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

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Description Reviews Contents Editors Subjects. This past summer, we were always asking ourselves how we might critically incorporate technology into our teaching and why might we choose not to do so as well. What I was really impressed by was the level of creativity and willingness to experiment with technology that the members of our class engaged in while reflecting on pedagogical beliefs and how they might already include non-alphabetic writing practices.

Both of the pieces by Cyrus Dudgeon and Claire Abisalih capture how these two educators, at very different schools, incorporate technology in meaningful ways to engage students with a wider range of resources for communication. I am especially excited to see both of these pieces included because of the important pedagogical purposes of nurturing creativity where there are fewer resources and advocating for social justice in spaces of privilege.

Literacy in a Digital Age C.

And, once we understand new media literacy, how can we begin to take practical steps to implement multimodal practices in writing pedagogy? Reflecting metacognitively on the writing process will bring to light what happens in the translation of alphabetic texts into the genres available in online writing environments such as blogs, instructional YouTube videos, and podcasts.

We will examine research on relationships with technology to recognize how these writers negotiate the greater emphasis on digital writing. Then we will enter into research related to our own relationships with technology, focusing on issues with particular resonance to our thoughts and feelings about online and digital media, using multimodal writing to evidence this relationship.

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Arola, Jennifer Sheppard, Cheryl E. Apart from exploring the pedagogical advantages of multimodal learning in the classroom, we were tasked with the job of creating our own teaching philosophy. This philosophy went through multiple remediations as we were challenged to learn and create in the very ways we were reading about.

Beyond Alphabetic Text

I chose to use stop motion, primarily because I wanted to incorporate magic, which otherwise would have been challenging to work into something live action. As my video communicates, the biggest take away from our work together with Cruz Medina is my newfound understanding of how moving beyond the medium of alphabetic text can be a means to creating and sustaining a learning space that places imagination at its center. I feel wary of the privilege commonly placed on alphabetic texts, and this in turn challenges me to open up the pathways along which students might engage and question their minds.



I feel my students are more likely to engage their minds, the texts, and each other when given different means to communicate and think. As a piece of storytelling, it contains endless turns and escalations, compelling and intriguing characters, and, like the era and social-political movements the protagonist encounters, it seems to move at an ever-increasing pace.