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Therefore,
like many of us working with the new media or emergent
media theory aspects of English and rhetorical study
(Landow & Delany, Buckingham), I
have moved away from exclusively helping students learn
how to critique the media artifacts, narratives and
cross-cultural symbols that surround them and have instead
turned toward helping students learn the praxis of adapting
their critiques into the invention and construction
of the objects themselves.
While teaching about cultural
mediation and technological remediation is complicated
enough as part of helping students learn methods of
prose and visual critique, it can be devilishly complex
to integrate into a cohesive
pedagogy that makes invention, creation and technology
development key components of the process (Goldfarb).
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