Multiliteracies, Emerging Media, and College Writing Instruction

Description

This book proposes a broad-based multiliteracies theory and praxis for college writing curriculum. Khadka expands on the work of the New London Group’s theory of multiliteracies by integrating work from related disciplinary fields such as media studies, intercultural communication, World Englishes, writing studies, and literacy studies to show how they might be brought together to aid in designing curriculum for teaching multiple literacies, including visual, digital, intercultural, and multimodal, in writing and literacy classes. Building on insights developed from qualitative analysis of data from the author’s own course, the book examines the ways in which diverse groups of students draw on existing literacy practices while also learning to cultivate the multiple literacies, including academic, rhetorical, visual, intercultural, and multimodal, needed in mediating the communication challenges of a globalized world. This approach allows for both an exploration of students’ negotiation of their cultural, linguistic, and modal differences and an examination of teaching practices in these classrooms, collectively demonstrating the challenges and opportunities afforded by a broad-based multiliteracies theory and praxis. This book will be of particular interest to scholars and researchers in writing studies, rhetoric and communication studies, multimodality, media studies, literacy studies, and language education. Cover Half Title Series Title Copyright Contents Acknowledgments 1 Exigencies for a Broad-Based Multiliteracies Theory and Praxis for College Writing Instruction 1.1. Situating the Study: Exigencies and Gaps 1.2. Demographic Shift in Student Population 1.3. Why Demographic Shift Matters 1.4. The Study 1.5. Limitations of the Study 1.6. Globalized Workplace, Multiple Literacies, and Their Uptake in Writing Instruction 1.7. Definition of Key Terms 1.7.1. Multimodal and Digital Composition 1.7.2. Emerging Digital/New Media 1.7.3. Intercultural Competence 1.7.4. World Englishes 1.7.5. Remediation and Media Convergence 1.7.6. Negotiation 1.7.7. Code-Switching and Code-Meshing 1.7.8. New Workforce and Changing Workplace 1.7.9. Essayist Literacy 1.7.10. Broad-Based Multiliteracies 1.8. Research Goals and Questions 1.9. Research Methods 1.9.1. Interview 1.9.2. Observation 1.9.3. Artifact Analysis 1.9.4. Contextual, Interpretive, and Ethical Teacher Research 1.9.5. Participants’ Literacy Bios 1.10. Chapter Division 2 (Teaching) Essayist Literacy within Multimedia and Multiliteracy Contexts 2.1. Essayist Literacy for a Linguistically and Culturally Diverse Classroom 2.2. Curriculum Design 2.3. Case Studies Sophia Andre Stephanie Eric Jasmine Jihun 2.4. Conclusion and Implications 3 Emerging Digital/New Media, and the Expanded Notion of Composition in a Diverse Writing Class 3.1. Remediation and Media Convergence in a Composition Class 3.1.1. Critical and Reflective Consumption of Media Artifacts 3.1.1.1. Critical and Reflective Consumption Case Studies 3.1.2. An Active Production of Media and Knowledge Artifacts 3.1.2.1. Remediation Case Studies 3.1.3. Media Convergence in Motion: Collaborative Documentary Making 3.1.3.1. Documentary Production Case Studies 3.2. Conclusion 4 Implications of the Study and Future Research Directions 4.1. Curriculum Redesign 4.2. Faculty Development 4.3. Material Conditions and Labor Issues 4.4. Assessment 4.5. Conclusion Appendices Appendix 1. Participants’ Biographies Appendix 2. Unit-wise Interview Questions Appendix 3. Assignments Appendix 4. Course Materials Appendix 5. Course Calendar Works Cited Index