Elective 4 –
Multimodal Composition and Assessment
 |
| https://nandosgirl.files.wordpress.com/2010/01/software.gif |
1. What
are the intersections and differences between print-based writing and
multimodal writing?
I believe
that writing is a form of communication.
Whether print-based or multimodal, writing has the same goal: to
communicate an idea. Writing has
naturally evolved throughout history, and its ability to communicate
information is more effective and more efficient than it has ever been. Writing is now multimodal and does not merely
rely on print.
Multimodality can enrich writing,
but it cannot rescue a bad idea or a poor effort at communication. To that end, I really enjoyed the Bill Gates
quote from Neal’s (2011) introduction, “automation
applied to an efficient operation will magnify efficiency . . . automation
applied to an inefficient operation will magnify inefficiency” (p. 106). I think that this view of automation applies
nicely to the multimodality of writing.
Multimodality can “magnify” a great idea and present it in a dynamic and
convincing way. However, it cannot make
a bad idea dynamic and convincing.
In its position statement on
Multimodal Literacies, the NCTE (2005) said that, “Integration of multiple
modes of communication and expression can enhance or transform the meaning of
the work beyond illustration or decoration.”
I agree completely with this view on multimodality. In my undergraduate years, I double-majored
in English Literature and Film. For me,
this was a natural pairing of majors. To
put it simply, I enjoyed stories. In my
literature classes I encountered a lot of great print-based literature, and I
was engaged by the quality of the writing.
However, I must admit that my film classes were usually more engaging. Stories were not limited to print, and my
other senses were engaged when watching a film or creating a film in my
production classes. This week’s reading
helped me better understand that heightened level of engagement. Strop and Carlson (2010) created a chart of
the five semiotic systems:
 |
| p. 11 |
This chart shows how film engages all five semiotic systems
while a novel only engages two. This
chart also illustrates how other text modes can engage and challenge
students. I think that teachers,
including myself, should keep this chart in mind when trying to select texts
that will engage students.
2. How
can these intersections and differences be addressed in multimodal composition
assessment?
Assessing multimodal
compositions is not an easy task. The
mere variety of modes that are possible with these texts makes them very hard
to standardize or “rubricize.” Neal
(2011) addressed this concern, “Perhaps
the most challenging obstacles we face in implementing new writing and
assessment technologies in our writing classes is ourselves, specifically our
lack of expertise and confidence in these new technologies that prevents us
from allowing our students to explore new media literacy possibilities in their
composing processes,” (p. 126). I
think that Neal’s observation here is a good one, and it should challenge teachers
to overcome the obstacle. We cannot
reject multimodality just because it is hard to assess. We must embrace multimodality and be willing
to make mistakes as we figure out the best way to assess this incredibly
dynamic world of writing experiences. Just
this week I read an article about Columbia University accepting a graphic novel for a doctoral dissertation in its education program. It’s a
fascinating article that ties directly to this conversation. I highly recommend it for those interested in
multimodal literacies. It’s good to see
that even the most prestigious universities have accepted that texts are now
multimodal, and I hope that all educators can embrace this wonderful new world
of communication.
My classroom
1. I’m finally
convinced! After several graduate school
courses that embraced multimodality, I am going to actively bring it into my
classroom. In my sophomore class I plan
on replacing the notebook journal with a blog.
I have really enjoyed writing blog entries and exploring their
multimodality, and I think my students will enjoy it as well. I know that assessment is possible because of
my experiences in these courses, and I know that blogs can help create a sense
of community. Now, I have to talk with
the technology team to figure out the safest way to set up this course so that
it is in line with school policy.
Works Cited:
NCTE (2005). Position Statement on Multimodal Literacies.
Retrieved from: http://www.ncte.org/positions/statements/multimodalliteracies
Neal, M. (2010). Writing assessment and the revolution in
digital texts and technologies. New York: Teachers College Press.
Strop, J. & Carlson, J. (2011). Multimedia text sets:
Changing the shape of engagement and learning. Portage & Maine Press.
No comments:
Post a Comment