Posts Tagged ‘digital writing’

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Multimodal Mondays: What Counts as Multimodal? Creating Dialogic Learning Opportunities in Online Discussion Forums

posted: 6.29.15 by Andrea Lunsford

Today’s guest blogger is Jeanne Law-Bohannon.

Every week, I read Andrea’s Multimodal Mondays blog.  I am as much a consumer of the amazing material posted by colleagues as I am a producer of my own content.  Now that summer is upon us, I would like to use my space on the blog to explore expanding examples of multimodal composition, to ask “what counts,” as lessons, assignments, and writing opportunities for students. I also want to investigate how students themselves perceive their learning from multimodal compositions. [read more]

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Categories: Andrea Lunsford, Collaboration, Digital Writing, Multimodal Mondays, Teaching with Technology
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Mentoring Resources

posted: 5.26.15 by Traci Gardner

This week, I want to share the resources I developed, with help from some colleagues, for mentoring new attendees at the 2015 Computers and Writing Conference in Menomonie, Wisconsin this weekend. Even if you are not going to the conference, I think you’ll find resources that could be helpful to you or someone you know.

We built a website, Computers & Writing Conference Mentoring, which features a collection of resources for first-timers and mentors. The site includes tips and advice, first-timer stories, and suggestions for documenting participation at the conference. [read more]

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Categories: Professional Conferences, Professional Development & Service, Teaching with Technology, Traci Gardner
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Multimodal Mondays: Re/Mixing and Wrapping Up: Students’ Perspectives on “Doing” Multimodalities

posted: 5.11.15 by Andrea Lunsford

Today’s guest blogger is Jeanne Bohannon.

 I have written several posts this semester about how to re/mix traditional writing assignments into meaningful, multimodal compositions. Today’s post is my last for the semester, so I want to wrap up with one last re/mixed mission from a traditional research essay and then yield the post to my students to share their thoughts about “doing” multimodalities.

For me, democratic learning must include students’ buy-in to a project, from the building of the assignment parameters to the learning outcomes.  Making these digital endeavors meaningful to students’ lives is also vital to engendering rhetorical writing.  Projects that center on building meaningful digital literacies also enhance authentic engagement and meet the same learning outcomes as traditional “Dear Teacher” essays. But you don’t have to take my word for it.  Hear it from my students, who have worked with multimodal assignments throughout a semester at a large, state comprehensive university [read more]

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Categories: Andrea Lunsford, Assignment Idea, Digital Writing, Guest Bloggers, Multimodal Mondays
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Student Success in Savannah

posted: 4.21.15 by Traci Gardner

I spent the weekend in wonderful Savannah, Georgia, at the Student Success in Writing Conference. The wonderful event led me to conversations with teachers from high schools, two-year colleges, and four-year colleges.

I got to meet Bits guest bloggers Kim Haimes-Korn and Jeanne Bohannon, who presented on “Transcending Tech-Tools: Engaging Students through Critical Digital Pedagogies.” Jeanne shared a video animation project that focused on “A Day in the Life” stories that developed students’ critical thinking skills by requiring them to consider another point of view, and Kim talked about an assignment that asks students to use digital timeline tools to publish literacy narratives. I’m hopeful that they will share more details in a future post. [read more]

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Categories: Activity Idea, Digital Writing, Student Success, Teaching with Technology, Traci Gardner
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Tools for Faking Social Media

posted: 4.14.15 by Traci Gardner

Students in the writing and digital media course that I teach have started work on their final project, the “remix a story” project that I have mentioned in previous posts. For this project, students choose a story (fiction or nonfiction) and retell that story using digital composing tools. The goal is to get beyond primarily linguistic stories to create stories that engage multiple modes of communication fully.

Many students will include social media as part of their remix. I have had projects that included things such as Twitter updates from Little Red Riding Hood and Facebook updates from characters in The Little Mermaid. As creative and fun as these projects are, they bring challenges [read more]

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Categories: Activity Idea, Digital Writing, Teaching with Technology, Traci Gardner
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Online Classes

posted: 2.25.15 by Barclay Barrios

It’s always surprised me that I don’t teach online.  I am a tech-heavy guy, often an early adopter, and much of my work has involved computers and composition.  But I tried teaching a writing course online once and, frankly, I thought it was a disaster.  Granted, I was doing it somewhere around the turn of the millennium; I’m certain the technology has changed since then.  But I’ve been stubbornly dead set against writing instruction online for most of my career.

That must change. [read more]

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Categories: Barclay Barrios, Pedagogy, Teaching with Technology
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Digital Identity Mapping

posted: 2.10.15 by Traci Gardner

I began the multimodal composing course I’m teaching this term with an exploration of digital identity, working from an assignment shared last fall as a Multimodal Mondays post. I asked students to compose a “Statement of Your Online Identity,” combining a digital image with a brief linguistic text.

To help them get started, I asked students to think about the personas they developed online. Informally in class, we talked about the ways that they presented themselves online (for instance, on Facebook with friends, on LinkedIn with potential colleagues and employers, and on gaming sites with other gamers). [read more]

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Categories: Digital Writing, Traci Gardner
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Is Collaboration the New Normal?

posted: 11.20.14 by Andrea Lunsford

For thirty-plus years now, Lisa Ede and I (and others) have been resisting the notion that writing is a solo activity, rather insisting that writing is essentially collaborative, even when a writer is sitting alone staring at a screen or paper. Opposition to this notion was fierce, and nowhere more so than in the humanities where the image of the solitary writer struggling to create something new under the sun was held sacrosanct. Collaboration was suspect, sure to be “watered down” or “not real writing.” [read more]

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Categories: Andrea Lunsford, Digital Writing
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Dual Identities

posted: 11.12.14 by Barclay Barrios

This week’s guest blogger has chosen to remain anonymous, for reasons that I think this post makes clear.  I’ll admit that it has prompted me to reflect on my own published digital presence.  But, more pressingly, it makes me wonder about asking students to blog or write for public audiences.  Could there be issues we have not yet addressed in such a practice?

I made two honest attempts at this blog post. But each time I wrote, I found that what I had written could potentially compromise my role as an instructor. What do I mean by that? I mean that in the future, when students Google me, this blog post will probably pop up, and when they read what I have written they will think differently about me. So what’s the harm in that? Well, for one thing, by then I will probably have changed my ideas about what I have written. And for another, whatever information I post online can be tied back to me for a very, very long time. [read more]

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What are the differences between speaking and writing?

posted: 11.6.14 by Andrea Lunsford

I can still remember where I was when I opened my copy of College Composition and Communication (the May 1977 issue) and turned to Janet Emig’s “Writing as a Mode of Learning.” I had recently submitted my dissertation and was in that grad student’s limbo, waking every morning with the panicky thought that “I’ve GOT to finish my dissertation” only to realize that I had, indeed, done so, and preparing to move from the university that had been my home for five years to a new and scary “first Ph.D. job” in Vancouver, Canada.  I was sitting on the floor in my tiny bedroom in Columbus, Ohio, where I had written a lot of the dissertation, and I’d taken a break from sorting through stacks of sources and files to read the new CCC. [read more]

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