Looking for sources of coherence in a fragmented world: Notes toward a new assessment design

Yancey, Kathleen Blake

doi:10.1016/j.compcom.2003.08.024

Cited by 19 publications

(12 citation statements)

References 16 publications

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“…The notion of multimodality itself is deeply explored and fleshed out in published scholarship. Yancey (2004), in "Looking for Sources of Coherence in a Fragmented World: Notes toward a New Assessment Design," writes that "print and digital overlap, intersect, become intertextual" (89), implying that multimodality is closely connected with digitality. In fact, the field of digital rhetorics in general has framed multimodal writing as composing with digital technologies and has explored ways to develop assignments that facilitate students' work with a great variety of semiotic resources.…”

Section: A B R I E F R E V I E W O F S O M E R E C E N T M U Lt I M Omentioning

confidence: 99%

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

Yancey¹

2019

Bridging the Multimodal Gap

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Section: A B R I E F R E V I E W O F S O M E R E C E N T M U Lt I M Omentioning

confidence: 99%

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

Yancey¹

2019

Bridging the Multimodal Gap

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“…While teachers understand the relevance of formative assessment to guide students through the process of composition and the importance of summative assessment to evaluate the end product, their assessment of students' multimodal texts invariably falls short. As Yancey (2004) notes, teachers 'seem comfortable with intertextual composing, even with the composed products. But we seem decidedly discomforted when it comes time to assess such products and processes ' (p. 90).…”

Section: Theoretical Framework: Conceptualizing Shifts In Literacy Cmentioning

confidence: 99%

Cultural Shifts, Multimodal Representations, and Assessment Practices: A Case Study

Curwood

2012

E-Learning and Digital Media

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Multimodal texts involve the presence, absence, and co-occurrence of alphabetic text with visual, audio, tactile, gestural, and spatial representations. This article explores how teachers' evaluation of students' multimodal work can be understood in terms of cognition and culture. When teachers apply a paradigm of assessment rooted in print-based culture to multimodal texts created with digital tools, they may fail to capture students' content learning and meaning-making processes that draw on diverse semiotic resources and involve multiple modes of representation. Cultural Shifts, Multimodal Representations and Assessment Practices233 culture, include the ability to produce written symbols and engage in paradigmatic thought. Donald (1991) states that theoretic culture is marked by the external storage of memory that 'introduced new cognitive skill clusters that are generally referred to as "literacy" skills' (p. 746). Thus, in a theoretic culture, literacy skills consist of the ability to read and write alphabetic print texts. Within the realm of education, Shaffer and Clinton (2006) explain that, 'theoretic schooling emphasizes the production and consumption of symbolic text as a primary literacy activity' (p. 295). For hundreds of years, these skills were sufficient. However, Shaffer and Kaput (1999) argue that digital tools now allow for external processing to occur. Where pen and paper facilitate the external storage of memory, technology now enables us to readily compute algorithms, run statistical analyses, and create multimodal compositions. Consequently, Shaffer and Kaput (1999) posit that we are now in a fifth stage, that of virtual culture.Culture, in this sense, is defined by the ways in which individuals privilege specific modes and use diverse communication tools in order to construct meaning, share ideas, and create a dialogic space with their audience. Within a virtual culture, digital tools take information in one form and return it in another. 'Whether the [digital tool] "understands" the information in any sense is irrelevant here. The point is that a person can use .

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“…Our study builds on research that attends to how the shift from print-based writing to digital writing environments changes the nature of writing (Ball, Bowen, & Fenn, 2013;DeVoss & Porter, 2006;Grabill & Hicks, 2005;Selber, 2004;Yancey, 2004) by highlighting how these new composing environments present opportunities for us to rethink and reenvision our understandings of invention. Martine Courant Rife (2013) argued, "In the twenty-first century, we must.. .…”

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confidence: 99%

DMAC After Dark: Toward a Theory of Distributed Invention

Alexander

Williams

2015

Computers and Composition

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Looking for sources of coherence in a fragmented world: Notes toward a new assessment design

Cited by 19 publications

References 16 publications

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

Cultural Shifts, Multimodal Representations, and Assessment Practices: A Case Study

DMAC After Dark: Toward a Theory of Distributed Invention

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Looking for sources of coherence in a fragmented world: Notes toward a new assessment design

Cited by 19 publications

References 16 publications

Blogging Multimodally: A Multiyear Study of Graduate-­Student Composing Practices

Blogging Multimodally: A Multiyear Study of Graduate-­Student Composing Practices

Cultural Shifts, Multimodal Representations, and Assessment Practices: A Case Study

DMAC After Dark: Toward a Theory of Distributed Invention

Contact Info

Product

Resources

About

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices