Re-Inventing Digital Delivery for Multimodal Composing: A Theory and Heuristic for Composition Pedagogy

Adsanatham, Chanon; Garrett, Bre; Matzke, Aurora

doi:10.1016/j.compcom.2013.10.004

Cited by 7 publications

(2 citation statements)

References 12 publications

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“…We must create an environment in which public sharing is not the default telos of a video assignment. Risks should be evaluated, and all stakeholders should be consulted before accelerating the process of digital delivery (Adsanatham, Garrett, & Matzke, 2013;. Another suggestion is to include community stakeholders at more regular intervals.…”

Section: Implications and Pedagogical Recommendationsmentioning

confidence: 99%

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

George

2018

Composing Feminist Interventions: Activism, Engagement, Praxis

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Section: Implications and Pedagogical Recommendationsmentioning

confidence: 99%

Chapter 13. Literacy, Praxis and Participation in Environmental Deliberation

George

2018

Composing Feminist Interventions: Activism, Engagement, Praxis

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“…Literacy has become a socially engaged practice, requiring educators to balance content delivery with promoting student opportunities to create using language arts across all disciplines (Ortlieb and Majors, 2018). To become a competent reader, writer and informed citizen in an ever-connected global economy, youth need opportunities to develop rhetorical, functional and critical literacies in multiple modalities and technologies (Adsanatham et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Easter eggs and semiotic cues: embedded meaning as early adolescents engage in programming-as-writing

Hagge

2021

ETPC

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Purpose The purpose of this paper is to examine the ways in which early adolescent programmers embed meaning in their digital media created within an online programming community called Scratch. Design/methodology/approach The author completed an 18-month descriptive case study with 5 early adolescent participants. The research design included a multimodal analytic analysis of participant artifacts and inductive analysis of semi-structured interviews and transcription frames. Findings Participants embedded meaning to achieve four primary purposes, namely, to guide visitors through exhibits, to story, to engage in conversation and to game. To achieve each goal, the participants embedded unique semantic cues within specific Scratch structures. Research limitations/implications Questions for how researchers in literacy and learning can further explore meaning-making within programming-as-writing are suggested. Practical implications Connections to the supportive structures within Scratch are discussed in the context of programming-as-writing. Considerations regarding the use of Scratch to promote programming-as-writing are provided for educators. Originality/value The findings in this study provide an introductory step toward an enhanced understanding of the ways in which youth embed meaning into digital media as they engage in programming-as-writing. Although coding has been researched within the context of computer science, the use of coding in multimodal composition should be explored as it relates to literacy practices.

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