Avarice and good intentions: these roads led Laura Ng and Karen Redding to multimodal composition pedagogy. As instructors, the authors are greedy when it comes to incorporating successful techniques into their course. Like more teachers, they constantly seek – through borrowing, adaptation, and invention – new strategies to help their students learn. This constant search means that they keep an eye on the latest developments in composition and pedagogy, and the phase “multimodal composition” immediately piqued their interest, particularly with its implications of process-oriented writing and creative interpretation.
The tenet of this article is that historic scientific works, along with science-themed artists’ books, photobooks, and U.S. government-produced reports, can contribute to contemporary science education in inspiring ways. By integrating these materials into undergraduate science-writing projects, we are pioneering an alternative paradigm that merges the sciences and the arts. We are teaching undergraduate science majors through content that invokes scientific curiosity, sparks creativity, and makes science accessible.
Movies are an authentic and motivating resource for language instruction. They are also often viewed as a pacifier or a piece of candy in the classroom. This capstone aims to address the best practices for incorporating film into the English as a Foreign Language (EFL) classroom in order to teach critical 21st century skills such as visual literacy. A series of content-based lessons have been designed to promote critical thinking skills while simultaneously developing film and media literacy. This five-unit curriculum contains a series of edited film clips, PowerPoint slides, and supporting documents for EFL professionals who are looking to incorporate new literacies into their classrooms.
Focusing on academic libraries and librarians who are extending the boundaries of e-learning, this collection of essays presents new ways of using information and communication technologies to create learning experiences for a variety of user communities. Essays feature e-learning projects involving MOOCs (massive open online courses), augmented reality, chatbots and other innovative applications. Contributors describe the process of project development, from determination of need, to exploration of tools, project design and user assessment.
Chen adopts an intercultural perspective in her Shakespeare classes and online courses. She emphasizes collaborative activities and student participation, while drawing extensively from manga and Taiwanese Shakespearean productions housed in the Taiwan Shakespeare Database.
In the twenty-first century, visual texts are vital to learning in English language arts (ELA). As English educators, we know the importance of telling and sharing stories in various formats in order to build community as well as facilitate deep understanding of the concepts we teach. In our methods courses for undergraduates, two of our course projects help students think creatively and reflectively about themselves as ELA teachers, particularly in this time of changing demands, standards, and high-stakes testing. Further, these projects also help to expand students’ understanding of visual and digital ELA content and promote their development as sophisticated consumers of these texts. However, the projects also encourage students to be producers of digital content and to better understand the affordances of multimodal composition. We ask students to use digital tools such as iMovie, Windows Movie Maker, and VoiceThread to achieve our goals. In this chapter, we share the multimodal assignments we use and student project examples. While we teach in a university setting, we discuss adaptations to these projects that make them applicable to learners in other contexts.
In today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.
“This study was designed to examine the information seeking strategies of community college students as they worked to compose their first-semester freshman composition research paper. Through comparing pre- and post-course surveys and content analysis looking for key terms and phrases found in the students’ Information Literacy Narrative writing assignment, the researcher sought to determine the effectiveness of course integrated information literacy modules strategically provided throughout various times of the semester.”
“My thesis is comprised of two articles, titled “Interpreting Britomart’s Encounters with Art: The Cyclic Nature of Ekphrasis in Spenser’s Faerie Queene III,” and “Picture This, Imagine That: Teaching Visual Literacy in the Disciplines.” To communicate the urgency of the need for students to enrich proficiency at visual literacy, I provide a literature review that narrates the growing need expressed by visual literacy scholars, composition theorists, visualization theorists and specialists, and the library community for an overarching visual literacy framework that provides scaffolding and common language for students.”