Multimodal Response and Writing as Poetry Experience

Multimodal Response and Writing as Poetry Experience

Sue Ringler Pet (Southern Connecticut State University, USA), J. Gregory McVerry (Southern Connecticut State University, USA) and W. Ian O’Byrne (University of New Haven, USA)
Copyright: © 2014 |Pages: 25
DOI: 10.4018/978-1-4666-4345-1.ch013
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Abstract

What affordances do multimodal and digital information provide to the student and teacher with regard to responding to and writing poetry? This question juxtaposes one of the oldest literary genres in human history (i.e., poetry), with some of the newest technologies available. To enrich the content and effect as students experience poetry, technology may seem like an unwelcome stranger. Research has found, however, that “multimedia texts and multimodal composing may actually shift classroom culture toward a more learner-centered paradigm” (Chandler-Olcott & Mahar, 2003, pp. 381-382). This chapter explores the integration of technology with both response to poetry and authorship of poetic works as a means to enrich English classroom experiences. In the authors’ view, important work in this arena must not use technological tools for the sake of using technology in the classroom, but, rather, for the sake of enriching literary experiences. Ultimately, by connecting response, authorship, and multimodal technologies, the teaching of poetry may be enhanced by the teaching of 21st century literacy skills. Toward these ends, the authors share opportunities for intertwining multimodal text with the teaching of poetry to enrich literacy and literary experience in middle and high school classrooms.
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Theoretical Perspectives

This section captures and shares the introspection on the part of the authors, as we worked with and expanded our own thinking on the theory and practice associated with this work. The rich theory and research that informed the work relied in part on that which informs writing and literature instruction. However, the evolving nature and constant state of flux of multimodal literacy practices led us to consider additional theoretical perspectives as we reflected critically on our findings. Though we based our initial research on the tenets of Rosenblatt’s transactional theory (1938/1995; 1978) and on the theory, ethics, and philosophy of Bakhtin (1981), we also relied on perspectives arising from the abundance of work on multimedia, design, and visual literacies (Rose & Meyer, 2002; New London Group, 1996; Alvermann, 2002). Thus, we ultimately aimed to define multimodal poetry as it is enriched by the interweaving of theoretical perspectives from the realms of literature, literacy, and technology.

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