Bridging the Multimodal Gap

Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom.

Author: Santosh Khadka

Publisher: University Press of Colorado

ISBN: 9781607327974

Category: Language Arts & Disciplines

Page: 302

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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

Multimodal Composition

“Reimagining Multimodality Through UDL.” Bridging the Multimodal Gap: Adler-Kassner, Linda, and Elizabeth Wardle, editors. Naming What We Know: Threshold Concepts of Writing Studies. Utah State University Press, 2015.

Author: Shyam B. Pandey

Publisher: Routledge

ISBN: 9781000437263

Category: Language Arts & Disciplines

Page: 320

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This collection explores the role of individual faculty initiatives and institutional faculty development programs in supporting programmatic adoption of multimodal composition across diverse institutional contexts. The volume speaks to the growing interest in multimodal composition in university classrooms as the digital media and technology landscape has evolved to showcase the power and value of employing multiple modes in educational contexts. Drawing on case studies from a range of institutions, the book is divided into four parts, each addressing the needs of different stakeholders, including scholars, instructors, department chairs, curriculum designers, administrators, and program directors: faculty initiatives; curricular design and pedagogies; faculty development programs; and writing across disciplines. Taken together, the 16 chapters make the case for an integrated approach bringing together insights from unique faculty initiatives with institutional faculty development programs in order to effectively execute, support, and expand programmatic adoption of multimodal composition. This book will be of interest to scholars in multimodal composition, rhetoric, communication studies, education technology, media studies, and instructional design, as well as administrators supporting program design and faculty development.

Multimodal Composing in K 16 ESL and EFL Education

Thinking beyond multimodal projects: Incorporating literacy into composing and reflection processes. In S. Khadka & J. C. Lee (Eds.), Bridging the multimodal gap: From theory to practice (pp. 87–104). Utah State University Press.

Author: Dong-shin Shin

Publisher: Springer Nature

ISBN: 9789811605307

Category: Education

Page: 207

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This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development. The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics. This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.

Multiliteracies Emerging Media and College Writing Instruction

This book proposes a broad-based multiliteracies theory and praxis for college writing curriculum.

Author: Santosh Khadka

Publisher: Routledge

ISBN: 9780429536434

Category: Language Arts & Disciplines

Page: 174

View: 573

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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.

Bridging the Gap

This thesis focuses on the argument of integrating multimodal pedagogy into the literature classroom.

Author:

Publisher:

ISBN: 1303188996

Category: Cognitive styles

Page: 64

View: 124

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This thesis focuses on the argument of integrating multimodal pedagogy into the literature classroom. First, the concept of multimodality is fleshed out, offering specific research behind the need to accommodate different learning styles present within the classroom. From there, the discussion of what current multimodal practices have successfully been integrated into composition classrooms is introduced and evaluated. In discussing these practices and strategies, how to encourage multimodal practice in literature classrooms is explored as the interdisciplinary model that multimodality works in allows it to be effectively integrated into a wide array of disciplines. As a result, the gap between composition and literature is effectively connected through multimodal practice. The last chapter provides a discussion of what integrating multimodality into the literature classroom really all means, and how to utilize multimodal pedagogy to successfully teach composition and literature.

Iconoclastic Controversies

... Bridging the Multimodal Gap (Khadka and Lee 2019). The conceptual inspiration for this approach comes from multimodal theory, which (obviously) does not explicitly focus on academic communication. Multimodality, in this broad sense, ...

Author: Nico Carpentier

Publisher: Intellect Books

ISBN: 9781789384574

Category: Language Arts & Disciplines

Page:

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The book combines photography and written text to analyse the role of memorials and commemoration sites in the construction of antagonistic nationalism. Taking Cypriot memorializations as a case study, the book shows how these memorials often support, but sometimes also undermine, the discursive-material assemblage of nationalism.

Higher Education in Nepal

... three books – two of them – Designing and Implementing Multimodal Curricula and Programs (Routledge, 2018) and Bridging the Multimodal Gap: From Theory to Practice (Utah State University Press, 2019) on the theme of multimodality, ...

Author: Krishna Bista

Publisher: Routledge

ISBN: 9781351139199

Category: Education

Page: 294

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This book presents a showcase of discussions and critical perspectives about Nepalese higher education. Its chapters cover topics such as the impacts of local sociopolitical changes and global forces on public and private education, emerging online and distance education, administrative and intellectual leadership, quality assessment, graduate employability, global mobility of students, and the contributions of global diaspora of Nepalese scholars. The central questions of the book are: What are some of the local and global academic interactions in Nepalese higher education and what are the current challenges and pathways for advancements and improvements? How can Nepalese higher education absorb twenty-first century values of quality education as external forces, while adapting new developments to local needs? How can scholars interested in Nepalese, South Asian, and international higher education create opportunities for scholarship and professional collaboration around research on higher education in this region of South Asia? What issues and perspectives can research and scholarship about Nepal’s higher education offer to international discourse in higher education? The book offers information and resources to international educators interested in the dynamics of Nepalese and, by implication, South Asian higher education by introducing key challenges in policy and programs, innovative changes in curricula, effective approaches in technology application, and strategies for future integration of global reforms in education.

Redefining Roles

Mark has recently published articles in Composition Studies and Doris Lessing Studies, along with chapters in Bridging the Multimodal Gap: From Theory and Practice (Utah State University Press, 2019) and Writing Centers at the Center of ...

Author: Megan Swihart Jewell

Publisher: University Press of Colorado

ISBN: 9781646420858

Category: Language Arts & Disciplines

Page: 288

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Redefining Roles is the first book to recognize and provide sustained focus on the presence of professional, faculty, and graduate student consultants in writing centers. A significant number of writing centers employ non-peer consultants, yet most major training manuals are geared toward undergraduate tutoring practices or administrators. This collection systematically addresses this gap in the literature while initiating new conversations regarding writing center staffing. Thirty-two authors, consultants, and administrators from diverse centers—from large public four-year institutions to a private, online for-profit university—provide both theoretical frameworks and practical applications in eighteen chapters. Ten chapters focus on graduate consultants and address issues of authority, training, professional development, and mentoring, and eight focus on professional and faculty consultant training as well as specific issues of identity and authority. By sharing these voices, Redefining Roles broadens the very idea of writing centers while opening the door to more dialogue on the important role these practitioners play. Redefining Roles is designed for writing center practitioners, scholars, and staff. It is also a necessary addition to help campus administrators in the ongoing struggle to validate the intellectually complex work that such staff performs. Contributors: Fallon N. Allison, Vicki Behrens, Cassie J. Brownell, Matt Burchanoski, Megan Boeshart Burelle, Danielle Clapham, Steffani Dambruch, Elise Dixon, Elizabeth Festa, Will Fitzsimmons, Alex Frissell, Alex Funt, Genie Giaimo, Amanda Gomez, Lisa Lamson, Miriam E. Laufer, Kristin Messuri, Rebecca Nowacek, Kimberly Fahle Peck, Mark Pedretti, Irina Ruppo, Arundhati Sanyal, Anna Scanlon, Matthew Sharkey-Smith, Kelly A. Shea, Anne Shiell, Anna Sicari, Catherine Siemann, Meagan Thompson, Lisa Nicole Tyson, Marcus Weakley, Alex Wulff

Bridging Literacies with Videogames

This study aimed to bridge to the multimodal lives which the teacher in the study understood as a valuable avenue for ... of student gamers to acquire multimodal literacy, and help bridge the gap between out-of-school digital practices ...

Author: Hannah R. Gerber

Publisher: Springer

ISBN: 9789462096684

Category: Education

Page: 210

View: 745

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Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to: • re-creating worlds and texts • massive multiplayer second language learning • videogames and classroom learning These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame.

Style and the Future of Composition Studies

His work has been published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy and the edited collection Bridging the Multimodal Gap: From Theory to Practice. Star Medzerian Vanguri is associate professor of writing in the ...

Author: Paul Butler

Publisher: University Press of Colorado

ISBN: 9781646420117

Category: Language Arts & Disciplines

Page: 273

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Style and the Future of CompositionStudies explores style’s potential for informing how students are taught to write well and its power as a tool for analyzing the language and discourse practices of writers and speakers in a range of contexts. Many college writing teachers operate under the belief that style still refers primarily to the kinds of issues discussed in Strunk and White’s popular but outdated book The Elements of Style. This work not only challenges this view but also offers theories and pedagogies from diverse perspectives that help teachers and students develop strategic habits and mindsets to negotiate languages, genres, and discourse conventions. The chapters explore the ways in which style directly affects—and is affected by—multiple sources of shifting disciplinary inquiry, contributing new insights by drawing on research in cultural studies, sociolinguistics, discourse studies, translingualism, and writing across the curriculum, as well as new approaches to classical rhetorical theory. The reemergence of stylistic inquiry can be used dynamically to produce new insights not only about emerging disciplinary interests but also about the study of style as a kind of language in and of itself. Style and the Future of Composition Studies demonstrates that style deserves to be a central focus of writing teaching. More than just the next style collection, the book advocates for style’s larger prominence in composition discussions generally. It will be of interest to a broad range of students and scholars of writing studies, as well as a wider set of readers in academe. Contributors: Cydney Alexis, Laura Aull, Anthony Box, Jimmy Butts, Mike Duncan, William FitzGerald, Melissa Goldthwaite, Eric House, TR Johnson, Almas Khan, Zak Lancaster, Eric Leake, Andrea Olinger, Thomas Pace, Jarron Slater, Jonathan Udelson

Creating Digital Literacy Spaces for Multilingual Writers

In S. Khadka and J.C. Lee (eds) Bridging the Multimodal Gap (pp. 17–29). Louisville, CO: Utah State University Press. Yabro, J., Arfstrom, K.M., McKnight, K. and McKnight, P. (2014) Extension of a review of flipped learning.

Author: Joel Bloch

Publisher: Multilingual Matters

ISBN: 9781800410817

Category: Language Arts & Disciplines

Page: 296

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This book argues for the value of digital literacy in the multilingual writing classroom. Against the background of huge changes in literacy practices prompted by online communication, and a growing acceptance of a broader definition of academic literacy that encompasses multimodality, the book examines the relationship between digital and print literacies and addresses the design of literacy spaces for multilingual classrooms. The author critically evaluates the latest developments in the use of technology in multilingual writing spaces, and focuses on the role of teachers in their design; it also addresses areas that are not often discussed in relation to multilingual students, from blogging to publishing and intellectual property. The book will help teachers meet the challenges created by rapidly shifting technology, as well as making an innovative contribution to research on multilingual writing classrooms.

Bridging the Gap

Video games are worthy of and have been the subject of extensive scholarly exploration and pedagogical application in English studies.

Author: Sean B. Whelan

Publisher:

ISBN: OCLC:1245424933

Category: English language

Page: 243

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Video games are worthy of and have been the subject of extensive scholarly exploration and pedagogical application in English studies. However, insufficient research has explored connecting the usage of video games in the composition classroom with writing transfer. In this dissertation I explore the position of video game scholarship as a vibrant and fully emerged field, and Johnson), using the scholarship of Gee and Murray to espouse the potential of video games and multimodality in the classroom, and I highlight the reflective and critical benefits that video games offer as procedural rhetoric. Building on this understanding, I apply my video game pedagogy to an enhanced Teaching for Transfer (TFT) curriculum focusing on the importance of backward-reaching multimodal transfer while using adaptive transfer to use video games to help students facilitate successful high-road transfer. I argue that an important factor in writing transfer theory is the utilization of modern multimodal, interactive, and real tools, such as video games and community writing projects to help bridge the gaps and recontextualize the relationships between student self-sponsored writing, career writing, and academic composition. Video games have the potential to create opportunities for successful transfer in the learner in unique ways through a combination of procedural rhetoric, adaptive transfer, and student engagement.

Multimodal Texts from Around the World

The development of localisation as a multimodal process therefore requires bridging the gap between cultural studies and visual communication, and combining them with multimodal analytical frameworks. Cultural studies may be used to ...

Author: Wendy L. Bowcher

Publisher: Palgrave Macmillan

ISBN: 9780230251632

Category: Literary Criticism

Page: 330

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Through an African folktale, Russian in-flight magazines, Croatian neckties, Spanish billboards in California, an ancient Chinese scroll painting, and more, this collection of twelve original articles by scholars from around the world presents absorbing and fascinating insights into a wide variety of ethical, political, economic, historical, and social concerns construed through multimodal texts across different languages and cultures. This volume is a first in multimodal/multisemiotic discourse studies to focus primarily on texts from non-English speaking contexts. While most of the contributions make use of analytical tools from Systemic Functional Linguistic theory, including intersemiotic complementarity, the GeM model, the system of appraisal, and bonding, some make use of the concepts of intertextuality, schemata and Bakhtin's notion of genre. The analyses and insights contained in Multimodal Texts from around the World: Cultural and Linguistic Insights will be of value to established scholars and to students in the fields of applied linguistics, discourse analysis, semiotics, communication studies, cultural studies, and sociology.

Translating Film Subtitles into Chinese

A Multimodal Study Yuping Chen ... In both these cases, subtitlers must bridge the gap brought about by the cultural differences by adopting proper subtitling strategies so as to provide film viewers with culturally acceptable subtitles ...

Author: Yuping Chen

Publisher: Springer

ISBN: 9789811361081

Category: Language Arts & Disciplines

Page: 166

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This book examines three metafunction meanings in subtitle translation with three research foci, i.e., the main types of cross-modal interrelation, the primary function of semiotic interplay, and the key linguistic components influencing the subtitles. It goes beyond traditional textual analysis in translation studies; approaches subtitle translation from a multimodality standpoint; and breaks through the linguistic restraints on subtitling research by underscoring the role of semiotic interplay. In the field of multimodality, this book bridges subtitling and multimodality by investigating the interweaving relationships between different semiotic modes, and their corresponding impacts on subtitle translation.

Multimodality

Bridging the Gap between Here and There: Combining Multimodal Analysis from International Perspectives. In J. Wildfeuer (ed.), Building Bridges for Multimodal Research. International Perspectives on Theories and Practices of Multimodal ...

Author: Janina Wildfeuer

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9783110608694

Category: Language Arts & Disciplines

Page: 340

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Multimodality’s popularity as a semiotic approach has not resulted in a common voice yet. Its conceptual anchoring as well as its empirical applications often remain localized and disparate, and ideas of a theory of multimodality are heterogeneous and uncoordinated. For the field to move ahead, it must achieve a more mature status of reflection, mutual support, and interaction with regard to both past and future directions. The red thread across the disciplines reflected in this book is a common goal of capturing the mechanisms of synergetic knowledge construction and transmission using diverse forms of expressions, i.e., multimodality. The collection of chapters brought together in the book reflects both a diversity of disciplines and common interests and challenges, thereby establishing an excellent roadmap for the future. The contributions revisit and redefine theoretical concepts or empirical analyses, which are crucial to the study of multimodality from various perspectives, with a view towards evolving issues of multimodal analysis. With this, the book aims at repositioning the field as a well-grounded scientific discipline with significant implications for future communication research in many fields of study.

Foundational Practices of Online Writing Instruction

... assignment design, and assessment processes that foster multimodality in progressive ways that begin to bridge the gap between migration and transformation, ultimately helping instructors ground multimodal composing in rhetorical ...

Author: Beth L. Hewett

Publisher: Parlor Press LLC

ISBN: 9781602356689

Category: Education

Page: 601

View: 709

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Foundational Practices in Online Writing Instruction addresses administrators’ and instructors’ questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions.

New Studies in Multimodality

(2014), Interactions, Images and Texts: A Reader in Multimodality, Hamburg: Walter de Gruyter. O'Halloran, K. L., A. Podlasov, A. Chua, and K. L. E. Marissa (2012), ... Wildfeuer, J. (2015), “Bridging the Gap between ...

Author: Ognyan Seizov

Publisher: Bloomsbury Publishing

ISBN: 9781350026537

Category: Language Arts & Disciplines

Page: 312

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Multimodality is one of the most popular and influential semiotic theories for analysing media. However, the application and conceptual anchoring of multimodality often remains geographically and disciplinarily grounded within local systems of thought. New Studies in Multimodality combines the expertise of multimodalists from around the globe, offering novel readings and applications of central concepts in multimodality and inviting innovative synergies between previously disparate schools. Combining perspectives from the most actively developing traditions of theory and research, this book progresses from classic concepts to more empirically and practice-motivated contributions. Contributors engage in mutual dialogue to present new theoretical perspectives and compelling applications to a variety of old and new media. Expanding the basis and scope of multimodality, this volume shows awareness and experience of this field in many disciplines and illustrates how versatile, pervasive and relevant it is for studying today's communication phenomena.

Robotics

gap. of. abstraction. for. probabilistic. decision. making. on. a. multi-modal. service. robot. Bridging ... A main focus is bridging the gap of abstraction between symbolic POMDPs and multimodal, real world perception as well as ...

Author: Oliver Brock

Publisher: MIT Press

ISBN: 9780262513098

Category: Technology & Engineering

Page: 317

View: 677

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Proceedings from the third annual Robotics: Science and Systems conference, presenting state-of-the-art research on the foundations of robotics, robotics applications, and robotics systems.