Presentation Title: "Multimedia, Multi-Literacy, and the Electronic 'Writing Portfolio'"
Although students and their teachers need to learn to view multimedia, hypertextual communications as "writing," the extent to which these attitudes can change will necessitate not only a redefinition of textuality but also a redefinition of teaching and assessment. In order for such redefinitions to occur, teacher training must also be technological training, an awareness and practice of electronic reading and writing processes and how the images, sounds, and words of multimedia environments impact these processes and are not mere supplements to the hardcopy models of textuality common to the English curriculum. This presentation focuses on the use of electronic portfolios as a way of acknowledging that the alternative forms of textuality and authorship possible within electronic environments can extend to various levels of the writing curriculum, including first-year composition, upper-division English education methods courses, and graduate-level courses in composition theory and pedagogy, the latter two for the purposes of enhanced teacher training. Inevitably, the changing features of electronic writing require teachers to consider how they define, teach, and assess these features and challenge their own understanding of the way such redefinitions fit into their theoretical and pedagogical frameworks for literacy instruction.
Presenter: Kristine Blair
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