Multimodal Composition
portes grátis
Multimodal Composition
Faculty Development Programs and Institutional Change
Khadka, Santosh; Pandey, Shyam B.
Taylor & Francis Ltd
09/2021
304
Dura
Inglês
9780367756208
15 a 20 dias
750
Descrição não disponível.
Introduction: Multimodal Composition: From Faculty Development Programs to Institutional Change
Shyam B. Pandey and Santosh Khadka
Part I: Faculty Initiatives
Chapter 1: How to Multimodal: An Institutional-Infrastructural Exploration
Christina Boyles, Andy Boyles Petersen, and Danielle Nicole DeVoss
Chapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 Spring
Elizabeth F. Chamberlain and James A. Ottoson
Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and Administrators
Nicole Turnipseed and Logan Middleton
Chapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSU
Ethan T. Jordan and Heather L.H. Jordan
Chapter 5: Implementing Faculty Development in Multimodal Composition: A Case Study
Tawnya Azar
Chapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal Composition
Gabriel Morrison
Part II: Curricular Design and Pedagogies
Chapter 7: Learning to "Speak Data": Data Literacy and Multimodal Composition Pedagogy
Angela Laflen
Chapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio Grading
Craig Hulst, Dauvan Mulally, and Amy Ferdinandt Stolley
Chapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and Practice
Su Yin Khor and Cristina Sanchez-Martin
Chapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within Crisis
Alexander Wulff
Chapter 11: Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program
Lisa Tremain, Kimberly Stelter, and Jonathan Abidari
Part III: Faculty Development Programs
Chapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty
Brad Jacobson, Jose M. Avila, Rebeca D'Antoni, Kimberlee Henry, and Jennifer Wilhite
Chapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal Composition
Fawn Canady and Ed Nagelhout
Chapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One's Own
Kim Haimes-Korn, Jeff Greene, and Pete Rorabaugh
Part IV: Writing Across the Disciplines
Chapter 15: Multimodal Writing to Learn Across Disciplines
Dan Martin
Chapter 16: Investigating the Design of Multimodal Writing Assignments across the Disciplines
Meg Mikovits, Crystal N. Fodrey, and Erica Yozell
Shyam B. Pandey and Santosh Khadka
Part I: Faculty Initiatives
Chapter 1: How to Multimodal: An Institutional-Infrastructural Exploration
Christina Boyles, Andy Boyles Petersen, and Danielle Nicole DeVoss
Chapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 Spring
Elizabeth F. Chamberlain and James A. Ottoson
Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and Administrators
Nicole Turnipseed and Logan Middleton
Chapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSU
Ethan T. Jordan and Heather L.H. Jordan
Chapter 5: Implementing Faculty Development in Multimodal Composition: A Case Study
Tawnya Azar
Chapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal Composition
Gabriel Morrison
Part II: Curricular Design and Pedagogies
Chapter 7: Learning to "Speak Data": Data Literacy and Multimodal Composition Pedagogy
Angela Laflen
Chapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio Grading
Craig Hulst, Dauvan Mulally, and Amy Ferdinandt Stolley
Chapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and Practice
Su Yin Khor and Cristina Sanchez-Martin
Chapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within Crisis
Alexander Wulff
Chapter 11: Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program
Lisa Tremain, Kimberly Stelter, and Jonathan Abidari
Part III: Faculty Development Programs
Chapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty
Brad Jacobson, Jose M. Avila, Rebeca D'Antoni, Kimberlee Henry, and Jennifer Wilhite
Chapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal Composition
Fawn Canady and Ed Nagelhout
Chapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One's Own
Kim Haimes-Korn, Jeff Greene, and Pete Rorabaugh
Part IV: Writing Across the Disciplines
Chapter 15: Multimodal Writing to Learn Across Disciplines
Dan Martin
Chapter 16: Investigating the Design of Multimodal Writing Assignments across the Disciplines
Meg Mikovits, Crystal N. Fodrey, and Erica Yozell
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Santosh Khadka;Shyam Pandey;new media;educational technologies;professional communication;communication studies;composition pedagogies;meaning-making;programmatic adoption of multimodal composition;institutional change;faculty development programs;multimodal faculty development programs;Multimodal Composition;Professional Development;Multimodal Project;Multimodal Assignments;Teaching Multimodal;Multimodal Writing;Multimodal Work;Multimodal Curricula;Assignment Prompts;WPAs;Digital Journal;Faculty Development;Digital Scholarship Lab;Faculty Development Activity;Composition Faculty;Data Literacy Skills;Dual Credit Programs;Multimodal Genre;Digital Literacies;Multimodal Practices;FTNTTF;Multilingual Writing;Data Stories;Multilingual Students
Introduction: Multimodal Composition: From Faculty Development Programs to Institutional Change
Shyam B. Pandey and Santosh Khadka
Part I: Faculty Initiatives
Chapter 1: How to Multimodal: An Institutional-Infrastructural Exploration
Christina Boyles, Andy Boyles Petersen, and Danielle Nicole DeVoss
Chapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 Spring
Elizabeth F. Chamberlain and James A. Ottoson
Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and Administrators
Nicole Turnipseed and Logan Middleton
Chapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSU
Ethan T. Jordan and Heather L.H. Jordan
Chapter 5: Implementing Faculty Development in Multimodal Composition: A Case Study
Tawnya Azar
Chapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal Composition
Gabriel Morrison
Part II: Curricular Design and Pedagogies
Chapter 7: Learning to "Speak Data": Data Literacy and Multimodal Composition Pedagogy
Angela Laflen
Chapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio Grading
Craig Hulst, Dauvan Mulally, and Amy Ferdinandt Stolley
Chapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and Practice
Su Yin Khor and Cristina Sanchez-Martin
Chapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within Crisis
Alexander Wulff
Chapter 11: Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program
Lisa Tremain, Kimberly Stelter, and Jonathan Abidari
Part III: Faculty Development Programs
Chapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty
Brad Jacobson, Jose M. Avila, Rebeca D'Antoni, Kimberlee Henry, and Jennifer Wilhite
Chapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal Composition
Fawn Canady and Ed Nagelhout
Chapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One's Own
Kim Haimes-Korn, Jeff Greene, and Pete Rorabaugh
Part IV: Writing Across the Disciplines
Chapter 15: Multimodal Writing to Learn Across Disciplines
Dan Martin
Chapter 16: Investigating the Design of Multimodal Writing Assignments across the Disciplines
Meg Mikovits, Crystal N. Fodrey, and Erica Yozell
Shyam B. Pandey and Santosh Khadka
Part I: Faculty Initiatives
Chapter 1: How to Multimodal: An Institutional-Infrastructural Exploration
Christina Boyles, Andy Boyles Petersen, and Danielle Nicole DeVoss
Chapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 Spring
Elizabeth F. Chamberlain and James A. Ottoson
Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and Administrators
Nicole Turnipseed and Logan Middleton
Chapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSU
Ethan T. Jordan and Heather L.H. Jordan
Chapter 5: Implementing Faculty Development in Multimodal Composition: A Case Study
Tawnya Azar
Chapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal Composition
Gabriel Morrison
Part II: Curricular Design and Pedagogies
Chapter 7: Learning to "Speak Data": Data Literacy and Multimodal Composition Pedagogy
Angela Laflen
Chapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio Grading
Craig Hulst, Dauvan Mulally, and Amy Ferdinandt Stolley
Chapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and Practice
Su Yin Khor and Cristina Sanchez-Martin
Chapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within Crisis
Alexander Wulff
Chapter 11: Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program
Lisa Tremain, Kimberly Stelter, and Jonathan Abidari
Part III: Faculty Development Programs
Chapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty
Brad Jacobson, Jose M. Avila, Rebeca D'Antoni, Kimberlee Henry, and Jennifer Wilhite
Chapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal Composition
Fawn Canady and Ed Nagelhout
Chapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One's Own
Kim Haimes-Korn, Jeff Greene, and Pete Rorabaugh
Part IV: Writing Across the Disciplines
Chapter 15: Multimodal Writing to Learn Across Disciplines
Dan Martin
Chapter 16: Investigating the Design of Multimodal Writing Assignments across the Disciplines
Meg Mikovits, Crystal N. Fodrey, and Erica Yozell
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Santosh Khadka;Shyam Pandey;new media;educational technologies;professional communication;communication studies;composition pedagogies;meaning-making;programmatic adoption of multimodal composition;institutional change;faculty development programs;multimodal faculty development programs;Multimodal Composition;Professional Development;Multimodal Project;Multimodal Assignments;Teaching Multimodal;Multimodal Writing;Multimodal Work;Multimodal Curricula;Assignment Prompts;WPAs;Digital Journal;Faculty Development;Digital Scholarship Lab;Faculty Development Activity;Composition Faculty;Data Literacy Skills;Dual Credit Programs;Multimodal Genre;Digital Literacies;Multimodal Practices;FTNTTF;Multilingual Writing;Data Stories;Multilingual Students
