Teaching multimodal assignments through an editorial pedagogy
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The document by Dr. Cheryl E. Ball discusses teaching multimodal assignments through an editorial pedagogy, focusing on theories such as multiliteracies and rhetorical genre studies. It outlines a sequence of tasks for students to engage in the creation and critique of webtext, emphasizing the importance of real-world applications and audience awareness. Additionally, the document highlights design considerations such as accessibility, usability, and sustainability in educational contexts.
![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]](https://image.slidesharecdn.com/moravian-161103191755/85/Teaching-multimodal-assignments-through-an-editorial-pedagogy-15-320.jpg)
Teaching multimodal assignments through an editorial pedagogy
- 1. Teaching Multimodal Assignments through an Editorial Pedagogy Dr. Cheryl E. Ball West Virginia University http://ceball.com @s2ceball
- 2. theories & concepts behind Writer/Designer • multiliteracies pedagogy • rhetorical genre studies • accessibility & usability theory • editorial pedagogy
- 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. 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. 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. Editorial Pedagogy • para-professionalization • mentoring • recursive learning • real audiences Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy
- 7. Kairos: Rhetoric, Technology, & Pedagogy the journal
- 10. formative feedback for webtext designs • rhetoricity • accessibility • usability • sustainability —> “design editing”
- 12. macro assessment criteria • creativity • conceptual core • research/credibility • form : content • audience • timeliness
- 14. micro assessment criteria • key terms?? • disciplinary knowledge? • disciplinary expectations? • cultural expectations? • genre conventions? • technical affordances? • breaking of genres?
- 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]
- 17. What genres would work in your classes?
- 18. –Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com Thank you.
Editor's Notes
- #3: theories that inform practice
- #4: key theorists language for talking about mm
- #5: enacting that theory
- #6: language-intensive focus: RGS genres aren’t static (“social action”)
- #7: pulling everything together under a Big pedagogical Tent
- #8: Kairos is how I learned to enact an editorial pedagogy in my classrooms. What is Kairos [explain: audience, online, peer reviewed scholarship, my editorialship]
- #9: 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)
- #10: 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…
- #12: macro example peer review: rhetoricity
- #13: dynamic criteria mapping
- #14: Matsuda —>(listen once. Write down key words once.)
- #17: undergraduate student research publications (special issue)