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Invention in Two Parts: Multimodal Communication and Space Design in the Writing Center

Invention in Two Parts: Multimodal Communication and Space Design in the Writing Center

Sohui Lee, Christine Alfano, Russell Carpenter
Copyright: © 2014 |Pages: 17
ISBN13: 9781466661141|ISBN10: 1466661143|EISBN13: 9781466661158
DOI: 10.4018/978-1-4666-6114-1.ch068
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MLA

Lee, Sohui, et al. "Invention in Two Parts: Multimodal Communication and Space Design in the Writing Center." Digital Arts and Entertainment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1383-1399. https://doi.org/10.4018/978-1-4666-6114-1.ch068

APA

Lee, S., Alfano, C., & Carpenter, R. (2014). Invention in Two Parts: Multimodal Communication and Space Design in the Writing Center. In I. Management Association (Ed.), Digital Arts and Entertainment: Concepts, Methodologies, Tools, and Applications (pp. 1383-1399). IGI Global. https://doi.org/10.4018/978-1-4666-6114-1.ch068

Chicago

Lee, Sohui, Christine Alfano, and Russell Carpenter. "Invention in Two Parts: Multimodal Communication and Space Design in the Writing Center." In Digital Arts and Entertainment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1383-1399. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-6114-1.ch068

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Abstract

In writing about new media during the last decade, new media scholars in composition studies have focused on pedagogical challenges of teaching multimodal communication such as reconsidering literacy conventions, creating multimodal assignments, or considering material infrastructure. However, composition literature has not explored in depth multimodal production in the invention stage. Derived from the Latin word invenire (“to find”), invention is critical in composition studies, not only because of its role in creating new knowledge, but also because of its role in helping us discover heuristic practices leading to persuasive texts. As more writing centers begin to consult multimodal products, practitioners have begun to grapple with ways to help students become “inventive” in producing new media texts, particularly storyboards or ePortfolios. This chapter explores in what ways the invention process of digital media composition may be different from that of traditional written texts and implications for designing effective writing center spaces.

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