“Memeration”: Exploring Academic Authorship in Online Spaces

“Memeration”: Exploring Academic Authorship in Online Spaces

Rob Simon (University of Toronto, Canada), Alisa Acosta (University of Toronto, Canada) and Eveline Houtman (University of Toronto, Canada)
Copyright: © 2014 |Pages: 15
DOI: 10.4018/978-1-4666-4345-1.ch004
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This chapter examines how digital authorship in graduate education can broaden conceptions of scholarly engagement. Using a blog created by one of the authors in the context of a graduate literacy course as data, the authors explore how digital authoring practices influence both what counts as scholarly activity and how individuals approach scholarship. They analyze this blog using a framework that addresses four characteristics of academic writing in online spaces: remix, paratext, curation, and audience. This inquiry is guided by the following questions: What are implications of regarding multimodal practices as forms of scholarly work? What does it mean to invite multimodal work in graduate education? What are affordances and challenges of engaging in multimodal scholarship? In conclusion, the authors discuss several interconnected ways that multimodal authorship can contribute to renewed visions of what counts as writing, literacy, and scholarship in graduate education.
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Blogging As A Social Practice: Scholarly Engagement In A Digital Domain

Following the so-called “social turn” (Gee, 2000), the “digital turn” in literacy studies (Mills, 2010) has inspired explorations of practices within what is variously referred to as “new literacies” (Knobel & Lankshear, 2007), “new literacies studies” (Gee, 2010), or “digital literacies” (Lankshear & Knobel, 2008). This research attempts to capture the rapidly changing nature of literacy, foregrounding, to varying degrees, technologies of literacy, as well as the political and cultural contexts, practices, and relationships within which they are embedded. Technology is a means to power, rather than powerful in and of itself (Simon, 2011; Street, 2011). Yet for researchers and educators, digital literacies have become catalysts for challenging inherited definitions of reading and writing, for reimagining pedagogies, and for exploring new forms of engagement, interaction, and authorship.

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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
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