrooms: Learning and Teaching for the Digital World - Google Книги.

The protagonist of Invisible Man delivers multiple speeches throughout the novel. I decided to challenge students to compose their comparison as a speech rather than an essay, so that they were not only analyzing the historical place the novel fit, but also experiencing the challenges tackled by Ellison as he wrote speeches into his own book. The speeches they presented were creative and powerful, and in debriefing the project, students felt they had developed some new skills, a better understanding of history, and had seen first hand the added challenge of writing-to-speak instead of simply writing-to-read.

After that assignment, and as we moved into a particularly stressful time of year, participation in class lagged.

Multimodal Composing in Classrooms: Learning and Teaching for the Digital World - Google Книги

I had been inspired by the experience of being asked to lead lessons in both Bread Loaf courses I took in Santa Fe. Why not ask students to teach their own lesson and get their classmates engaging in their selected block of text? Being led by their classmates might inspire new perspectives on the book and new enthusiasm for participation. By looking specifically at how Ellison expresses his themes and ideas through language and style choices, they would also be engaging with his writing on that artistic level.

Prior to the Multimodal Writing course at Bread Loaf, I had thought of non-alphabetic texts as interesting and important, but not integral. I viewed assessments more as measurements of understanding, and less as answers to a challenge. If I am teaching concepts of social justice, identity, and diversity; if I am teaching critical thinking, connection-building, and thoughtful analysis; if I am preparing students for a technology-driven and globalized world—if all of that is true—then asking students to understand, incorporate, and produce multimodal texts is necessary.

Beyond that, though, multimodal texts give us an opportunity to learn more than just a new skill, or answer a unique question, or strengthen their newfound understanding.



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These types of assignments can help students gain new perspectives, look more closely, and challenge their assumptions and routines. Miller and Mary B.

A Literacy Pedagogy for Multimodal Composing: Transforming Learning and Teaching, Suzanne M. Boyd with Mary McVee 9.

Multimodal Composing in Classrooms

List of Contributors Preface. Reviews "Multimodal composing in classrooms: In addition to this, the text has the very real potential to transform readers' pedagogical practices in relation to multimodal composing and multiliteracies as a result of engaging with the research stories of its participants. Studies in the Cultural Politics of Education. Harry Potter Years by J. Rowling , Hardcover Harry Potter and the Sorcerer's Stone 1 by J.



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