Multimodal literacies and emerging genres /
Las alfabetizaciones multimodales y los géneros emergentes examinan las posibilidades, los desafíos y las realidades de la composición multimodal como un medio efectivo de comunicación. Los capítulos ven las formas en que los instructores de escritura y sus alumnos exploran los espacios donde se pro...
| Other Authors: | , |
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| Format: | Book |
| Language: | English |
| Published: |
Pittsburgh, Pa. :
University of Pittsburgh Press,
2013.
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| Series: | Pittsburgh Series in Composition, Literacy, and Culture
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| Subjects: |
Table of Contents:
- Introduction. "What else is possible": multimodal composing and genre in the teaching of writing / Tracey Bowen, Carl Whithaus – Genre and transfer in a multimodal composition class / Cheryl E. Ball, Tia Scoffield Bowen, Tyrell Brent Fenn – Back to the future? The pedagogical promise of the (multimedia) essay / Erik Ellis – Including, but not limited to, the digital: composing multimedia texts / Jody Shipka – Something old, something new: integrating presentation software into the "writing" course / Susan M. Katz, Lee Odell – Thinking outside the text box: 3-D interactive, multimodal literacy in a college writing class / Jerome Bump – Invention, ethos, and new media in the rhetoric classroom: the storyboard as exemplary genre / Nathaniel I. Córdova – Multimodal composing, appropriation, remediation, and reflection: writing, literature, and media / Donna Reiss, Art Young – Writing, visualizing, and research reports / Penny Kinnear – Multimodality, memory, and evidence: how the treasure house of rhetoric is being digitally renovated / Julia Romberger
- Student mastery in metamodal learning environments: moving beyond multimodal literacy / Mary Leigh Morbey, Carolyn Steele – Multivalent composition and the reinvention of expertise / Tarez Samra Graban, Colin Charlton, Jonikka Charlton – Going multimodal: programmatic, curricular, and classroom change / Chanon Adsanatham [and 10 others] – Rhetoric across modes, rhetoric across campus: faculty and students building a multimodal curriculum / Traci Fordham, Hillory Oakes.