The New Bricolage: Assembling and Remixing Images in an Argumentative Text
- 1. The New Bricolage: Assembling and Remixing Images in an Argumentative Text Joel Bloch (jbloch10@gmail.com)
- 2. In memory of Mike Rose In the Jewish tradition, we say, “May his memory be a blessing.” Mike, thank you for the blessing you have given to everyone who knew you. - Elaine Mamon Inside Higher Education
- 3. 1. Intro Contextualiing Multimodality as a form of argumentation ➔ Attempt for alternative forms of literacy with greater emphasis on visual ➔ See storytelling inside student writing ➔ Bring form of literacy outside the classroom to inside ➔ Contextualize with print form of argumentative both similarities and differences ➔ Provide greater autonomy to students
- 4. My interest in digital storytelling ing Search for forms of literary help students with academic writing Web pages Blogs Digital Stories Digital Storytelling incorporate story telling with writing Quotes for illustration purposes only
- 5. The Context of Digital Storytelling in Argumentative Pedagogy ➔ The history of the academic essayie andfr omhlight what’s new, unusual, or surprising ➔ The role of technology ( is ➔ The importance of argumentation in academic writing ➔ Relationship between text and image rhetorically and legally Re Provide a simple unifying message for what is to come https://ineducationonline.org/2021/11/02/teaching-science-through- argumentation/
- 6. Digital Storytelling in parallel to print text. Parallel assignment with print text on plagiarism No restrictions for choosing an argument Threshold concepts - use of texts, mixing stories and texts, author identity Bricolage, assemblage, rhizomatics Choice of texts, mixed with images, audience Borrowed from Canagarajah (2018)
- 7. Print Multimodal Technology inside and outside the classroom changes context of argumentative text Role of teacher: Neither Guide nor sage but a designer Affordances of Tools vary and create different spaces New technologies Changes in technology Role of Teachers in Argumentative Teaching
- 8. Adapting Digital Storytelling to Course Goals 1. Choice of images by students from Internet (intellectual property) 2. Focus on writing 3. Mixing story and images 4. Collaborative Storytelling (story circle) 5. Rhizomatic audience Tip Don’t wait till the end of the presentation to give the bottom line. Reveal your product or idea (in this case a translation app) up front.
- 9. 2. Differences A. bricolage vs. engineering ◆ Greater freedom in choosing texts ◆ No ability to assimilate texts ◆ Greater ability to tell a story B. Remixing Relationships between texts and images Role of textual authors Creating new forms of textual relationship C. Rhizomatic Change in the nature and role of audiences
- 10. Shift from print to visual argumentation not as great as from oral to written text. Tip Ideally, speak of people in very different situations, but where each could benefit from your solution.
- 11. 4. One or multiple genres Given these differences, how do we view multimodality as an alternative form of argumentative genre ➔ Bricolage What has been accomplished and what might be left to tackle? ➔ Assmblage Who supports your idea (or doesn’t)? ➔ Rhizomatics How can the audience get involved or find out more?
- 12. Tip Tell the audience about the problem through a story, ideally a person. • Nature of literacy space - implementation of argumentation • Choice and Relationship of tools for remediating problems- blogs and worksheets • Costs in money, time and energy by teachers and students • Evaluation of end states Technology, digital stories, and argumentation
- 13. 3. Differences ➔ Roles of teacher and student ➔ Differences in intellectual property ➔ How texts are incorporated ➔ Role of instructor visual commuicator ➔ Differences in threshold concepts ➔ Relationships between student text and borrowed texts ➔ Nature of audience
- 14. Conclusion: Flexibility of academic genre Not a new form of genre but rather an extension of traditional forms of argumentation. Addressing similar problems as do traditional argumentative essays Determinism of design. E.g. intellectual property, citation process
- 15. Argumentation: Potential for Transfer 1. Use of storyboards and blogs for reflection on threshold concepts 2. No evidence for transfer 3. Story itself or process of creation Tip If one example isn’t sufficient to help people understand the breadth of your idea, pick a couple of examples. Story for illustration purposes only
- 16. New Technologies in sharing and distributing texts and debates over their implementation New Theories of Creating Digital Stories Design of literacy spaces The role of argumenation in academic literacy Changing role of multimodality Possibility of Transfer Future Directions
- 17. Books I consulted in preparing this presentation Source: travel.trade.gov
- 18. (2022). The New Bricolage: Assembling and Remixing Voice and Images in a Multimodal Argumentative Text: In A. Hirvela & D. Belcher (Eds.) Argumentative Writing in a Second Language, 135-151. Ann Arbor MI: The University of Michigan Press. (2019). Digital Storytelling in the L2 Graduate Writing Classroom: Expanding the Possibility of Personal Expression and Textual Borrowing. In S. Khadka & J.C. Lee (Eds.) Bridging the Multimodal Gap: From Theory to Practice, 182-200. Logan, UT: Utah State University Press. (2018). Digital Storytelling in The L2 Academic Writing Classroom: Expanding the Possibilities. Dialogues. Available at https://dialogues.ojs.chass.ncsu.edu/index.php/dialogues/article/view/30/16. (2015). The Use of Digital Storytelling in an Academic Writing Course: The Story of an Immigrant. In Teaching U.S-Educated Multilingual Writers: Practices from and for the Classroom. Edited by Mark Roberge, Kay M. Losey, and Margi Wald. Ann Arbor: University of Michigan Press. ( 2008). Blogging as a Bridge between Multiple Forms of Literacy: The Use of Blogs in an Academic Writing Class. In D. Belcher & A. Hirvela (Eds.) Oral/Written Connections (288-309). Ann Arbor: University of Previous Research on Multimodality (2021). Creating Digital Literacy Spaces for Multilingual Writers. Multilingual Matters. London: England. (2012). Plagiarism, Intellectual Property and the L2 Writing Classroom.Multilingual Matters. London: England. (2014) Teaching Digital Literacies. Alexandria, VA: TESOL Press.