Exploring Multimodal Composition and Digital Writing

Exploring Multimodal Composition and Digital Writing

Richard E. Ferdig, Kristine E. Pytash
Indexed In: SCOPUS
Release Date: July, 2013|Copyright: © 2014 |Pages: 352
DOI: 10.4018/978-1-4666-4345-1
ISBN13: 9781466643451|ISBN10: 1466643455|EISBN13: 9781466643468
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Description & Coverage
Description:

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.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

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

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
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Editor/Author Biographies
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.
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