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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 8 of 8 (0.083 seconds)Spelling suggestions: "subject:"multimodal composing"" "subject:"multimodala composing""
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Teaching People, Not Writing: Civic Education & Critical Pedagogies in the Multimodal Writing ClassroomSalitrynski, Michael David 31 July 2014 (has links)
No description available.
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Writing Program Administration and Technology: Toward a Critical Digital Literacy in Programmatic ContextsSheffield, Jenna Pack January 2015 (has links)
Grounded in computers and composition scholarship, this mixed-methods dissertation project investigates how digital literacy is being represented and instantiated across U.S. writing programs. Using critical theories of technology as my theoretical framework, I draw on three large data sets, including a national survey of 70 Writing Program Administrators (WPAs) concerning programmatic commitments to digital literacy, a multimodal critical discourse analysis of these programs' websites, and follow-up interviews with survey respondents. Based on my analysis of these data sets, I argue that the focus of most programmatic discourses and practices tends to construct digital literacy in terms of how technological tools can be employed to meet rhetorical outcomes. I maintain, however, that with writing programs as a central force in the renegotiation of digital literacies, WPAs are in a unique position, through discourses and practices, to rearticulate digital literacy as not just a skill or means to improving rhetorical awareness for print composing but also an analytic to examine the social, political, and educational forces undergirding electronic texts and technologies—making visible the social relations involved in technology implementation and encouraging examinations of how technologies affect composing processes. This critical approach positions students as not just consumers but producers of new media who are able to become active agents of change in technological environments. Discussing the challenges that come along with taking a critical approach to technology integration at the programmatic level, I suggest a framework for addressing these challenges—including localizing technologies, mapping local practices to national goals, employing a multiliteracies training model, foregrounding assessment, and fostering communities of practice around digital literacy.
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Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective WritingOhene-Larbi, Stephen 06 December 2019 (has links)
No description available.
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Developing a Digital Paideia: Composing Identities and Engaging Rhetorically in the Digital AgeDeLuca, Katherine Marie 27 May 2015 (has links)
No description available.
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Queering Writing Pedagogy: A Multimodal Archive of Composing Queer(ly) in the Writing ClassroomRyerson, Rachael 19 September 2017 (has links)
No description available.
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Practitioners of Earth: The Literacy Practices and Civic Rhetorics of Grassroots Cartographers and Writing InstructorsConway, April Rayana 19 April 2016 (has links)
No description available.
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Nostalgia and New Media: Designing Difference into Rhetoric, Composition, and TechnologyKurlinkus, William C. 18 September 2014 (has links)
No description available.
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Theorizing Mental Models in Disciplinary Writing Ecologies through Scholarship, Talk-Aloud Protocols, and Semi-Structured InterviewsAdams, Laural L. 22 July 2014 (has links)
No description available.
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