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Bridging the Multimodal Gap: From Theory to Practice by Santosh Khadka (English)

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ISBN-13
9781607327967
Book Title
Bridging the Multimodal Gap
ISBN
9781607327967

Über dieses Produkt

Product Identifiers

Publisher
University Press of Colorado
ISBN-10
1607327961
ISBN-13
9781607327967
eBay Product ID (ePID)
24038391748

Product Key Features

Number of Pages
302 Pages
Publication Name
Bridging the Multimodal Gap : from Theory to Practice
Language
English
Subject
Curricula, Rhetoric, Composition & Creative Writing
Publication Year
2019
Type
Textbook
Subject Area
Language Arts & Disciplines, Education
Author
J. C. Lee
Format
Trade Paperback

Dimensions

Item Height
0.9 in
Item Weight
14.1 Oz
Item Length
9 in
Item Width
6 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2019-001999
Reviews
" The collection will become a popular and important teaching resource supporting multimodal instruction as we move computers and composition research from special interest to mainstream." --Michael Salvo, Purdue University " The range and diversity exhibited in this collection helps to underscore the great variety of ways in which, audiences with which, and contexts in which one might engage as well as research multimodal texts and practices." --Jody Shipka, University of Maryland at Baltimore, " The collection will become a popular and important teaching resource supporting multimodal instruction as we move computers and composition research from special interest to mainstream." --Michael Salvo, Purdue University " The range and diversity exhibited in this collection helps to underscore the great variety of ways in which, audiences with which, and contexts in which one might engage as well as research multimodal texts and practices." --Jody Shipka, University of Maryland, Baltimore
Illustrated
Yes
Dewey Decimal
415/.6
Synopsis
Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars' interest in their students' multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value. After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness. Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects. Contributors Sara P. Alvarez, Steven Alvarez, Michael Baumann, Joel Bloch, Aaron Block, Jessie C. Borgman, Andrew Bourelle, Tiffany Bourelle, Kara Mae Brown, Jennifer J. Buckner, Angela Clark-Oates, Michelle Day, Susan DeRosa, D nielle Nicole DeVoss, Stephen Ferruci, Layne M. P. Gordon, Bruce Horner, Matthew Irwin, Elizabeth Kleinfeld, Ashanka Kumari, Laura Sceniak Matravers, Jessica S. B. Newman, Mark Pedretti, Adam Perzynski, Breanne Potter, Caitlin E. Ray, Areti Sakellaris, Khirsten L. Scott, Rebecca Thorndike-Breeze, Jon Udelson, Shane A. Wood, Rick Wysocki, Kathleen Blake Yancey, Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars' interest in their students' multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value. After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness. Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects. Contributors : Sara P. Alvarez, Steven Alvarez, Michael Baumann, Joel Bloch, Aaron Block, Jessie C. Borgman, Andrew Bourelle, Tiffany Bourelle, Kara Mae Brown, Jennifer J. Buckner, Angela Clark-Oates, Michelle Day, Susan DeRosa, Dànielle Nicole DeVoss, Stephen Ferruci, Layne M. P. Gordon, Bruce Horner, Matthew Irwin, Elizabeth Kleinfeld, Ashanka Kumari, Laura Sceniak Matravers, Jessica S. B. Newman, Mark Pedretti, Adam Perzynski, Breanne Potter, Caitlin E. Ray, Areti Sakellaris, Khirsten L. Scott, Rebecca Thorndike-Breeze, Jon Udelson, Shane A. Wood, Rick Wysocki, Kathleen Blake Yancey, Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom.
LC Classification Number
PE1404.B7355 2018

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