Tag Archive for collaborative

“Multimodality as a Frame for Individual and Institutional Change”

citation
Arola, Kristin; Sheppard, Jennifer, & Ball, Cheryl E. (2014, Jan. 10). Multimodality as a frame for individual and institutional change. Hybrid Pedagogy. Retrieved from http://www.hybridpedagogy.com/journal/multimodality-frame-individual-institutional-change/

abstract
This article provides some historical, institutional, and theoretical context for a multimodal pedagogy, as taught by the three authors in three different universities, which forms the basis for their guidebook, Writer/Designer: A Guide to Making Multimodal Projects.

“Genre and transfer in a multimodal composition class”

citation
Ball, Cheryl E.; Fenn, Tyrell; & Scoffield Bowen, Tia. (2013). Genre and transfer in a multimodal composition class. In Carl Whithaus & Tracey Bowen (Eds.) Multimodal literacies and emerging genres in student compositions (pp. 15-36). Pittsburgh, PA: University of Pittsburgh Press.

abstract
This chapter is about a teacher’s progression through three iterations of a class (at two universities) in multimodal composition, with a focus on how two students brought previous multiliteracy practices into the classroom, how that knowledge shaped instruction, and how the instructor learned to not assign texts by modes in a multimodal class so as to avoid a-generic production of wowless, “five-paragraph” videos.


accompanying materials

status

  • Update 6/08: Collection received advanced contract from Utah State University Press.
  • Update 4/09: Utah State Univ Press downsized; asked to send mss elsewhere.
  • Update 10/09: Collection reviewed by Pittsburgh University Press; co-editors responding to reviews.
  • Update 11/28/09: Email notification by editors for new revision deadline of Feb. 1, 2010, to be reviewed again by Pittsburgh UP.
  • Update 2/2/11: Email notification of contract by U of Pittsburgh Press. Ours is the lead chapter in the book. We had no revisions.

"Talking Back to Teachers: Undergraduate Research in Multimodal Composition"

citation
Ball, Cheryl E., et al. (in progress). Talking back to teachers: Undergraduate research in multimodal composition. In Debra Journet, Cheryl E. Ball, and Ryan Trauman (Eds.) The new work of composing. Computers and Composition Digital Press/Utah State University Press.

abstract
This chapter is composed of 14 voices—12 undergraduates, 1 graduate student, and 1 faculty member (Cheryl E. Ball, contact author) from a multimodal composition class at Illinois State University. In a three-part chapter, we speak to the perceptions of undergraduate students’ technology use presented by scholarship, attendees at the Watson conference, and on our campus. The first section, presented as a video, reflects on conference attendees’ discussions of students who weren’t representative of the majority audience (professors and graduate students) at the conference. The second section, also presented as a video, asks how pedagogy needs to change to accommodate an increase in digital technology and what kind of cooperation is necessary between students and their teachers so both parties can effectively communicate to and learn from each other. The third section, presented as a MySpace page, argues that educators should incorporate social networks into their pedagogies because they offer a different way of composing. The sections will be presented together on the class blog, http://www.ceball.com/classes/239, where the index page will become a static Introduction to the chapter and each section will be presented as a page off the index. The benefit of hosting the site (for now) on the 239 class blog is so that readers can explore behind the scenes of our learning experience as we produced digital scholarship this semester.

status

  • 12/08: proposal accepted for the collection
  • 07/09: student projects revised
  • 10/09: collection accepted by press
  • 11/09: final chapter draft being readied for editors

accompanying materials

see also

"Assessing Faculty & Student Multimodal Teaching and Learning Practices Across Campus"

citation
Ball, Cheryl E.; Ellison, Katherine; Thompson, Torri; Justice, Hilary; Neuleib, Janice; & Kalmbach, James. (2009). Assessing faculty & student multimodal teaching and learning practices across campus. Department/School Initiative in the Scholarship of Teaching and Learning, Illinois State University. $10,000. [not funded]

abstract
This grant proposal was intended to fund a series of surveys and workshops to assess how teachers across the curriculum at Illinois State University implemented student-based projects using multiple media.

accompanying materials

"What is Multimodal Composition?"

citation
Interviewed by Fred Kemp & Rich Rice. (2008, September 5). What is multimodal composition? [Podcast]. Smarttcast. http://www.smarttcast.com/cheryl_ball.m4a

description
This 60-minute audio interview, hosted by Drs. Fred Kemp and Rich Rice of Texas Tech University, contains a Q&A about multimodal composition.

accompanying materials

"Logging on: Manifestos!"

citation
DeWitt, Scott L., & Ball, Cheryl E. (2008). Logging on: Manifestos! [Guest editors’ column]. Kairos: Rhetoric, Technology, Pedagogy, 12(3).
http://kairos.technorhetoric.net/12.3/loggingon/index.html

description

Screenshot from Braun & Gilbert's (2008) manifesto, "This is Scholarship"

Screenshot from Braun & Gilbert's (2008) manifesto, "This is Scholarship"

This editorial column (written for the special issue, co-guested-edited with Scott Lloyd DeWitt) introduces the reasons why we wanted to have an issue dedicated to manifestos, as cutting-edge ideas often not published in “scholarly” venues. It also introduces the 8 manifestos (including one collection that includes 9 individual manifestos) we accepted and details the peer-review criteria we used for the submissions.

accompanying materials

"Computers & Writing 2007: Virtual Urbanism"

citation
Hewett, Beth L. & Ball, Cheryl E. (2008). Computers & Writing 2007: Virtual urbanism. Kairos: Rhetoric, Technology, Pedagogy, 12(2). http://kairos.technorhetoric.net/12.2/loggingon

abstract

Issue art taken from C&W 2007 catalog (designed by Jeff Rice?)

Issue art taken from C&W 2007 catalog (designed by Jeff Rice?)


In this issue, the Topoi section of Kairos is pleased to showcase three webtexts originating from the 2007 Computers and Writing Conference (C&W) in Detroit: one focused on virtual case environments developed for CMS, the second focused on geoblogging as a way to present students with complex, place-contextualized writing scenarios, and the third focused on the consolations and constraints of words as writing, as speech, and as art.

accompanying materials

"Digital Scholarship"

citation
Ball, Cheryl E., & Hewett, Beth L. (2007). Digital scholarship. Kairos: Rhetoric, Technology, Pedagogy, 12(1). http://kairos.technorhetoric.net/12.1/binder.html?loggingon/index.html

abstract

Issue art designed by Michael Edwards

Issue art designed by Michael Edwards

In this issue, the Topoi section of Kairos is pleased to showcase two webtexts about digital scholarship, which connect to the Praxis section’s theme on tools for composing digital scholarship and the inaugural publication of the Inventio section, the aim of which is to highlight the intellectual labor of composing and reading scholarly webtexts. It’s a meta-theme on digital scholarship IN digital scholarship for this issue!

accompanying materials

"Reflections and Resolutions"

citation
Ball, Cheryl E., & Hewett, Beth L. (2007). Reflections and resolutions. Kairos: Rhetoric, Technology, Pedagogy, 11(2). http://kairos.technorhetoric.net/11.2/binder.html?loggingon/

abstract
This editorial column introduces four webtexts published as part of the proceedings for the 2006 Computers & Writing conference in Lubbock, TX.  Conference Chair Rich Rice overviews the conference, and the next two texts discuss issues of using content-management systems such as WebCT. The fourth text offers case studies of online research practices.

accompanying materials

"Disability and Technology"

citation
Hewett, Beth L., & Ball, Cheryl E. (2002). Disability and technology. Kairos: Rhetoric, Technology, Pedagogy, 7(1).
http://english.ttu.edu/kairos/7.1/binder2.html?coverweb/bridge.html

description

Issue art designed by James Inman

Issue art designed by James Inman

This editorial column introduces five webtexts that discuss issues of disabilities and technologies in writing classrooms, as well as two “conversations” about disability, technology, and webtext authoring captured between several sets of authors in the CoverWeb (themed) section. (This was the first issue of Kairos Beth and I produced as new CoverWeb Editors.)

accompanying materials