Exploring Multimodal Composition and Digital Writing

Exploring Multimodal Composition and Digital Writing

Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA) and Kristine E. Pytash (Kent State University, USA)
Release Date: July, 2013|Copyright: © 2014 |Pages: 352
ISBN13: 9781466643451|ISBN10: 1466643455|EISBN13: 9781466643468|DOI: 10.4018/978-1-4666-4345-1


While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition.

Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Topics Covered

  • Collaborative writing tools
  • Digital Assessment
  • Digital Media
  • Information and Communication Technologies
  • Multimodal Writing
  • Online Writing Communities
  • Technology-Facilitated Revision
  • Writing Processes

Reviews and Testimonials

Education and literacy researchers explore multimodal composition and digital writing from the perspectives of conceptualizing and redefining, designing and assessing, K-12 environments, teacher education, and strategies and technologies. Among their topics are conversations with four artists about the writing process and multimodal composition, digital writing and the role of critical pedagogy in pre-service teacher education, the engagement of first grade emergent bilinguals with technology-integrated curricula, writing for social action in the digital age, leveraging multimodality to facilitate the teaching of narrative writing for pre-service teachers, and learning the disciplinary language and literacies of multimedia composition.

– Annotation ©2013 Book News Inc. Portland, OR

Table of Contents and List of Contributors

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List of Reviewers
Table of Contents
Bertram C. Bruce
Richard E. Ferdig, Kristine E. Pytash
Richard E. Ferdig, Kristine E. Pytash
Chapter 1
Blaine E. Smith
This review synthesizes and critically interprets the empirical research on adolescents’ multimodal composition practices across contexts. Along... Sample PDF
Beyond Words: A Review of Research on Adolescents and Multimodal Composition
Chapter 2
Katina Zammit
Drawing upon literature, this chapter investigates what changes occur to teaching practices when teachers incorporate the creation of multimodal... Sample PDF
Creating Multimodal Texts in the Classroom: Shifting Teaching Practices, Influencing Student Outcomes
Chapter 3
Lynn E. Shanahan, Mary B. McVee, Nancy M. Bailey
In this chapter, the authors present two classroom portraits of a 5th and 9th grade classrooms as activity systems where teachers and learners are... Sample PDF
Multimodality in Action: New Literacies as More than Activity in Middle and High School Classrooms
Chapter 4
Rob Simon, Alisa Acosta, Eveline Houtman
This chapter examines how digital authorship in graduate education can broaden conceptions of scholarly engagement. Using a blog created by one of... Sample PDF
“Memeration”: Exploring Academic Authorship in Online Spaces
Chapter 5
William Kist
This chapter expands upon an interior monologue the author created during the experience of composing a comic strip for publication. Building on... Sample PDF
The Writing Process and Multimodal Composition: Conversations with Four Artists
Chapter 6
Reuben J. Ellis
Based on a description of the built and networked ecologies of urban infrastructure, this chapter reflects on how the interdependent and interactive... Sample PDF
Networked Compositional Ecologies: Infrastructure as a Model for Multimodal Writing
Chapter 7
Peggy Albers
This chapter focuses on writing and the work of design (van Leeuwen & Kress, 2001) in creating digital projects. More specifically, this chapter... Sample PDF
Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education
Chapter 8
Bridget Dalton, Blaine E. Smith
Integrating literacy, technology, pedagogy, and content is challenging for secondary education teachers. The authors propose remix as a useful... Sample PDF
Teachers’ Lesson Design as Remix: Composing with Internet Resources and a Smart Authoring Tool
Chapter 9
Nicholas E. Husbye, Julie Rust
Technology continues to change the possibilities for text creation within the classroom, promoting student engagement in multimodal text production.... Sample PDF
Considering Design: The Challenges of Assessing Multimodal Texts
Chapter 10
Leslie Foley, Barbara Guzzetti, Mary Frances Agnello, Mellinee Lesley
Grounded in teacher research (Cochran-Smith & Lytle, 1992), this study is designed to respond to the call to investigate the impact of incorporating... Sample PDF
Teaching Writing in the “Techno-Zone”: Exploring New Literacies in a First-Grade Classroom
Chapter 11
María Paula Ghiso, Patricia Martínez-Álvarez, Bessie P. Dernikos
This chapter draws from a primarily qualitative study with two first grade dual language classrooms over the course of a semester. The authors... Sample PDF
Writing from and with Community Knowledge: First Grade Emergent Bilinguals’ Engagements with Technology-Integrated Curricula
Chapter 12
Jill Castek, Heather Cotanch
This study explores patterns emerging from 7th grade students’ digital multimodal compositions created in response to a service-learning project... Sample PDF
Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from a Service-Learning Project
Chapter 13
Sue Ringler Pet, J. Gregory McVerry, W. Ian O’Byrne
What affordances do multimodal and digital information provide to the student and teacher with regard to responding to and writing poetry? This... Sample PDF
Multimodal Response and Writing as Poetry Experience
Chapter 14
Dana L. Grisham, Linda Smetana
This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can... Sample PDF
Multimodal Composition for Teacher Candidates: Models for K-12 Classroom Writing Instruction
Chapter 15
Melanie Hundley, Blaine E. Smith, Teri Holbrook
In “Re-Imagine Writing: Multimodal Literary Analysis in English Education,” authors Hundley, Smith, and Holbrook discuss a study of the multimodal... Sample PDF
Re-Imagine Writing: Multimodal Literary Analysis in English Education
Chapter 16
Lindy L. Johnson, Peter Smagorinsky
This case study describes the creation of a digital multimodal poem by Mara, a preservice English Education teacher at a large state namesake... Sample PDF
Writing Remixed: Mapping the Multimodal Composition of One Preservice English Education Teacher
Chapter 17
Ted Kesler
In this chapter, the author first describe the literacy pedagogy that he implements each year with a cohort of pre-service graduate students across... Sample PDF
Writing For Social Action in Our Digital Age
Chapter 18
Minda Morren López, Carol Brochin
This chapter focuses on the experiences of Latin@ transnational preservice teachers as they detail their (bi)literate lives through multimodal... Sample PDF
Transnational Preservice Teachers’ Literate Lives and Writing Pedagogy in a Digital Era
Chapter 19
Donna E. Werderich, Michael Manderino
In this case study, two teacher educators in literacy education examine preservice teachers’ (N = 20) Multimedia Memoirs, focusing specifically on... Sample PDF
The Multimedia Memoir: Leveraging Multimodality to Facilitate the Teaching of Narrative Writing for Preservice Teachers
Chapter 20
Kristien Zenkov, Marriam Ewaida, Athene Bell, Megan Lynch
The authors used photovoice and Youth Participatory Action Research (YPAR) methods to explore youths’ perspectives on school, literacy, teaching... Sample PDF
Picturing English Language Learning Youths’ and Pre-Service Teachers’ Perspectives on School: How “Photovoice” Projects Might Inform Writing Curricula and Pedagogies for Diverse Youth
Chapter 21
Deborah Kozdras, James R. King, Jenifer Schneider
In this chapter, the authors describe four adolescent students’ participation in a digital video summer camp. They describe the students’... Sample PDF
Learning the Disciplinary Language and Literacies of Multimedia Composition
Chapter 22
Clifford H. Lee, Antero D. Garcia
By utilizing digital tools that are nearly ubiquitous in the lives of youth, writing teachers can leverage these practices for developing... Sample PDF
“I Want Them to Feel the Fear…”: Critical Computational Literacy as the New Multimodal Composition
About the Contributors

Author(s)/Editor(s) Biography

Richard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development and Educational Sciences. He earned his Ph.D. in Educational Psychology from Michigan State University. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna (Krakow, Poland), and the Università degli studi di Modena e Reggio Emilia (Italy). At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. His research interests include online education, educational games and simulations, and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies such as K-12 Virtual Schools. Rick is the Editor-in-Chief of the International Journal of Gaming and Computer Mediated Simulations, the Associate Editor-in-Chief of the Journal of Technology and Teacher Education, and currently serves as a Consulting Editor for the Development Editorial Board of Educational Technology Research and Development and on the Review Panel of the British Journal of Educational Technology.
Kristine E. Pytash is an assistant professor in Teaching, Learning and Curriculum Studies at Kent State University’s College of Education, Health, and Human Services, where she co-directs the secondary Integrated Language Arts teacher preparation program. Prior to obtaining her Ph.D. in curriculum and instruction with a concentration on literacy education, she was a former high school English teacher. Her research focuses on disciplinary writing, writing instruction in juvenile detention facilities and the literacy practices of youth in alternative schools and juvenile detention facilities. Her recent work has appeared in the Journal of Adolescent & Adult Literacy, English Journal, Voices from the Middle, and Middle School Journal. She has reviewed for Voices from the Middle and the British Journal of Educational Technology.